Welcome to this
Culturally responsive TOOLBOX
FOR ACADEMIC MINDSETS!
Culturally Responsive Teaching (CRT) is a phenomenon that has taken a definitive stance in the limelight in the world of education. Current researchers and practitioners like Z. Hammond and J. Banks believe that due to the shift in population demographics and cultural, ethnic, and racial diversity present in the classrooms, educators must begin addressing these elements through research-based practices in their planning, teaching, and overall interactions with students in order to obtain maximum success in the classroom.
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Hammond suggested an area in which teachers could help students to improve their own perspective on learning and personal achievement. In this toolbox, the strategy and applications focus on the CRT principle Attention Drives Learning. The underlying strategy that is being used is referred to as “Shifting academic mindset”, which means to assist students in the process of going from being a latent learner who needs constant direction, modeling, etc. to a learner who takes charge in the learning process through inquiry, participation, investigating, discussions, etc. In chapter 7 of the text Culturally Responsive Teaching and the Brain, Hammond lists four components of Academic Mindset that can be strategically considered by a teacher in order to help promote learning through increased attention by using CRT practices.
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The components of academic mindset are:
This CRT Toolbox serves as a resource for teachers who are aware of the impact that culture can have on learning and need a “starting point” to begin the process of addressing this in his or her classroom.
Utilizing the applications in this toolbox will help educators reach students on levels that are rooted in an interconnectedness that can only be achieved through culturally responsive teaching. Included in the CRT toolbox is a PowerPoint that addresses components one and two. This concise presentation serves to educate teachers on best practices targeting student success and a sense of belonging among students and teachers. This can be utilized for a professional development seminar or just a weekly staff meeting.
The next tool that is offered in order to address component three is a “Community Liaison Recruitment Kit”. According to Hammond (2015), "Students who believe they can increase their academic ability by their own effort are more likely to work toward building competence, more likely to be self-motivating and persistent (p.114). Exposing students to local role models who derive from the same environments, backgrounds, cultures, etc. can help to bridge the gap between their efforts in school and how it affects their lives beyond the classroom. Bring the wealth of community wisdom into your classroom and by recruiting local community sages to help impact your students' self-efficacy! Use our "Community Liaison Recruitment Kit" to find role models who mirror your students.
The last tool incorporated in the CRT toolbox is the self-efficacy survey which is to be used to gauge students' attitudes towards themselves as learners. Moving forward in the effort to push scholars from being passive to active learners, requires a shift in mindset. With the information gathered from this assessment, the practitioner should have hard data to initiate this inquiry process. According to Hammond, shifting a student’s academic mindset can be seen as a way to foster a more culturally responsive environment. There are components that culminate this process and this survey serves to address the component of “this work has value”. It is important that students can create deep and meaningful connections to content in order for learning to take place. This survey can be administered physically or electronically through Google Docs. Once teachers have administered this survey it is important to take time to analyze the responses of each student. Create groupings in which you define and target those who may need you to delve more into their potential. For instance, if a group of students viewed themselves in a generally negative way as learners the teacher would focus on making sure to highlight their successes, rephrasing certain language when making corrections, etc. The data from this survey may also direct teachers to go back and readdress earlier components that those students may still struggle with.
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There is no right or wrong way to utilize this toolbox!
Once again, its purpose is to serve as a resource to help educators like yourself in their efforts to becoming more culturally responsive practitioners. Every student deserves a teacher who is willing to develop their own cultural awareness for the benefit of greater learning and better relationships. Culture is a very unique term that encapsulates so much all while carrying so much power and influence over our entire lives. Become the educator who thrives because of the diversity they are presented with not shy away from it.
1. "I can succeed."
Ensuring each student knows they are capable of achieving and growing.
2. "I belong."
Making sure each student feels welcome in the classroom and the environment is safe for mistakes and learning.
3. "My ability and competence grow with effort."
Instilling the idea in students that through their own efforts, they will reach success.
4. "The work has value."
Assisting students in creating intrinsic connections with content and curriculum.
References:
Banks, J. A. (2016). Cultural diversity and education foundations, curriculum, and teaching. New York: Routledge, Taylor & Francis Group.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin, a SAGE company.