Being Culturally Responsive While Teaching Dance

2019 Words5 Pages
bulb-icon

Recommended: Diversity in the classroom

Dance the vision and make it plain, Habakkuk 2: 2&3, Ezekiel 33:7.

"Equal educational opportunity to all students means that teachers and schools promote the full development of students as individuals, without regard for race, ethnicity, gender, abilities, and disabilities." (Parkay & Stanford, Chapter 2) According to the article Educating/Fostering Culturally Responsive Teachers, it addresses issues of concern in the preparation of teachers, who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way. The use of Standards as a framework provided specific indicators for determining the enhanced knowledge and skills those culturally responsive teachers needs in order to go forward. For example, as teachers describe the philosophy of education, understand how students learn and develop and apply that knowledge in their practice, teach students with respect for their individual and cultural characteristics, know their content area and how to teach it. Teachers facilitate, monitor and assess student learning. Teachers create and maintain a learning environment in which all students are actively engaged and contributing members. Teachers work as partners with parents, families and with the community.

In an online article Culturally Responsive Teaching: Theory, Research, & Practice, by G. Gray, culturally responsive teaching is Validating- using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for the students. Culturally Responsive Teaching is Comprehensive- develop intellectual, social, emotional, and political learning. Culturally Responsive Teaching is Multidimensional- curricu...

... middle of paper ...

...s, and Freire were able to draw upon, a number of strands of thinking about educational practice and liberation. Dance brings liberation to the people of God and to ourselves. Banking education stimulates the following attitudes and practices, just to name a few:

(a) teachers teach and students are taught,

(b) teachers disciplines and students are disciplined,

(c) teachers choose the program content, and students adapt to it.

Furthermore, I feel that being a culturally responsive teacher is a great asset to students, because most of the time students build relationships and communication skills with teachers. The teachers feel they are culturally responsive to students. The culturally responsive teacher will help students gain these skills through the "banking" concept of education, in which, students are the depositories and the teacher is the depositor.

Show More
Related

  • Courageous Conversations About Race by Glenn E. Singleton and Curtis Linton

    943 Words  | 2 Pages

    Gloria Ladson-Billings supports this idea in her essay titled “’Yes, But How Do We Do it?’ Practicing Culturally Relevant Pedagogy” and also expands upon its importance by adding the insight of how teachers think about the social contexts, the students, the curriculum, and about instruction, all impact the students because how teachers regards these contexts get woven into their pedagogy, which create the very classrooms for learning.

    Read More

  • Planning to End Ableism through Universal Design for Learning

    2133 Words  | 5 Pages

    While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .

    Read More

  • Racism in Tracking

    3146 Words  | 7 Pages

    Ideally, the education system in the United States aims to serve as the great equalizer in the constant struggle to counter decades and centuries of historical oppression against those of non-European descent. The ideology of education as a great equalizer purports a pedagogy as a starting point for those oppressed and separated by such forces as race and class to have access to a quality education, and hence an equal chance at all the US has to offer. It attempts to bring children from disparate realms in a place that serves them all equitably. This ideal constantly challenges the broader values of equality, liberty and democracy considered to be at the core of American ideology. In interpreting this conception, two questions are indirectly answered by examining our educational practices: Does equality in education simply foresee that all students are treated the same, despite their different needs? Or, does it intend to challenge and rectify past inequalities for a truly equitable educational system?

    Read More

  • Desegregating The Obsolete Busing System at Rio Bueno High School

    1088 Words  | 3 Pages

    Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf

    Read More

  • Educating Hispanic Students

    1131 Words  | 3 Pages

    Provide a high-quality education with appropriate resources and support to ensure equal opportunity for all students in order to eliminate the achievement gap between Hispanic students and other students on appropriate state assessments and other indicators.

