Culturally Responsive Teaching Strategies by Hannah Wilkes https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz en-us 2022-09-27 17:42:24 UTC 2022-09-30 19:23:27 UTC hello@padlet.com https://padlet.net/icons/png/270f.png Using materials and photos in the classroom that counter stereotypical associations ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2316106329 Strategy
The Ohio State University's Kirwan Institute encourages teachers to combat implicit biases in the classroom by using posters, pictures, and materials depicting people of multiple races as doctors, teachers, and other professionals when describing career choices. Teachers must ensure that all races are represented in positions of power and are represented equally.

Why I chose it
I chose this strategy because it is a simple and effective way to show children that they can be whatever they want to be in life and, as mentioned previously, combats the development of implicit biases.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically early childhood grade levels (Pre-K to 3rd) when they explore and identify various career options through dramatic play, books, etc. The Kirwan Institute recommended this strategy for early childhood education classrooms as well.

References
Capatosto, K. (2015, July). Strategies for Addressing Implicit Bias in Early Childhood Education. Kirwan Institute for the Study of Race and Ethnicity. https://kirwaninstitute.osu.edu/sites/default/files/2015-06//implicit-bias-strategies.pdf
]]> 2022-09-27 18:02:41 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2316106329 Field Trips ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2318249100 Strategy
A Time article discussing how to teach about religions in schools, it encourages teachers to educate their students about religion by taking field trips to houses of worship -- as a way to observe rather than participate in the rituals. The article states that it may be better to go to the house of worship when there is no service in session, out of respect for the members of the religious community.

Why I chose it
I chose this strategy because I think it would be so memorable and engaging to go to a house of worship different or completely new to one's personal experience. For example, I have never been to a temple or a mosque and I think it would be so interesting and enlightening to observe one and learn about a religion different from my own and it would help combat any biases towards a particular religion by witnessing their place of worship firsthand. 

Age Group
This being said, this strategy would probably be best for middle school, high school, or potentially upper elementary (depending on behavior). To execute this strategy effectively and respectfully, it is vital that students recognize and have the ability to conduct themselves in a controlled, respectful manner -- therefore, this would not be suitable for children younger than 12 years old in my opinion.

References
Wertheimer, L. K. (2016, September 30). How to teach about world religions in schools. Time. https://time.com/4515229/religion-teaching-public-schools/
]]> 2022-09-28 20:46:22 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2318249100 Practice Mindfulness & Loving-Kindness ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2318333490 Strategy
In an article discussing how teachers can reduce implicit biases regarding race, it states that practicing mindfulness can have a direct effect on reducing biases in general. In fact, "In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases." (Suttie, 2016). This quote is evidence that simply taking 10-minutes out of a school day to practice mindfulness has the potential to reduce biases in the classroom.

Why I chose it
I chose this strategy because it is such a simple and effective thing to do to combat bias in the classroom. Teaching students to practice mindfulness has additional benefits as well -- it can reduce stress and contribute to a calmer and safer classroom environment. Practicing mindfulness and loving-kindness is a positive message that can resonate with pretty much everyone, which makes it a universal method to reduce bias in the classroom.

Age Group
This being said, this strategy would work for almost any age group. Starting in preschool all the way up to college level, I think that there is value in students, and all people for that matter, taking a moment to destress and refocus energy on being mindful, loving, and kind towards others.

References
Suttie, J. (2016, October 28). Four ways teachers can reduce implicit bias. Greater Good. https://greatergood.berkeley.edu/article/item/four_ways_teachers_can_reduce_implicit_bias
]]> 2022-09-28 22:40:15 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2318333490 Watch your language ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320051331 Strategy
The Harvard Graduate School of Education's "Making Caring Common" project developed a list of five tips for preventing and reducing gender bias. Within one of the five tips, it encourages teachers, parents, and families to be mindful of their own biases and be mindful of how speak to their students/children. In the article, it states that "When we comment on how pretty girls look or how strong boys are, for example, we send messages about our expectations for kids based on their gender. Use gender-neutral words like “they” or say “she or he” when talking about people in the abstract. Say “firefighter” instead of “fireman” and “police officer” instead of “policeman.” (Harvard Graduate School of Education, 2022). It is important that we refrain from referring to students using gender specific terms such as "you guys" as it is possible that not every student feels comfortable identifying with that term.

