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This article provides educators with ideas about how to be culturally responsive teachers. It also explains the relevance of being culturally responsive, as well as comparing this method of teaching to traditional methods.

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Over the past few decades, students, their experiences, upbringings, and backgrounds have changed. Classrooms now reflect families of varying races, cultures, and socioeconomic statuses. As a result, the way teachers educate these students must change, too, says Cherese Childers-McKee, assistant teaching professor in Northeastern University's College of Professional Studies. One of these shifting approaches to education is known as culturally responsive teaching.

Below, we explore the concept of culturally responsive teaching, compare it against traditional teaching models, and offer a number of strategies that you can use to incorporate the approach into your own methods.

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What is culturally responsive teaching?

Culturally responsive teaching, also called culturally relevant teaching, is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Traditional teaching strategies emphasize the teacher-student dynamic: The teacher is the expert and adheres strictly to the curriculum that supports standardized tests while the student receives the knowledge. This teaching method is outdated, Childers-McKee says.

"Teachers have more diverse classrooms today. We don't have students sitting in front of us with the same background or experience, so instruction has to be different," she says. "It needs to build on individual and cultural experiences and their prior knowledge. It needs to be justice-oriented and reflect the social context we're in now. That's what we mean when we talk about culturally responsive teaching."

Culturally Responsive vs. Traditional Teaching Methods

Culturally responsive teaching can manifest in a number of ways. Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text.

Culturally responsive teaching, on the other hand, acknowledges that there's nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a "hook and anchor" to help draw students into the content using their past experiences.

"This way, students can see themselves in some of what they're reading and not just the white, western world. The learning is more experimental, more hands-on," she says. "Instead, you're showing them a worldwide, multicultural community and looking for different interpretations while relating it to what it means for society today."

Why is culturally responsive teaching important?

Culturally responsive teaching is especially pertinent today because the traditional education path from school to college to a career and life in the suburbs isn't a reality-or desire-for everyone, Childers-McKee says. Educators' approaches to teaching need to reflect these differences.

"That typical, mainstream education is not addressing the realities of today's students. Culturally responsive teaching isn't just for those students who don't come from white, middle-class, English-speaking families-it's an important teaching strategy for everyone. When done the right way, it can be transformative."

When integrated into classroom instruction, culturally responsive strategies can have important benefits such as:

Strengthening students' sense of identity

Promoting equity and inclusivity in the classroom

Engaging students in the course material

Supporting critical thinking

Here's a look at five culturally responsive teaching strategies all educators can employ in their classrooms.

5 Culturally Responsive Teaching Strategies for Educators

1. Activate students' prior knowledge.

Students are not blank slates, Childers-McKee says; they enter the classroom with diverse experiences. Teachers should encourage students to draw on their prior knowledge in order to contribute to group discussions, which provides an anchor to learning. Taking a different approach to the literature that's taught in classrooms is one example of this.

2. Make learning contextual.

Tie lessons from the curriculum to the students' social communities to make it more contextual and relevant, Childers-McKee advises. "If you're reading a chapter in history class, for example, discuss why it matters today, in your school, or in your community," she says. "Take the concept you're learning about and create a project that enables them to draw parallels."

3. Encourage students to leverage their cultural capital.

Because not all students come from the same background, it's important to encourage those who don't to have a voice. Say, for example, you teach an English class that contains ESL students. It's important to find ways to activate the experiences they do have-their cultural capital, Childers-McKee says.

The teacher may choose a book for the class to read in which the ESL students could relate and feel like they could be the expert, for instance. As a teacher, Childers-Mckee's once chose a book that told the story of a child of migrant workers because some of her students came from an agricultural background.

"When you have a mixed classroom, you want those in the minority to feel like they are an expert. You want to draw from their experiences," she says. "I do caution that you don't want to cross a line and make 'Johnny' feel like he needs to speak for all Mexican people by putting them on the spot, for example. That's a line you need to walk."

