The Importance Of Culturally Responsive Communication Among Students

Educators must focus on creating culturally responsive learning environments and practices to prepare all students for success in the 21st century. This responsibility requires teachers to recognize the cultural, linguistic, and gender differences among students to promote effective communication, build collaborative relationships, and tailor instruction that supports learning. To accomplish this goal, one must examine his or her personal values or belief systems to eliminate any bias aimed towards any particular group (Dray, & Wisneski, 2011). This self-examination is critical because it can impede one’s ability to understand students who behave differently as a result of his or her cultural and linguistic backgrounds. For example, educators

The lack of effective communication between the home and school environment undermines the learning process. It is important to understand the different dynamics of families to build collaborative relationships, which are an essential component in ensuring academic success for students. Parents provide educators with the vital information needed to understand the student’s behavior and strengths (Dray & Wisneski, 2011). This information enables teachers to tailor instruction that can maximize the learner’s

These positive interactions are vital for student engagement and learning. When combined with positive supports and strategies classroom misbehaviors can be reduced as students learn to master the appropriate classroom expectations. Additionally, when teacher expectations for academic achievement remain high, it elevates the student’s self-esteem making it more likely that they will pursue their educational and professional goals (Montgomery, 2001). Another instructional strategy used in culturally responsive classrooms is the ability for students to become active in their own individual learning (Cartledge & Kourea, 2008). School projects can be selected that reflect the background, interests, and experiences that relate directly to the learner. These projects allow students to participate at varying levels of ability or choose topics that represent an ethnic or cultural theme (Montgomery, 2001). These diverse topics can promote an understanding among students for the different cultural or linguistic experiences of his or her peers (Montgomery,