Why I chose it
I chose this strategy because it is essential that teachers recognize that the way they speak to their students has an incredible impact on them. Becoming more aware of one's biases and the way they speak to others is an important aspect of communication in general, but especially young, impressionable students. While there may not be anything inherently wrong with the way one speaks and the person doesn't intentionally mean anything negative by it, words carry meaning and it is necessary that all teachers recognize the weight of their words and teach their students the impact words can have as well.

Age Group
This strategy would work for any age group. Children as young as preschool age have the ability to become more cognizant of the words they use towards others. Students of every age are susceptible to being influenced by their teachers words and actions, therefore it is the teacher's responsibility to conduct themselves in a manner that they wish to see emulated by their students.

References
Harvard Graduate School of Education. (2022, August 10). 5 tips for preventing and reducing gender bias — Making caring common. Making Caring Common. https://mcc.gse.harvard.edu/resources-for-families/5-tips-for-preventing-and-reducing-gender-bias
]]> 2022-09-29 20:23:03 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320051331 Anti-bias literature in classroom library ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320075916 Strategy
Lesley University published an article on teaching young children to understand and accept differences. Within the article, it mentions the benefits of filling the classroom library with anti-biased picture books. This includes books that feature children of various races, ethnicities, cultures, genders, family backgrounds, and children who are disabled. This allows for all students to feel represented in literature and more included in the classroom.

Why I chose it
I chose this strategy because I recognize how important representation is. I can imagine that not being able to identify with characters in books would be very discouraging. This being said, having a diverse range of literature in the classroom can not only allow students to feel represented, but also help other students acknowledge the vast range of beautiful people who exist in our world.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically early childhood grade levels (Pre-K to 3rd) when it comes to picture books. This would also work for older grades by selecting literature that features a non-white/cisgender/able-bodied protagonist.

References
Lesley University. (n.d.). Teaching young children to understand and accept differences. https://lesley.edu/article/teaching-young-children-to-understand-and-accept-differences
]]> 2022-09-29 20:51:58 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320075916 Foster non-classist assumptions and interactions ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320099087 Strategy
This strategy involves students not sharing about material possessions during circle time, but instead sharing about personal and life experiences. In the article, it states that teachers can "Make a decision not to focus on children’s new possessions during circle and sharing times. Encourage children to share information about experiences they had with their families. Invite children to bring in their oldest toy and talk about how they still play with it." (Derman-Sparks & Edwards, 2020). Not every family can afford to buy new toys, so this will allow students to not feel left out or highlight any potential insecurities.

Why I chose it
I chose this strategy because it is a small, yet incredibly impactful change that teachers can implement for the overall benefit of all students. It can make students also become more cognizant of the fact that material goods aren't everything. It can also help students indirectly become less prone to flaunting and revolving their world around toys or material items. It allows them to see and share the joys in life through quality time and experiences.

Age Group
This being said, this strategy would likely be used most in preschool classrooms. However, teachers can encourage students and families of all age groups to not bring in new or expensive toys to school as a general rule (which would also prevent lost, stolen, or damaged items at school).

References
Derman-Sparks, L., & Edwards, J. O. (2020, March). Addressing inequity with anti-bias education: Learning about class and fairness. NAEYC. https://www.naeyc.org/resources/pubs/tyc/feb2020/inequity-with-anti-bias-education
]]> 2022-09-29 21:19:46 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320099087 Setting high expectations for all students ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320178592 Strategy
A Reading Rockets article highlights the importance of setting high expectations for all students, especially students with disabilities. In the article, it states that "Bullying and teasing will likely ensue when some students are held to different standards than others. Similarly, high expectations for all students with regard to both behavior and academics (Corbett, 2001; Salisbury et al.) will help students with disabilities reach their potential and help other students develop an understanding that students with disabilities do not need special treatment in every area of their life." (Milsom, 2017). Having and creating high standards for each individual student adapts the playing field rather than leveling it, which can help students excel more in their individual goals.

