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Curriculum is changed to include concepts, issues, and themes of events from the perspective of other cultures (Brooks, 2024). An example would be looking at a historical event, like the Civil Rights Movement, from the view of those who lived it, not just what is taught in the history books. This helps get students talking and looking into a more in depth analysis of the events (Brooks, 2024).

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Teachers need to take the time to get to know their students and their cultural backgrounds to develop meaningful and genuine relationships with them (Brooks et al., 2017). This means sitting down with them and letting the students tell them about who they are and where they are from. Teachers who do not see their students as individuals are less likely to create authentic relationships and environments (Brooks et al., 2017).

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Educators need to focus on family strengths instead of what families are not doing (Garcia et al., 2016). Educators can do this by asking families how they want to be involved while also asking how education is taught at home. This gives the educators a way of understanding what will work for the students while working with the families.

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Educators need to understand different cultural values, traditions, and contributions to society, to be able to understand their students (Will & Najarro, 2022). This can be done by not only the traditional way of research and study, but also by attending different cultural events along with having discussions with those from different cultures. They can also learn a lot by having discussions with their students.

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By celebrating the holidays of all the students, not just mainstream holidays, a teacher can help their students feel included (University of Kansas School of Education, 2023). This can also promote a better understanding among the students of who each other are.

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Bringing in books from authors of different cultures can help students feel more comfortable and engaged with the curriculum (UKSE, 2023). An example of this would be using Miguel de Cervantes' Don Quixote in ELA classes.

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Including music from multiple cultures in the classroom helps to create a warm and inviting environment for all (UKSE, 2023). Students feel included when they can hear music that they understand and enjoy.

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Continuously including multiple cultures into the classroom are detrimental to creating a safe and welcoming environment for all students. This can be in many forms including daily greetings at the door which can be expanded even more by greeting the students in their own language (UKSE, 2023).

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Having family members come in and volunteer in classrooms and other school activities helps to provide an inclusive environment (Garcia et al., 2016). Family members can also help to be part of school decisions that not only affect their own children, but also other children from their culture (Garcia at al., 2016). This can be at the school level or even at the district level, such as at board meetings.

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Communication with families and communities

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Communication with families and communities

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Educators have a responsibility to keep families and the community informed of happenings and upcoming events with the schools. By doing this everyone has the opportunity to stay involved with their students education. This can be done by sending fliers home, email, social media, and even text messages. Schools can also place fliers throughout the community.

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By having events throughout the community, schools can help differing cultures become more involved with their children's education. Schools can do this by hosting events at community centers, libraries, rec centers, and even churches. The events can range from being athletic events to informational dinners to teach parents how to help students at home.

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Cultures have different ways of saying things along with different meanings. If an educator is not aware of these differing nuances, they could easily confuse or even offend a student. For an educator to be able to correctly converse with students from differing cultures, they need to know what the cultures communication is like (Will & Najarro, 2022). They can do this by conversing with the student and their parents. They can ask them what may offend, such as in the Japanese culture it is considered rude to hold eye contact.

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For some cultures, education is not a priority. An educator needs to understand this when they are pushing for a higher academic achievement with a student (Will & Najarro, 2022). A teacher should discuss with the student and the parents what they expect out of their education. By doing this a teacher is not only showing respect to the culture but also opening up communication to encourage a higher standard for the student.

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As classrooms become more culturally diverse, educators need to stay up to date on trainings and education themselves. This can be done by regularly attending professional developments centered around cultural diversity in the classrooms. They can also stay connected with the different cultures within the community by attending events. By staying up to date, an educator gives themselves the best chance of creating an inclusive classroom for their students.

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Cultures all share the fact that they have proverbs and fairytales that they have grown up with. Now they will not all be the same but many do share the same messages. By implementing these into curriculum, an educator can promote a lesson with languages and how to cope with things (Rodriguez & Garcia, 2010). They can also use this to show students that even though they are from different cultures, that they do have things in common.

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There will be times when a lesson would benefit from having guest speakers. By having speakers of different cultures come in, an educator can show their students the importance of their culture. An example would be if a teacher was presenting a lesson on the history of the civil rights movement, it would be beneficial to have speakers from different races that were alive during the movement, to come in and explain what they went through. This adds different viewpoints of the event.