Developing Engagement
Through Culturally Relevant Teaching
Gloria Ladson-Billings 3 Pillars of Culturally Relevant Teaching
Teachers who exercise academic achievement hold their students to high standards and value the skill sets they bring to the classroom. The main goal is to make academic excellence a powerful thing, something so important that the students want to choose it on a daily basis.
#1
Academic Excellence
The next one of Ladson-Billings pillars, cultural competence, is foundational to the educators that want to practice CRP. When educators show cultural competence, they show students that “what they have and where they come from [is] of value” (Ladson-Billings, 1995, p. 161). Valuing student culture in the classroom is a topic we have talked about extensively in IUPUI’s School of Education. To value culture and student experiences, we must place it at the center of lessons and curriculum.
#2
Cultural Competence
#3
Sociopolitical Consciousness
The last pillar of Ladson-Billings CRP is critical consciousness. By critical consciousness, she means encouraging students to question the values and societal norms and look at things from a critical point of view. All students should be confident in their ability to question the world around them. ​
Other ways of Developing Engagement:
Building Relationships
There are 5 things that educators can do to build relationships with their students: interviews, giving “assignments that allow students to share their experiences and interests,” having student led discussions, attending your student’s out of school activities, and visiting places in the community (Milner IV et al. 2019, p.112-113). Doing this creates caring relationships and a welcoming classroom environment. Students will not be afraid to share what has been happening in their lives if their teacher is showing interest in what they have to share. The curriculum can also easily be designed around these interests, keeping them engaged in lessons.
Valuing Curiosity
Creativity is a powerful tool to utilize in the classroom. It increases self-esteem, confidence, and engagement in lessons. Too often, creativity is pushed out of the classroom and replaced with rigid rules and expectations. In fact, "curiosity is so fragile... that we can cancel it without even speaking" (Behr, 2021). As the classroom teacher, I strive to encourage curiosity in my students by showing them how much I value it. This comes in the form of multi-media projects, open-ended questions, and any chance I can give my students to be creative in their learning process. Valuing curiosity is the first step to creating life-longer learners.
Positive Framing
Positive framing is another way educators can increase engagement in the classroom. When using positive framing in my class, I talk about topics with excitement and enthusiasm. This combats deficit views of student's capabilities and creates a classroom environment where student participation is valued in all forms (Milner IV et al. 2019, p.84). I also call attention to student successes as a whole group and on an individual basis. Celebrating successes reminds students of what they are capable of and what powerful improvements they have made in all areas of their lives. I strive for progress, not perfection.
Frequently Asked Questions:
How do I track data to ensure what I say you do are benefitting ALL students?
- To track student data, I use a combination of student and teacher oriented documents. Each student has their own data tracking binder that includes information such as their reading and writing goals, a teacher page to keep their math scores, and a spot for them to keep work they are proud of. Students have ownership in their learning through their goal setting and portfolio pages of their binder and tracking scores myself I see trends in students' work. This allows me to reflect on if my teaching needs to be adjusted. It is my job as an educator to make sure ALL of my students are getting the best education and the teaching they deserve.
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How do I study patterns with respect to race, language, dis/ability, and other variables of difference and how these impact my own disciplinary practices?
- I study patterns in regards to the above things through self reflection. Some questions I ask myself are: Who is getting referred the most? Have I examined why these referrals are happening from the lens of my students, my beliefs, and my biases? What needs to be changed? This critical self reflection of myself leads to more equitable disciplinary actions. ​
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References:
​Behr, Gregg; Rydzewski, Ryan. (2021) When you wonder you're learning. Hachette Book Group, New York, NY.
Ladson-Billings, Gloria. (1995) But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, Vol. 34, No.3, Culturally Relevant Teaching. (Summer, 1995), p 159-165.
Milner IV, H.R. et al. (2019) “These kids are out of control” Why we must reimagine classroom management for equity. Thousand Oaks, CA: Corwin.