Students who consider their teachers as their allies in their quest for learning have a higher chance of reporting improved performance. In order to enable learners thrive in a world that is becoming increasingly interconnected and globalized, the quality of education that they deserve must be delivered to them. To effectively accomplish this objective, it is important to adopt classroom management that is culturally responsive.
Students are empowered educationally as a result of being exposed to culturally responsive classroom management. The learners’ capabilities are expanded in other areas including the political, social and emotional arenas. The reason why this is possible is because the attitudes, languages and skills of the leaners find meaningful expression in the classroom.
The benefit of using the culturally responsive classroom management is the ability to interact and understand the students in an individual and responsive manner. This happens because the pedagogy does not aim at making conclusions about the student’s culture on the basis of their socioeconomic, age or look states. It is important to extend beyond the acknowledging and embracing the ethnic and racial background of a student as that only a portion of who they really are.
As a result of using the pedagogy of culturally responsive classroom management, teachers are enabled in the identification of the learners’ passions that they have in common and their shared cultures. This is in addition to the ability of identifying the student’s mode of learning. It is only through being curios about the student’s experience and insight that teachers can maximize on the benefits of this approach.
The high expectations of the behavior and performance of the students are maintained and communicated by a teacher that has embraced the culturally responsive classroom management. When metaphorical and literal language is employed as a tool to reach the learners, it should not be understood as aimed at the lowering of standards. Since the learners’ own cultures are being recognized, it is easier for them to adopt the code-switching in the classroom more easily.
Students who are exposed to the culturally responsive classroom management feel they are valued thereby take ownership of their education more effectively. The shift of the teachers towards an approach that is liberatory, premium is placed not on the educator’s ability to lecture on content but on the experience and engagement of the learner. As much as it can be difficult to settle for a classroom style where the teacher assumes the position of a facilitator instead of a specialist, this approach bears fruits.
Teachers need to have an assessment of their belief systems if the culturally responsive classroom will achieve the intended results. It is important that teachers refrain from adopting judgmental attitudes that may adversely reflect on the students’ personal histories ,their friends and families.