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Strategic Plan for Promoting Culturally Responsive Classroom

StrategicPlan for Promoting Culturally Responsive Classroom

StrategicPlan for Promoting Culturally Responsive Classroom

Embracingcultural diversity is an asset that maximizes people’s potential byminimizing undue criticism and stereotypes. Schools form a goodplatform for encouraging cultural diversity. Instructors may achievethis by implementing a culturally responsive classroom. Culturalresponsiveness implies that the students are able to integraterespectfully with individuals from their cultures and those fromother cultures. Classrooms that embrace cultural responsivenessappreciate the differences exhibited by students from differentcultural backgrounds. Thus, they aim to develop the studentssocioculturally, academically, and linguistically. Students from allraces are offered equal access to education which translates intoequal job opportunities later in life. Instructors may promotecultural responsiveness by integrating content from various culturesto reinforce classroom instruction. Pedagogical methods may also bebeneficial in promoting equal treatment, tolerance, self-empowerment,and conflict resolution within the classroom (Gay, 2010). This paperoutlines a strategic plan for promoting a culturally responsiveclassroom.

Instructorsmay integrate content from various cultures in order to reinforceclassroom instruction. The methods used to integrate such contentinclude the use of case studies. Instructors may use case studiesfrom different cultural backgrounds to enhance culturalresponsiveness through critical thinking. Collaborative learning mayalso help the instructor to integrate content from various cultures.Here, students from different cultures are encouraged to work onprojects to enable them communicate their cultural differencesthrough their work. The teacher may also use discussions ininteractive teaching to integrate cultural information in theclassroom. Here, the instructor serves as a facilitator of open-endedquestions and students are encouraged to air their views regarding agiven topic. The different views will highlight the culturaldifferences of the participants. This will also enhance studentengagement and participation in the classroom hence giving eachstudent equal opportunity. Multimedia instruction also enhancescontent integration in the classroom. The instructor may use variousmedia such as graphics, videos, audio, pictures, and even web contentto communicate cultural aspects. Students are able to relate withother cultures through these sources (Dana &amp Allen, 2008). Thisis especially important in a classroom that is not culturallydiverse. Outside sources thus play a role in widening the students’perspective regarding different cultures.

Equitablepedagogy plays an important role in creating a culturally responsiveclassroom. An instructor may choose any of the several pedagogicalmethods available to enhance equitable pedagogy in the classroom. Forinstance, the instructor must communicate high expectations for eachof his students irrespective of their race or ethnicity. This impliesthat he or she must manifest belief in his students’ capabilities.This encourages students to realize their full potential byeliminating the limitations of ethnicity. The instructor may alsoenhance cultural responsiveness by teaching within a culturalcontext. This ensures that students from different culturalbackgrounds are engaged in the classroom thus embracing culturaldiversity. This can be combined with culturally mediated instruction,which enhances an awareness and understanding of cultural values. Theteacher may also enhance equitable pedagogy by acting as afacilitator in his or her classroom. In this role, the teacher shouldbe sensitive to the cultural needs of his/her students thus enhancingperformance (Duana, 2012). Such a teacher will offer student centeredinstruction by ensuring that every child has an opportunity torealize his or her full potential by fostering democracy in theclassroom.

Pedagogicalmethods of learning are essential in promoting self-empowerment,tolerance, and conflict resolution. They aim at enhancing oralcommunication by empowering students with essential linguistic tools.The methods also enhance conflict resolution as they help studentsunderstands intercultural differences through an in-depth study ofthe history of different cultures. Instructors may use differentpedagogical methods in order to reach these goals. For instance,teachers use interactive sessions to enhance cultural responsiveness.Here, the students engage each other in different activities thatincrease their awareness of intercultural differences. The studentsmay also work in small groups to enhance self-empowerment throughpersonalized training. The instructor may use linguistic exercisessuch as theatre and bilingual activities to communicate culturaldifferences during these sessions. Further, the instructors maydesign lessons that meet their students’ human needs and desires.Intensive sessions held regularly may increase the students’ability to tolerate each other’s cultural differences and learn toaccommodate each other (Kencheloe, 2008).

Inbrief, instructors need to create a strategic plan for promoting aculturally responsive classroom. This is a conscious decision thatrequires instructors to use teaching methods that integrate culturalcontent in their classrooms. Instructors may achieve this throughteaching methods such multimedia learning, interactive learning,collaborative learning, and the use of case studies. Instructors mayalso enhance cultural responsiveness by employing equitable pedagogy.This is achievable through when instructors communicate highexpectations, teach within a cultural context, offer culturallymediated instruction, and act as facilitators. These methods offerstudents from different cultural backgrounds an equal opportunity toexcel in education. Pedagogical methods may also be used to promoteself-empowerment, tolerance, and conflict resolution. These methodsinclude interactive teaching, collaborative teaching, and intensivesessions.


Dana,R. H., &amp Allen, J. R. (2008). Culturalcompetency training in a global society.New York: Springer.

Duana,L. (2012). Teachingas a design science: Building pedagogical patterns for learning andtechnology.New York: Routledge.

Gay,G. (2010). Culturallyresponsive teaching: Theory, research, and practice.New York: Teachers College.

Kincheloe,J. L. (2008). Knowledgeand critical pedagogy: An introduction.Montreal: Springer.