![]() Eliciting this kind of information can assist educators in better meeting their students’ needs. Very often students will share personal experiences that have deeply affected them. ![]() With more mature students, we may ask questions about their experience with racial incidents inside or outside of an academic environment. Questions might include information about students’ likes and dislikes, personal interests, responsibilities outside of school, and especially their opinions about courses and/or teachers they have perceived to be effective or ineffective. This can be accomplished by brief survey questions, student inventories, interviews, or questions that can be tailored to be increasingly sophisticated depending on student level. An effective way to learn about students is to break the ice with them in the first few class meetings. As instructors, it is our duty to learn the behaviors, backgrounds, and challenges our students face so we are better equipped to address them. ![]() Learning about our individual students is critical in how we design our curriculum and deliver it. ![]() The following practices provide five essential strategies for how educators can make their learning environments more culturally responsive. Culturally responsive teaching is an approach that “empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 2014). It is also vitally important in the context of education. Being culturally responsive is a critical and necessary feature of our interactions with one another. ![]()
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