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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Culturally responsive classroom management (CRCM) is an approach to running classrooms with all children [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of ...
In looking into practical strategies for implementing multicultural education, Andrew Miller offers: Get to know your students. Build relationships and learn about their backgrounds and cultures. Use art as a starting point in discussions of cultural and racial issues. Have students create collective classroom slang dictionaries.
In the U.S. this broader definition is also known as "culturally responsive" education, which differs from the 1980s-1990s cultural diversity and cultural competency approaches, [60] [61] and is promoted among the ten equity assistance centers [62] of the U.S. Department of Education, for example in Region IX (AZ, CA, NV), by the Equity ...
Emergent curriculum is a philosophy of teaching and a way of planning a children's curriculum that focuses on being responsive to their interests. The goal is to create meaningful learning experiences for the children. Emergent curriculum can be practiced with children at any grade level. It prioritizes:
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Sheltered instruction also helps students feel like they belong in the classroom. By including their cultural backgrounds and encouraging teamwork, teachers create a welcoming environment where everyone's contributions are valued. [5] Through sheltered instruction, students also learn to appreciate and understand different cultures.
In the context of intercultural learning, it is important to be aware of different subcategories of culture, such as "little c" and "big C" culture.While the latter one is also called "objective culture" or "formal culture" referring to institutions, big figures in history, literature, etc., the first one, the "subjective culture", is concerned with the less tangible aspects of a culture, like ...