Z. Hammond - Culturally Responsive Teaching

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Z. Hammond - Culturally Responsive Teaching

"provides an opportunity for teachers to restore hope for struggling students left on the wrong side of the achievement gap"

being able to push your students to do better and help them on their path to being independent learners while also giving them the tools and strategies to do so

information should be transformative if we want to empower cultural and linguistic diverse students

description - describe ... interpretation - give it meaning ... evaluation - assigning positive or negative significance to the action based on our initial interpretation

Create space for alternative explanations - give students a directive or a question, not both in one - understanding different ways things are done in different cultures

"making the familiar strange" - learning about your own culture and understanding how this shapes your expectations in the classroom

Chapter 4 - preparing

Ways to uncover implicit bias: 1. identify your cultural frame of reference 2. widen your cultural aperture 3. identify key triggers

practice emotional self-management - aware of one's feelings and ability to use this to manage an adjust emotional state

teachers need to be able to reflect in a way to constructively be mindful and present to help their students succeed

1. shared understanding and agreement to tackle a specific goal ... 2. a shared understanding and agreement about the tasks necessary to reach the goal along with confidence that these activities will lead the progress ... 3. a relational bond based on mutual trust that creates an emotional connection and sense of safety for the client in order to do the hard work necessary to reach the goal

Chapter 6 - establish alliance

As an ally have a pact with the student and work alongside them to make them feel safe and comfortable to actually attain the information

the power of feedback is super important to these kids and another way to establish an alliance with them so they feel comfortable coming to you

Assess the state of rapport: collect data on small groups at a time other than the whole class, assess the quality of your relationship with students, keep track of responses

Chapter 5 - relationships

COMMIT TO PRACTICING AFFIRMATION

Building Trust and Rapport: trust begins with listening (emotional quality), let the students talk, be authentic and vulnerable with students, storytelling is a good way

Affirmation and Validation: acknowledge the personhood of each student and explicit acknowledgement

Rapport and Affirmation: Saying "I care about you", about building trust not self esteem, small actions that deter these can cause lifelong impacts

gaining trust and building relationships with students is top priority and stimulates the brain for connection and helps students focus