Chapter 2 Culturally Responsive Classrooms

This chapter was a real eye opener, because it explains how important it is for teachers to know each of their students and where they come from.  Not just their culture background, but as well as their "deep culture" as the book refers to it.  Deep culture is the characteristics, values, and beliefs that are not apparent.  I think I highlighted most of the chapter with information I believed was very helpful and interesting, but I am only going to touch on a few points I believe are key to creating a culturally responsive classroom.

Chapter 1 briefly touched on the subject of meeting the needs of all learners.  Chapter 2 goes more into detail on how to go about doing this.  The question, "How can I know about all the children I will teach?", is raised.  The chapter goes on to explain that teachers need to "know what questions to ask about the students we teach."  Figure 2.2 on page 30 and 31 gives examples of the type of questions you should ask.  Most questions cannot be asked directly, but as the books states, "by observation, research and colleagues."  I really like the questions listed in Figure 2.2 that I will have my own personal copy to use if I am faced with this situation.  It's very crucial for teachers to get to know their students because this will influence how they will teach them.   

"I want students of all ages to believe that they can add their voice to our national literature.  It's hard to believe if you don't see youself in the literature presented, promoted, and honored." Pat Mora, author. 

This quote by Pat Mora is very profound because as you read, "We Read to Know We Are Not Alone," on page 30 and 31, it just makes so much sense as to why it's so important to learn about your students and using that knowledge to teach them.  It also allows the teacher to let their students feel a sense of belonging and this can make a difference in how these students view school. 

"Dedicated teachers seek out literature for their students that reflects the diversity of the peoples of the United States." Ashley Bryan, poet.

I like this quote as well, because it goes in hand with a sentence I found on page 32, "Books educate us about our world."  Aside from getting to know your students, teachers have to bring in books to their students that will teach them about their classmates and others. 

The short course in where a teacher deliberately put multicultural practicing teachers into groups with books outside their culture was a great example and experience for the teachers to learn from.  It allowed these teachers and the readers of this chapter to see how difficult it is for these students to read outside one's own culture and understand what is being taught. 

I found a website http://www.multiculturalchildrenslit.com/.  This wesite hosts many different authors and their books and are catagorized by ethnicity.  In addition, under each ethnicty tab, it gives you sites or ideas on how to incorporate these cultures into your classroom.  I found two books from two different authors on this website. I hope this site can be helpful to you.

In his first year of school, Francisco understands little of what his teacher says. But he is drawn to the silent, slow-moving caterpillar in the jar next to his desk. He knows caterpillars turn into butterflies, but just how do they do it? To find out, he studies the words in a butterfly book so many times that he can close his eyes and see the black letters, but he still can’t understand their meaning. Illustrated with paintings as deep and rich as the wings of a butterfly, this honest, unsentimental account of a schoolchild’s struggle to learn language reveals that our imaginations powerfully sustain us. La Mariposa makes a subtle plea for tolerance in our homes, our communities, and in our schools.

Jimenez, F. (2000). La mariposa. Illustrated by S. Silva. New York: Houghton Mifflin. (K-3)

When Allison tries on the red kimono her grandmother has sent her, she is suddenly aware that she resembles her favorite doll more than she does her mother and father. When her parents explain that she is adopted, Allison’s doll becomes her only solace until she finds a stray cat in the garden and learns the true meaning of adoption and parental love.

Say, A. (1997). Allison. New York: Houghton Mifflin. (K-3)