For the intention of education to positively impact students` lives by developing critical

knowledge and skills that are culturally relevant, it is important that the school curriculum

and instruction shift their priorities and policies in order to remove any kind of difference

(Scott, 2000). Meaning that the schools should focus on bringing inclusive environment as

part of their aims to be achieved. Scott (2009) further suggests that to do so the teachers

require to have proper professional development and training where they are motivated to

recognize the strength of diverse learners and work towards their needs. Moreover, he

further asserts that packaged materials should not be practiced, and the strategies

implemented should be targeted toward the needs of the specific student groups. Educators

need to bridge the generational divide by integrating technology into their instruction in

order to address the unique needs of the students. However, doing so is one of the biggest

challenges for the teachers as they are not prepared with the content knowledge,

experience, and training (Cummins, 2007).

A cultural gap can be birthed if the teachers come into the classroom with inadequate

preparation further limiting the ability of the instructor to choose meaningful and effective

practices and materials. As stated by Samuels (2018), culture is the key that decides how

learning would occur. If culturally responsive pedagogy takes place, the educator tends to

take a student-centered approach where cultural references and the importance of students`

cultural backgrounds and experiences with regard to learning are always taken into account.

To promote engagement, achievement, and enrichment, one needs to embrace the wealth of

diversity while identifying the cultural strengths of the learners that validates the students`
lived experiences and their place in the world (Villegas & Lucas, 2007). Culture`s ability to

influence attitudes, values, and behaviors makes it mandatory for the teachers to be

prepared for culturally responsive pedagogy in order to solve the problems of

underachievement. Teachers can only be held accountable when they are aware and

prepared to be culturally responsive to their learners` styles, preferences, and needs, hence

the need for culturally responsive pedagogy, its importance and knowledge needs to be

inculcated in the teachers. The teachers who are familiar with culturally responsive

teaching practices establish high expectations and put themselves as facilitators and

learners making the classroom environment safe and secure for the learners.

Culturally responsive teaching practices enhance the chances of success of students equally

where the students with varying cultural backgrounds are thoughtfully considered and issue

like language barriers, discrimination, and lack of representation do not exist. The benefits

of culturally responsive teaching are undeniable. If I am a culturally responsive teacher, I

would have socio-cultural consciousness meaning I would know that teachers' own way of

thinking is highly influenced by race, ethnicity, language, and social class. This

consciousness would allow me to be self-reflective and remove any negative attitudes I

have toward diverse student groups. I can further amend my attitude as my affirming

attitude would improve the students learning that would result in creating an inclusive

environment. My skills and commitment would allow the school to bring change in the

way everyone thinks and prevail the thinking that all students are capable of learning in the

environment. My constructivist teaching would open the opportunities for the students to

think critically, develop problem-solving skills, collaborate, and recognize the various
perspectives. Furthermore, I would work on knowing my students, their past experiences,

and cultures and use them in the context of learning and teaching both. These all aspects

instilled in the teacher would bring an inclusive environment and have a huge impact on the

classroom environment where the teacher would make sure to integrate technology, know

their students and work with the parents in order to make the learner feel safe and

comfortable.

In conclusion, teachers` strategies that aid in a constructivist view of teaching, knowledge,

and learning aids students to build knowledge, recognize and amend their strength

culturally and personally, and examine curriculum from different perspectives resulting in

an inclusive classroom environment. ISTE (2019) explains well how culturally responsive

teaching can bring student voice and choice out on the table and create relationships that

bring an inclusive environment and develop students who feel safe and have a sense of

belonging in the class.

 References:

Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low-income

students with scientifically based reading research. Educational Researcher.

ISTE. (2019). Creating a Culturally Responsive Classroom. [Video]. YouTube. Retrieved from

https://www.youtube.com/watch?v=VixB5WBiLqE&ab_channel=ISTE

Samuels, A. J. (2018). Exploring culturally responsive pedagogy: Teachers' perspectives on

fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22-30.

https://files.eric.ed.gov/fulltext/EJ1166706.pdf

Scott, B. (2000). We should not kid ourselves: Excellence requires equity. IDRA Newsletter,

27(2), 1–2, 8–10. Retrieved from ERIC database. (ED448974)

Villegas, A. M., & Lucas, T. (2007). The culturally responsive SRATE Journal teacher.

Educational Leadership.