Hammond & Culturally Responsive Teaching Chapters 4-6

Culture

Acknowledge implicit biases through practice and meditation

Understand where your students are coming from as well as your cultural stance

Widen cultural frame

Be open to alternative explanation for student behavior

Sharpen cultural lens and recognize "situational appropriateness"

Triggers

Alarm --> Culturally reactive rather than culturally responsive

Acknowledge your own triggers

Five Common Tiggers

Standing

Certainty

Control

Connection

Equity

Emotional Self-Management

Be aware of your own feelings and manage it on the spot

S.O.D.A

Strategy to use when about to be triggered

Stop, Observe, Detach, Awaken

Dependent Learners take on a learned helplessness and face great anxieties from stereotype threats and internalized oppression.

Forming and alliance helps teachers become more receptive and allow students to act out feeling safe and secure that teacher will help them

Teachers become a warm demander while student takes ownership of their learning

Teachers bring students to zone of proximal development while in a state of relaxed alertness

Earn right to demand by establishing trust

Feedback

Brain depends on regular feedback to adapt strategy in minimizing threat

Brain will continue to do same thing which will prevent growth

Needs to be

Instructive rather thank evaluative

Specfific in right dose

Timely

Given in low-stress environment

Wise Feedback

Hold student to high achievable standards

Reassure improvement and effort

Specific actions to take

Building trust through actively caring for their emotional and physical well-being

Create a learning partnership through:

Rapport

Affirming cultural needs minimizes threat stressor

Validate student experience and stress from inequities they may face

Alliance

Cognitive Insight

Build trust by:

Listening

Choosing moments to be vulnerable