    Read More

  • The Dreamkeepers Book Summary

    771 Words  | 2 Pages

    To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade

    Read More

  • Sociological Theory

    1016 Words  | 3 Pages

    Geneva Gay (2002) combines these two concepts of sociocultural consciousness and culturally responsive teaching in Restructuring Attitudes and Beliefs. Gay refers to culturally responsive teaching as a way of addressing “universal marginality, powerlessness, and disadvantages” within the classroom by taking a critical view of the curriculum (p.1). Culturally responsive teaching starts with the teacher’s identity and an awareness of their own ideologies and theories that influence how they act as a median between the student and curriculum. Similar to understanding their own identity, the sociocultural consciousness is how the teacher views the students’ identities in their community. Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating

    Read More

  • At-Risk Students

    2894 Words  | 6 Pages

    Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).

    Read More

  • Keller’s Theory vs. Wlodkowski’s Theory: Comparison and Contrast

    1763 Words  | 4 Pages

    Wlodkowski, Raymond J. & Woodkowski, Raymond J. (2009). The 'Standard' of the 'Standard'. Diversity & Motivation: Culturally Responsive Teaching in College (2nd Ed.). San Francisco, California. Keller, John M. (2006).

    Read More

  • Culturally Responsive Teaching Essay

    1561 Words  | 4 Pages

    According to Gay, culturally responsive teaching is employing previous experience, performance style of student, and cultural knowledge for the purposes of making learning more suitable and effective for students (Gay, 2000). In other words, culturally responsive teaching practice is using cultural experiences, perceptions of ethnically, and cultural features of student to facilitate when teaching. Furthermore, culturally responsive teaching practice teaches through and to the strength of students. Culturally responsive teaching practices is necessary in connecting the cultural knowledge of students, style of performance, and previous experience to the knowledge of academic with the goal of legitimizing what the students already know. Therefore,

    Read More

  • Culturally Responsive Teaching Challenges

    1083 Words  | 3 Pages

    There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population

    Read More

  • Pivotal Definition Of Educational Equality

    1500 Words  | 3 Pages

    The biggest initial problem with a discussion on equality of educational opportunity is one of definition. What does educational equality mean? Pivotal to an understanding of equality is the dilemma of poverty and disadvantage and how it influences the child’s experience of the education system. Even though it’s generally understood that education is at the heart of resolving equality many radical thinkers think it’s an impossible task without a more profound and radical change at all levels in the society. Teaching is essentially an ethical activity with a relationship between teacher and child at its core.

    Read More

  • Culturally Responsive Teaching

    1239 Words  | 3 Pages

    Gay (2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students. Consequently it educates students to recognize their own and each other’s' cultural heritages. In order to create culturally responsive students an effective Social Studies teacher can construct learning experiences so that students will able to see how social studies concepts affect their lives or relate to their experiences rather than presenting students with separated sets of

    Read More

  • Equality of Opportunities in Education

    1424 Words  | 3 Pages

    In terms of talking about the accessibility of school funding, equality of opportunity would be where all public schools are distributed the same amount money for their school. Once the money is distributed, it should then be spread evenly amongst areas in dire need of help. Money could be dispersed to help aid in special needs for kids, in support the arts, music, and sports programs, or for technology that may be a useful teaching tactic. Most importantly, this funding would be given to the areas and programs that were struggling, and where students would benefit the most. If a school had an outstanding arts and music program, but their special education department was lacking, money should be given to the education department to help make improvements and provide the teachers and students with the proper resources.

    Read More

  • Vision Of Education Essay

    1489 Words  | 3 Pages

    The educational system is plagued by disparities in achievement, the absence of pedagogical reform, and inclusive curricula. When students are deprived of fair and equitable educational opportunities this hinders their ability to flourish and grow into healthy learners. Lundberg and Ornstein said it best, children develop best through a foundation of diverse education, essential elements of the Humanistic Learner Centered ideology, culturally responsive teaching, and culturally responsive curriculum development as well as, character

    Read More

More about Being Culturally Responsive While Teaching Dance

Open Document