4. Reconsider your classroom setup.

Take inventory of the books in your classroom library: Do they include authors of diverse races? Is the LGBTQ community represented? Do the books include urban families or only suburban families? Beyond your classroom library, consider the posters you display on your walls and your bulletin boards, too. "These are all small changes you can make to your classroom more culturally responsive," Childers-McKee says.

5. Build relationships.

Not all students want to learn from all teachers because the teachers may not make them feel like they're valued, Childers-McKee says. Teachers need to work to build relationships with their students to ensure they feel respected, valued, and seen for who they are. Building those relationships helps them build community within the classroom and with each other, which is extremely important, she says.

"When we think about culture and diversity, people often automatically think about black students, but people need to think broader than that, now," Childers-McKee says. "Some teachers whose students are all white and middle-class struggle with how culturally responsive teaching strategies apply to them. It's equally important for them to teach students about diversity. These aren't just teaching strategies for minorities, they're good teaching strategies for everyone."

Educating for the Future

Educators have the unique power to impact the lives of their learners. Making use of thoughtful, inclusive instruction can have positive effects on students that last far beyond their time in the classroom.

Employing culturally responsive teaching strategies is a small step toward enacting meaningful change in education. If you're interested in leading your organization toward positive change on a larger scale, earning an advanced degree is one way to gain the necessary knowledge and skills to do so.

Pursuing a degree, such as a Doctor of Education , will empower you to address the challenges currently facing education and improve the learning experience. Students of the program work with industry-aligned faculty on real-world organizational issues, allowing them to have an immediate impact on their professional environments.
To learn more about how an EdD can further your career while improving students' educational experiences, explore Northeastern's Doctor of Education program page, or download our free guide below.

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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching values students' cultural references in all aspects of learning. Here are five strategies to bring to the classroom.

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This article provides examples of strategies and ways in which technology can be used in appropriate, effective, and enjoyable manners within the classroom.

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Drexel University School of Education
Technology provides instant accessibility to information, which is why its presence in the classroom is so vital. Smart phones, computers, and tablets are already an omnipresent element of everyday life for students and teachers alike. It's only natural that the use of technological devices in the classroom are explored to create meaningful learning experiences for students of all ages.

Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

What Does Technology Integration Mean in Education?

Integration of technology in education simply refers to the use of technology to enhance the student learning experience. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

How to Integrate Technology in the Classroom

There is a common misconception that the integration of technology in the classroom can be a financial burden for school districts, but students do not necessarily need their own tablets or laptops to succeed with technology. The use of technology during whole-class instruction can foster student engagement for auditory and visual learners. Integrating simple technologies Power Points, games, internet homework assignments, or online grading systems can be difference makers in students' growth in the classroom.

Power Points and Games

Powerpoint presentations can be used to introduce a classroom concept while providing the opportunity for engagement. Along with the use of graphics and bulleted information, links to videos that accompany the ideas presented in the Powerpoint can be embedded within the slides.

Educational apps in the classroom like Kahoot can be used to review information after a lesson or unit. Teachers can create and share Kahoots with one another while students can create anonymous user names to participate in the game. This allows for whole-class participation from students who may usually be reluctant to participate in class. Kahoot is accessible to play on phones or computers and teachers can determine if they want students to work independently or be assigned to teams.

Internet Homework Assignments

Posting homework assignments online (via learning platforms like Blackboard, Brightspace, and Moodle) is one way many teachers can begin to integrate technology in the classroom. Assignments are easily accessible, which can increase student engagement and help students become more organized.

Online grading Systems

Communication is a key element in education that helps teachers, administrators, parents, and students recognize a student's strengths and areas for improvement. Online grading systems such as PowerSchool open and facilitate lines of communication where teachers can post grades, analyze student attendance patterns, and manage transcript data.

Classroom Tablets

For classrooms that are fortunate enough to have tablets for students, technology can allow teachers to implement differentiation throughout instruction. Students can work at their own pace during assignments and teachers have the opportunity for one-on-one instruction.

Listserv

Software such as Listserv allows parents to manage and organize their emails. Parents can receive updates from teachers about important announcements, newsletters, and discussions that keep frequent lines of communication open.

