Characteristics of a Culturally Responsive Classroom

One of a teacher biggest troubles, I believe, is what to teach the children and how to teach them properly.  When I start thinking about the day that I ever get the chance to become a teacher, I think about how do I know what to teach them and how I am supposed to create a curriculum for children I don't even know yet; what are their needs, in what area do they need more development in?  Oran (2009) mentions that the main focus in teaching has actually switch from "What" (content) to "Who" (who is the learner in the classroom).  It is our responsibility to teach and ensure the students pall learn.  She also goes on to mention, 

"It is critical that educators use their knowledge of students' background and incorporate what they know about these learners into quality learning experiences. Culturally responsive teaching involves incorporating into learning experiences components of what is known about students' knowledge of their cultures, their prior experiences both in their countries of origin and their current living situations, as well as the learning styles of diverse students, to make learning more appropriate and effective for them. Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures"

As teachers, instead of seeing children as empty shells that needs us to fill them up with all the information, we should instead think of our students as consumers of knowledge.  They should be the ones to make their own meanings and produce their own knowledge.  Our job as the educators is really to create learning experiences and opportunities that allow everyone, all cultural backgrounds to feel as part of the family, a part of the curriculum, instructional practices, and classroom climate.  Having more child-centered activities that appreciates diverse abilities and interest and allowing teaching to allow these differences.

The characteristics that Oran (2009) mentions:

1. Cooperative Learning
   It is said that when a classroom is designed around culturally relevant principles, there is a significant amount amount of interaction between students and student-teacher as well.  It also reinforces to students that they are responsible for their own learning.
2. Classroom Management from a Cultural Perspective
   "Recognize that we are all cultural beings, with our own beliefs, biases, and assumptions about human behavior.  Acknowledge the cultural, racial, ethnic, and class differences that exist among people. Understand the ways that schools reflect and perpetuate discriminatory practices of the larger society.  Culturally responsive classroom managers work to create a sense of community. This means anticipating the cultural conflicts that are likely to arise and promoting positive relationships among students" (Oran, 2009).
3. Cultivating Caring, Respectful Relationships
   "When teachers and students come from different cultural backgrounds, planned efforts to cross social borders and develop caring, respectful relationships are essential" (Oran, 2009).  Children are more motivated and learn more when an environment that is based on caring and concern is created.
4. Teacher Reflection as a standard of Effective Teaching
   This pertains to teachers being able to reflect on the students achievements as a critical component in teacher prep and in continuing of professional development.  Teachers who do this, ensure students success in learning.

Reference:
Oran, G. (2009, December 23). Culturally Relevant Pedagogy. Retrieved March 7, 2014, from http://www.education.com/reference/article/culturally-relevant-pedagogy/