Culturally Responsive Classroom

Why create a culturally responsive classroom?

Understanding our own biases and perspectives allows us to shift our thinking to become more responsive to the needs of our students for optimal success.

"It is through deeper understanding of how children learn, process information, internalize experiences, and react to situations, that we can more effectively teach them and help all students to succeed."

~Dr. Tyrone Tanner

Possible Connections to APPR Rubrics

NYSUT Pearson

Standard I: Knowledge of Student and Student Learning

Element 2: Teachers demonstrate current research-based knowledge of learning and language acquisition theory theories and processes

Element 3: Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students.

Standard V: Assessment for Student Learning

Element 1: Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.

Domain IV: Respond to Diverse Student Characteristics and Needs

PI 25. responds to the needs of individual students as the lesson proceeds to help ensure a successful learning experience

for all students

PI 27. adjusts the pace of instruction, the focus of instruction, and/or the method of delivery based on student response and progress as the lesson proceeds

PI 29. incorporates elements of students' cultural/community backgrounds into instruction

Resources to Download

How Are You Feeling Today?

Domain 1: Self--Adapted by Ann Marie Bogart: Written response to gauge student feelings, goals for the day, and self-assess success of reaching the goal Teachers can adjust instruction based on student feedback

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