Strategies of Implementation for Age Groups

The benefits of technology can enhance any contemporary classroom. However, the way technology is implemented and used in classrooms of various grade levels and content areas will differ.

Ways to Incorporate Technology in the Elementary Classroom

For younger students, technology can be used to build fundamental skills to prepare them for future independent learning. Students can use interactive games to reinforce math, spelling, phonetic, and reading skills. Sites like Spelling Training permit students or teachers to upload their own word lists to practice word pronunciation and create interactive games. Parents can also use these sites to exercise fundamental skills beyond the walls of the classroom.

Using Technology in the Middle School Classroom

As students begin to take steps to transform into independent thinkers, they can use technology to develop basic life skills. Students at the middle school level will gain independence by having different teachers for each subject. Using technology to acquire skills such as conducting research can be applied to any content area. Websites like Easy Bib guide students to find credible sources through a variety of search engines and teach students to correctly cite those sources to avoid plagiarism.

Technology in High School Classrooms

Once students reach their secondary education, they can discover ways to use technology that can be beneficial for college and career development. Familiarization with Microsoft Office and Google Drive teach students to make spreadsheets, slide show presentations, and share documents where they can receive fluid feedback on their work. Many careers use these elements of Microsoft and Google to organize information and collaborate between colleagues or clients.

Why is it Important to Integrate Technology in the Classroom

Teachers often find success when they present the opportunity to use technology in the classroom. There are various benefits and effects when technology is used for educational instruction and some may argue that not all of the effects are positive. Having an infinite flow of information and entertainment available at any given time could be seen as a distraction, but if technology is integrated into the classroom with routines in place that are monitored or assessed, the pros of using technology in the classroom outweigh the cons.

Keeping students engaged

Active engagement is a key part of any lesson plan. Whether students are working independently or collaboratively, technology engages students because it is interactive.

Helps students with different learning styles

Not all students learn and retain information in the same way or at the same speed. Technology is an opportunity for teachers to differentiate instruction to modify information for the appropriate learning capabilities of their students. The use of technology can also allow students to work at their own paces.

Prepare students with life skills

Technology has become its own form of literacy because of how often it is used in everyday life. Many careers use at least one aspect of Microsoft Office or Google Drive on a daily basis: balancing budgets on spreadsheets, creating decks or slide shows to be presented, or attaching documents to emails to communicate important information. Allowing students to learn and refine these skills prepares them for life beyond the classroom.

For additional information about programs or certifications associated with technology in the classroom, visit Drexel University's School of Education Instructional Technology Specialist Certification program.

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How to Integrate Technology in the Classroom - School of Education

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Check out our list of tips for the best ways on how to use technology in the classroom. Learn the benefits & effects of technology with Drexel University.

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This article provides advice about how to appeal to the wide variety of student interests within the classroom. It also refers to other resources that educators can utilize to learn more and provides discussion questions for educational leaders and teachers.

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This article provides tips about how to prepare for, facilitate, and follow-up difficult discussions within the classroom. It also provides examples of possible issues that could occur during discussion, as well as with links to additional resources for educators to refer to.

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Center for Innovative Teaching and Learning

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Teaching controversial subjects is an inherent part of some courses and disciplines. Topics like race, culture, gender, and/or sexual orientation can come up in many fields, and any course dealing with current events presents an opportunity for socially-challenging or politically-charged topics to arise spontaneously in class discussions. How we manage those discussions, however, can greatly impact how useful the conversations are to our instructional goals, and what sort of impact they have on the dynamics of the class. Many of the suggestions below focus on pre-planned discussions, but many of the techniques can also be applied to discussions that pop up unexpectedly.

Preparing for Discussions

In situations where you know you will be addressing a controversial topic, you can prepare for the discussion in ways that set the stage for success.

Consider possible sources of student views. On many issues, students' viewpoints may be wrapped up in their personal identities, influenced by family members, or connected to religious/spiritual/moral beliefs. So a challenge to an idea may be seen as a personal challenge as well. Just being aware of these deeper origins of student opinions-both for you and their classmates-may be useful in approaching delicate conversations.