Why I chose it
I chose this strategy because it is something that all teachers are capable of doing, individualizing their instruction and expectations. Having high expectations for students truly motivates and encourages students to learn and achieve more. When all students are viewed as individual, capable human beings, and the more valued they feel -- the more likely they are to succeed.

Age Group
This being said, this strategy can be done at all grade levels. Students with disabilities of any grade level tend to be singled out and are usually seen as "different," but holding high expectations for all students helps them feel more like a part of a whole. At the end of the day, a student is a student.

References
Milsom, A. (2017, August 23). Creating positive school experiences for students with disabilities. Reading Rockets. https://www.readingrockets.org/article/creating-positive-school-experiences-students-disabilities
]]> 2022-09-29 23:25:59 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2320178592 Community Involvement ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321513259 Strategy
Inviting and welcoming members of the community - whether it be parents, caregivers, grandparents, or other members of the community into the classroom helps "provide cultural bridges between the larger community and the school community." (Howard, 2020). It can help create a sense of interconnectedness within the school community and create opportunities to bring people together in ways they may not have experienced before.

Why I chose it
I chose this strategy because I have witnessed the benefits of having members of the community involved in the school community within my own education experience. Parents/guardians would come in and read stories, share about their jobs, coach teams, and get to know their child's classmates. It really creates a safer and connected school environment.

Age Group
This being said, this strategy can be done at all grade levels. Providing parents/guardians any opportunity to be apart of their child's education, in any capacity and at any stage of life can be of benefit for the student.

References
Howard, T. C. (2020, November 19). Culturally responsive teaching: 7 strategies and instruction practices. Education and Learning Technology Company | HMH. https://www.hmhco.com/blog/culturally-responsive-teaching-strategies-instruction-practices
]]> 2022-09-30 19:01:01 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321513259 Family History Project ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321520545 Strategy
American University's school of education encourages teachers to "Assign a family history project to encourage students to learn about their cultural heritage and share what they learn with their classmates." (American University, 2019). This is a great way to not only a great way to discuss and present the diversity within the classroom, but also provides students with a chance to learn more about themselves and their families as well.

Why I chose it
I chose this strategy because I think it would be a great conversation starter about the differences within the classroom. It would also enlighten students on how despite our differences, we are all still together supporting one another. It can also reduce biases by educating students that while we may have differences, there may also be similarities that exist too.

Age Group
This being said, this strategy can be done at all grade levels, but more specifically younger elementary/preschool when they learn about different types of family dynamics and cultures. It can also be used in older grades at a more advanced level, like having the students interview a parent or grandparent about what the world was like when they were their [the student's] age.

References
American University. (2019, December 5). Culturally responsive teaching strategies: Importance, benefits & tips. School of Education Online | American University. https://soeonline.american.edu/blog/culturally-responsive-teaching
]]> 2022-09-30 19:08:38 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321520545 Avoiding "Girls vs Boys" competitive approach ihannahw13 https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321535901 Strategy
In an article discussing how to handle gender differences in the classroom for instruction, it mentions how effective, culturally responsive teachers "structure student groups to encourage cooperative and collaborative learning rather than a girls-versus-boys competitive approach." (Lynch, 2020). Doing so allows all students to feel more comfortable working and collaborating together.

Why I chose it
I chose a strategy because teachers tend to use the competitive strategy of boys versus girls a lot because it is easy. However we need to be cognizant of the fact that some students may not identify as either a boy or a girl and it ultimately does more harm than good pit students  against each other. In order to achieve a collaborative, unified classroom environment a teacher shouldn't encourage students to be against each other especially in regards to gender. There's enough of that in the real world there doesn't have to be space for it in the classroom.

Age Group
This being said, this strategy is applicable for all age groups and grade levels. Even with extremely young students, those ideologies can be picked up and influence them immensely. Children as young as 3 years old can have opinions about their gender identity, so it is important that we honor and recognize those differences.

References
Lynch, M. (2020, May 9). Handling gender differences in the classroom through instruction. The Edvocate. https://www.theedadvocate.org/handling-gender-differences-classroom-instruction/
]]> 2022-09-30 19:23:27 UTC https://padlet.com/ihannahw13/qq2vrbdlvwfni9hz/wish/2321535901