Module 4: Culturally Responsive Classroom Practice
What Does Culturally Responsive Teaching Look Like?
Initial Meeting with the PST:
As you learned in Module 2, building a relationship and creating a learning environment that allows the PST to feel welcome and accepted into your classroom is vital to the mentor/mentee relationship.
Why is this important?
Initial interactions and communication help to build an alliance and level of trust and understanding between yourself and the PST. Building this alliance from the start will help the PST gain trust as you both build a “relationship of mutual support” and enable you to have more difficult conversations if challenges arise in the classroom (Hammond, 2015).
Learning as a Professional Practice: Examples in Practice
- “I try to find opportunities such as webinars, blogs, etc to help me keep focused on what is important. No matter how many years you teach there is always so much more to learn and to keep up in order to be aware of the current world. I don’t ever want to become complacent!” – C. Grim, Mentor CT, 1st Grade
- “I am always reading and searching for more information and talking with my colleagues about these topics. It is not always easy as an experienced teacher to stop and listen to what others have to say, but it is critical.” – E. Eye, Mentor CT, 1st Grade
- “There is a need for constant learning and research. Being willing to listen to others (including the PSTs and classroom students) and reflect on our own practices and how they can and should change. It takes work.” – A. Loyacano, Mentor CT, HS Language
Learning as a Professional Practice: A Note for the PST
Consider what you will need to do in order to continually learn about culturally responsive teaching beyond the time with your mentor teacher. How will you engage on your own and with peers at your institution to develop this professional practice?
“I am always reading and searching for more information and talking with my colleagues about these topics. It is not always easy as an experienced teacher to stop and listen to what others have to say, but it is critical.” – E. Eye, Mentor CT, 1st Grade
Questions for Reflection
- When inviting a PST in your classroom, what might you do before they arrive, during their time with you, and after they leave your classroom?
- As a PST or Mentor CT, how can you engage in the self-work required of culturally responsive teaching? What might be challenging for you? What support will you need?
- How does culturally responsive teaching support the mentor CT and the PST? How can this become a mutually beneficial relationship?
- What culturally responsive practices will you use to build a relationship with your next PST or with your new mentor CT?