Lead with your goals. Contextualize the discussion within your class and disciplinary contexts. Be clear with your students why you are having this conversation and what learning outcomes you expect. Be ready to reiterate these goals during the discussion, and ask the students to redirect the conversation in ways that return to these goals.

Provide pre-discussion assignments. Ask students to complete an assignment in advance that helps them understand and articulate their own views, as well as others they have heard. Such pre-discussion homework can help them reflect on those views, understand potential reasons behind them, and connect them to disciplinary content in the course. Such activities let them do some more logical thinking in advance, before any emotional barriers get thrown up during a heated discussion.

Prepare students with disciplinary models for thinking. If you are wanting them to learn how someone in your discipline discusses these matters, be certain to spend time overtly explaining and modeling those disciplinary processes, and make sure the discussion practices those models, prompting students as needed. For example, is there a certain type/level of evidence that you expect them to apply to their reasoning? Are there certain theories/concepts that you want them to apply to their arguments?

Establish some discussion guidelines. Work with students to establish a set of guidelines for class discussion; their input is important here so the rules are part of the classroom community, not just rules you impose. Some possible guidelines include:

Listen respectfully, without interrupting

Allow everyone the opportunity to speak

Criticize ideas, not individuals or groups

Avoid inflammatory language, including name-calling

Ask questions when you don't understand; don't assume you know others' thinking or motivations

Connect back to course concepts whenever possible

Don't expect any individuals to speak on behalf of their gender, ethnic group, class, status, etc. (or the groups we perceive them to be a part of).

Talk candidly about the challenges ahead. Admit up front that the conversations may be awkward or challenging, but explain why they are important parts of the class. You can set an example by expressing some personal vulnerability, a willingness to take risks and make mistakes, and a willingness to learn and grow in a public setting.

Warm up first. Consider dealing first with some less complex or emotionally-charged topics, rather than just jumping into a very heated issue. Have a reflective discussion about how that discussion went, so students can learn how to handle the discussion and build trust with their classmates.

During Class

Provide a framework and starting point. Prepare some questions to get the conversation started, balancing the needs for both focus and openness in responses. Avoid questions that seem like there is one right answer. In some cases, it works well to ask not for their own opinions, per se, but a sharing of what opinions they have heard about that topic; such an approach allows you to get the "lay of the land" without anyone feeling too exposed from the start. Structured discussion activities can also be useful for guiding conversations in productive and supportive ways (including these examples from Vanderbilt University).

Actively manage the discussion. Be ready to prompt students as needed for follow-up, additional explanation, or evidence. Be ready to remind students of the discussion guidelines, and let them practice re-stating comments as needed. And be ready to steer the conversation back to the stated goals of the discussion.

Address the difficulty. If there is some hesitancy in the conversation, consider asking why it is difficult to discuss, and be ready to reassert any course or disciplinary framework that will help people respond. Admitting your own discomfort in addressing such issues can make students more comfortable with their own discomfort, especially if you explain or model how you can work past it.

Provide structured opportunities for reflection and input. Consider how you can structure opportunities for everyone to stop, think, and reflect, particularly when the conversation lags or becomes contentious. Ask students to write for a few moments, share answers with a neighbor, and come back to the broader discussion with that new focus. Sometimes a short writing break is useful in diffusing tension and refocusing the conversation.

Be ready to defer the conversation. If the conversation gets too heated or off-topic, you may want to reach some sort of closure to the immediate discussion and defer the conversation to another class period, for which everyone can prepare. Be certain to explain the purpose of this deferral, and give students some resource or assignment that will help them prepare to discuss the topic in a more meaningful way within the context of the course and discipline. This is particularly useful in situations where the conversation was spontaneous, not planned.

Be aware of the implications of sharing your own views. Weigh the impact of you sharing your own opinions on an issue, knowing that could silence students who hold other views. If you do share your own ideas, be sure to elaborate on your thinking process enough to model the disciplinary thinking you want them to do, not necessarily the outcome.

