As an educator I strive to have a relationship with my students that is positive and built upon trust. Students need to feel comfortable with their teacher in order to have a positive educational experience. If students don’t feel that their teacher believes in them this can cause the student not to put fourth their best effort in learning. In order to develop a positive trustworthy relationship with the students they need to feel safe in the classroom. The positive environment will help develop a safe classroom for the students and the teacher. Teachers who are striving for a positive relationship with their students need to recognize the student’s behaviors and acknowledge the good and the bad. The teachers can develop behavior plans that
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According to Matin-Shannon & White (2000), “Defined culturally responsive teaching as understanding students’ prior experiences and learning styles, as well as using cultural knowledge to ensure that learning is appropriate to culturally diverse learners. It is vital for teachers to consider cultural characteristics that influence student’s learning style” (1). When teachers don’t recognize student’s individual cultural characteristics it can result into the students feeling out of place in their classroom. If a student feels as if they don 't belong it will affect the students learning and participation. Teachers who want to be culturally responsive teacher need to reflect on their own awareness of different cultures and align these reflections to their classrooms and communities. Teachers should consider if their own classrooms corporate guest speakers, studies of countries food, culture, and languages that reflect the students population. The literature in the classroom should represent cultures appropriately and have a sense of openness to different cultures in the classroom. If classrooms don’t reflect student’s cultures this can result into students feeling scared in their schools. Students can feel as if they 're being stereotyped at school; culturally responsive teachers need to overcome these issues. Martins-Shannon & White (2012) states, “In a culturally responsive environment, awareness, respect, and mutual understanding are incorporated within learning activities to encourage students to be more accepting and tolerant of one another’s differences” (4). In the article Martins-Shannon talk about forming activities where students can discuss different stereotypes that exists in the world. This type of thinking can help students see with themselves or other cultures how those stereotypes make
According to Matin-Shannon & White (2000), “Defined culturally responsive teaching as understanding students’ prior experiences and learning styles, as well as using cultural knowledge to ensure that learning is appropriate to culturally diverse learners. It is vital for teachers to consider cultural characteristics that influence student’s learning style” (1). When teachers don’t recognize student’s individual cultural characteristics it can result into the students feeling out of place in their classroom. If a student feels as if they don 't belong it will affect the students learning and participation. Teachers who want to be culturally responsive teacher need to reflect on their own awareness of different cultures and align these reflections to their classrooms and communities. Teachers should consider if their own classrooms corporate guest speakers, studies of countries food, culture, and languages that reflect the students population. The literature in the classroom should represent cultures appropriately and have a sense of openness to different cultures in the classroom. If classrooms don’t reflect student’s cultures this can result into students feeling scared in their schools. Students can feel as if they 're being stereotyped at school; culturally responsive teachers need to overcome these issues. Martins-Shannon & White (2012) states, “In a culturally responsive environment, awareness, respect, and mutual understanding are incorporated within learning activities to encourage students to be more accepting and tolerant of one another’s differences” (4). In the article Martins-Shannon talk about forming activities where students can discuss different stereotypes that exists in the world. This type of thinking can help students see with themselves or other cultures how those stereotypes make