Culturally Responsive Teaching For Significant Relationships

Abstract

Although Comer’s (2001) quote has inspired teachers across the country to connect with their students, where have teachers specifically learned how to make this happen with all students? How do we define a significant relationship? Does this relationship look the same for a middle class child as it does for a child of poverty? In defining a significant relationship between a teacher and a student, how are aspects such as respect, humor, communication and comfort enacted in a classroom? Some teachers seem to have a knack for creating a welcoming environment often referred to as a learning community but how can we help these successful teachers know why their magic works so they can replicate it? How can other teachers learn from these teachers who are able to form significant relationships? A key starting place is for teacher educators to define, describe and help develop the critical elements necessary for relationships that are essential to successful schooling. Today’s classrooms look radically different from those of just a decade ago. As the student population becomes increasingly diverse in terms of race, ethnicity, language, socio-economic level, teachers are challenged to meet the academic, cultural and community needs of tomorrow’s citizen. However, the demographics of most educator preparation programs do not reflect the diversity of the classrooms. With 84% of our nation’s P-12 teachers coming from White backgrounds (Digest of Educational Statistics, 2011), and the percent of our nation’s students of color projected to be 39% by 2020, educator preparation programs must consider ways to provide tools to our White teachers to adequately meet the needs of our nation’s students. Educator preparation programs must prepare teachers to build on student strengths and cultures to appropriately challenge and develop students who will be competing in a rapidly changing global society. The changing dynamics of the classroom require changes in the preparation and ongoing development of teachers. Traditionally, teacher education programs have focused on developing teacher knowledge and skills (Brophy & Good, 1986; Daresh & Playko, 1992; Rosenshine & Furst, 1973; Shulman, 1986). However, research indicates that the success of a professional educator ultimately may depend on the development of necessary dispositions, such as caring for others, sensitivity to student differences, fairness, and strength in making decisions and getting things done (Burden & Byrd, 2003; Cotton, 1995; Grant & Gillette, 2006; Sockett, 2006; Stronge, 2002; Wildy & Louden, 2000). According to Villegas (2007) dispositions are “tendencies for individuals to act in a particular manner under particular circumstances, based on their beliefs” (p. 373). To develop teachers who are prepared to meet the challenges of today’s classrooms, teachers must engage in ongoing critical reflection and learning in order to create a productive learning environment that meets the needs of all students.