Confront inappropriate language. If a student makes an inappropriate comment-racist, sexist, or otherwise offensive-letting it go without intervention can seem like a tacit endorsement of those views. And whether the slight is intentional or not, the impact is the same. Letting such comments pass unchallenged can seriously harm students' trust in you and their sense of belonging in the class and the university. Have some responses ready for how you are going to address such comments, including language that interrupts bias by calling out the behavior while calling in the person. Responding directly to microagressions and other inappropriate language may feel uncomfortable, but our discomfort as instructors has less impact than discomfort experienced by marginalized students.

Follow-Up

Synthesize the discussion. Leave some time at the end of class for people to synthesize what they heard, particularly in terms of how it relates back to course concepts and the activity's stated goals. Or consider giving students a follow-up assignment outside of class that asks them to do this synthesis and reflection, both for their own benefit and for you to assess how useful the activity was. Part of the purpose here can be to give students a way to process any cognitive (or emotional) dissonance they may have encountered during the discussion.

Reflect on the conversation dynamics. Ask student what they would have liked to have done differently in the conversation-either a reflection on the whole group's behavior or (perhaps more importantly) on how they participated. You might remind them of any frameworks or guidelines as a structure for their reflections. In some cases, it might be worth giving the group a second chance at a discussion.

Share relevant resources as needed. If you think some students may need assistance processing a difficult discussion, and who may need emotional or psychological support, make sure they know about campus resources available to them, including:

Problems with Discussion

Getting Started: Students are often reluctant to get down to work in a discussion. Students are more likely to join in discussion if you divide them into pairs or small groups and assign a specific discussion question. After a few minutes of small group discussion, ask several groups to report out their ideas to the entire class. This often helps to get discussion going because students have had a chance to "try out" their ideas on their peers. Alternatively, give students time to write individually before opening up a discussion; they are much more likely to speak up if they have some notes to speak from. Further, by allowing for this kind of pre-discussion activity, you will be able to ask more complex and interesting questions. At the same time you will be promoting equity in the conversation, allowing everyone in the class to gather his or her thoughts before speaking rather than privileging the bold or the entitled, who can otherwise dominate the discussion.

Attendance: Despite the fact that discussion section participation is a requirement for many introductory courses, students may believe that their attendance is not mandatory since the AI rather than the professor is in charge. Therefore you may want to devise a way to structure required assignments, projects or presentations into your sections so that section participation will be a part of the final course grade. If students know that the AI has some responsibility for determining their grades, that AI will have considerably more authority in the classroom or in any interactions with students.

Losing Control: One fear about discussion is the possibility that the discussion will be TOO enthusiastic or not remain civil. Develop ground rules as a class. Gently, students can be reminded that behavior X (e.g., interrupting, blatantly ignoring the conversation, showing disrespect) is not appropriate in the context of the rules the class agreed on. If no rules have been established, or if the inappropriate behavior doesn't seem to fit under the rules, you should address it immediately. Otherwise, you send a message to the students that such behavior is acceptable. Often, simply walking toward the student(s) will resolve the problem, as they will see that you are paying attention. Sometimes, however, you will need to address the problem directly. Try not to get rattled-take a deep breath, allow some silence, and then respond. This gives you some time to plan a response that models for the students how to handle a difficult situation. Remember: never shame or humiliate a student, and don't take student remarks personally-although an attack may seem personal, it may be directed at authority figures in general rather than at you in particular.

Discussion Monopolizers: If the same students answer all the time, you might say, "Let's hear from someone else." Then don't call on students who have already spoken. Do not allow one student to speak for an inordinate amount of class time. Take that person aside and ask him or her to limit comments in class. If the student does not respond to this hint, tell him or her an exact number of times he or she will be allowed to respond in class, and do not call on him or her after that number has been reached in any class period.

Controversial Topics: If you teach charged topics, prepare students for discussing them. For an article about how to build up the skills necessary to discuss sensitive topics, see "Controlled Fission: Teaching Supercharged Subjects" (Pace, 2003).

Learning More

The CITL occasionally offers workshops on leading discussion on difficult topics. See the CITL Events page, or contact us at citl@indiana.edu.

