Class greetings implementation allows for students to share their family's way of greeting one another. Through sharing, students begin to learn about each other's culture and home life and make comparisons that might not have otherwise been made. The teacher facilitates a conversation, records discussion points, and refers to students' preferences daily upon greeting students at his/her door. This process fosters community and respect among students and their teacher.
Porch visits are an opportunity for teachers, leaders, and administrators to visit family homes. During a porch visit, an educator spends time in the student's community and visits their home to welcome them back to school, make connections, and provide necessary materials to the families in order to have a successful start of the school year.
Culturally Responsive Teaching (CRT) implementation in daily lessons supports teachers' understanding of culturally responsive teaching. This strategy gives background knowledge to educators about the necessity of culturally responsive teaching in education, along with reflection questions to further educators' understanding. CRT implementation will increase student engagement and academic achievement. This strategy gives real examples of changes teachers can make to enhance their lessons to be more culturally responsive for their students.
Using culturally responsive fairy tales when teaching ELA standards for students provides opportunities for students to understand different cultures. Using multiple cultural representations allows for deeper comparison and contrast among popular fairy tale stories. Reading multiple cultural representations also allows for student discourse, which builds psychological safety and understanding among all in the classroom.
Hosting a school behavior night allows for families, students, teachers, and staff to come together and discuss school expectations and support provided for students. Also, families' input and questions can be heard and answered to better support their students. All stakeholders are able to hear each others' perspectives and can commit to appropriate decision making regarding students' behavior while at school.
This strategy provides an opportunity for teachers to develop an understanding of the differences between multicultural education, social justice education, and culturally responsive pedagogy, and to professionally develop their capacity to provide culturally responsive education for their students by reflecting metacognitively on how they current embed culturally responsive practices into their work, and what their next steps are. This strategy can be used at any time of the year and is most effective when discussed with colleagues seeking similar development.