As long as students can regard their teachers as partners in their search for learning, their classroom performance will be enhanced. In a world with rising interconnection and globalization, there is need to provide students with deserved learning so that they are prepared to live in it. This calls for culturally responsive classroom management in a bid to achieve the noble goals.
One of the net effects of exposing learners to culturally responsive classroom management is being able to tap into their capabilities which eventually leads to their empowerment educationally. That ability is evident as well in their emotional, political and social lives. The reason why this is possible is because the attitudes, languages and skills of the leaners find meaningful expression in the classroom.
The benefit of using the culturally responsive classroom management is the ability to interact and understand the students in an individual and responsive manner. The approach is made effective as it does not seek to establish the culture of the students by basing it on their age, looks or socioeconomic status. As much as it is essential to take into account the racial and ethnic background of a learner, that approach will not give you the whole picture.
It is possible to identify the cultural intersections and common passions of students through the adoption of culturally responsive classroom management. This is in addition to the ability of identifying the student’s mode of learning. It is only through being curios about the student’s experience and insight that teachers can maximize on the benefits of this approach.
As a result of acknowledging and embracing the culturally responsive classroom management, it is possible to have effective maintenance and communication of the high expectations of the students’ performance and behavior. The intention of using the metaphorical and literal language to interact with a student is not intended to mean the lowering of standards. It is through knowing that there is recognition of their cultures that students are enabled in easy code-switching.
Students who are exposed to the culturally responsive classroom management feel they are valued thereby take ownership of their education more effectively. This happens because the student engagement and experience are prioritized over the ability of the educator to give content lecture. As much as it can be difficult to settle for a classroom style where the teacher assumes the position of a facilitator instead of a specialist, this approach bears fruits.
Teachers need to have an assessment of their belief systems if the culturally responsive classroom will achieve the intended results. Additionally the educators must exercise restraint so that they do not become judgmental when it comes to the handling of the personal histories, friends and the learners’ families.