The teaching center at the University of Michigan (the Center for Research in Learning and Teaching, CRLT) has several online resources related to teaching difficult topics and leading sensitive class discussions, including those aimed specifically at teaching during crises (campus unrest, national tragedies, etc.): http://www.crlt.umich.edu/multicultural-teaching/difficult-moments.

The CRLT also provides a guide specifically aimed at Preparing to Teach about the 2020 Election (and after).

Vanderbilt University's Center for Teaching also has resources with valuable suggestions for managing difficult discussions, particularly the "Specific Tools and Strategies" section: https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/.

"Responding to Microaggressions in the Classroom: Taking ACTION" (Souza, 2018) provides some concrete language for responding to inappropriate comments in class.

"Interrupting Bias: Calling Out vs. Calling In" (Haslam, 2019) offers language for calling out biased language and behavior in ways that both confront and educate.

Having Difficult Conversations about Race and Other Identities: Overview of Intergroup Dialogue (IUPUI's Center for Teaching and Learning, 2020) provides an approach to facilitated conversation between individuals of different social identity groups. (video, 1:01:25)

The Office of the Vice President for Diversity, Equity, and Multicultural Affairs is an advocate for underrepresented students, faculty, and staff and provides programs to promote excellence through diversity, equity, and culture at Indiana University. Their diversity education programming offers useful insights on promoting equitable and inclusive instruction.

Arao, Brian, and Kristi Clemens. "From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue around Diversity and Social Justice." The Art of Effective Facilitation: Reflections from Social Justice Educators. Sterling, VA: Stylus Publishing (2013): 135-150. Available from Indiana University Libraries ( https://iucat.iu.edu/catalog/16117547)

Brookfield, Stephen. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass (2005). Available from Indiana University Libraries ( http://iucat.iu.edu/catalog/6278982).

For More Help or Information

Contact the CITL for more assistance on these issues-including planning activities around difficult topics, managing classroom discussions, and setting inclusive and constructive classroom climates.

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This page provides tips and resources for managing heated or contentious conversations in the classroom.

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Students worked together to create a rap and record a music video. This song regards the way there are false assumptions about students based on various traits.

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This is a lesson plan that follows the book "Stevie" by John Stephoe. This lesson plan is centered around important concepts of critical literacy, such as viewing events from multiple perspectives.

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Seeing Multiple Perspectives: An Introductory Critical Literacy Lesson

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Critical literacy involves challenging a text by considering problem-posing questions such as: What's missing from this account? How could it be told differently? Comber (2001) explains: "Critical literacy is not a set of finite practices." She asserts that teachers "have to assist young people in assembling a set of discursive tactics and strategies" (p.

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This video delivers important information about critical literacy.

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This image reflects the importance of culturally relevant instruction and the effect it has on society and the world as a whole.

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This infographic is a great representation of the ways in which educators can best prepare themselves to be effective, culturally responsive educators.

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Bilingual picture books are great resources to utilize in the classroom! They relate to the background knowledge, identities, and cultures of ELs, while also encouraging peers to become more informed of the diverse languages and cultures of their peers. Bilingual picture books also encourage students to "open their eyes" to the world around them, understanding that there is not a singular "norm" within society!

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This website explains how Minecraft (education edition) within the classroom to promote learning and to peak student interest. This encourages students to connect their love of video gaming and technology to their learning. The website also provides educators with lesson plans across all subjects that they can utilize while teaching through Minecraft. It also provides program-training for educators.

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Get Minecraft Education for your classroom. Find out how using this game will take your students' learning to the next level.

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This Prezi presents a solid basis of information regarding critical literacy. This would be a wonderful resource for individuals who are beginning to familiarize themselves with critical literacy and would like to learn about its facets and history.

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I found this quote reflect an interesting opinion regarding the digital divide. It reflects the many factors that affect the availability of technology, as well as the common opinions of various groups.

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Reader's theater is an effective way to help students develop their literacy skills. It makes learning applicable and allows students to understand the way reading shapes society.

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This quote allows us to understand the effect that critical literacy has on all individuals. By incorporating this into the classroom with students, teachers can prepare their students to understand bias and to think critically from a young age.