Lindsey Thurman

 As a teacher, it is vitally important to have an understanding of the cultural background of the students in a classroom. In order for one to be effective as a teacher, one must comprehend how to relate and interact with the students in the classroom. For example, some students may respond to verbal interaction. Others may grasp a concept better through visual presentations. Whichever the method, it is up to the teacher to know and understand the productive capabilities of their students and to be consistent with that method.

 In order to be an effective facilitator of educational information, a teacher must not perceive any of their students as being inferior in comparison to others. It is, however, the teacher’s responsibility to overlook cultural stereotypes and implement programs, guides, and resources that aid all students in becoming better students overall.

 Incorporation of consistent methods of instruction reflect progress in students when a teacher recognizes the impact of a student’s SES or cultural influences. These act as guides toward showing the teacher which direction they should take their instruction in order to best aid their students.

 Incorporation of culturally responsive teaching into the classroom will enhance students’ abilities in education, while implementing such learned skills within the community that they live in, ultimately enabling them to be better facilitators and culturally responsive citizens, as well. Research shows that in order for a teacher to be effective, they must also be aware that they are the facilitator for improvement among students by being culturally responsive to the needs of their students.

 Notable Quote(s): “Factors such as a caring relationship with an adult, the desire to reach a goal, and confidence in ability all may impact a student’s goal attainment. These factors have emerged through descriptive research using interviews and surveys. Less research has focused on actually teaching students how to set and reach goals.” (Kaylor & Flores, pp 66-89).

 Notable Quote(s): “The PAL program provided a variety of services that extended an invitation to culturally and linguistically diverse parents to participate in mainstream schools. PAL was responsive, rather than prescriptive, and it evolved to meet the needs expressed by the families. Among the activities at the twice-weekly family literacy sessions were parent/child storytelling, shared reading in English and the home language, hands-on math activities, additional homework support, and ESL classes for parents.” (317).

 Chamberlain, S. P. (2005). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention in School & Clinic, 40(4),  Colombo, M. W. (2006). Building School Partnerships With Culturally and Linguistically Diverse Families. Phi Delta Kappan, 88(4),  Green, S. L. (2007). Preparing Special Educators To Work With Diverse Student Populations: Culturally Responsive Teaching And Its Alignment With The Teaching Of Social Studies. Black History Bulletin, 70(1),  Kaylor, M., & Flores, M. M. (2007). Increasing Academic Motivation in Culturally and Linguistically Diverse Students From Low Socioeconomic Backgrounds. Journal of Advanced Academics, 19(1),  McCollin, M., O'Shea, D. J., & McQuiston, K. (2010). Improving Vocabulary and Comprehension Skills of Secondary-Level Students from Diverse Backgrounds. Preventing School Failure, 54(2),  Walker-Dalhouse, D., Risko, V. J., Lathrop, K., & Porter, S. (2010). Helping Diverse Struggling Readers Through Reflective Teaching and Coaching. Reading Teacher, 64(1),