Setting Intentions for a Culturally Responsive School Year.
As educators embark on a new school year, a new adventure, and another tour of their educational journey, I implore them to set intentions to utilize culturally responsive practices throughout the entire school year. The state of education for Black and Brown students is full of disparities, challenges, and lack of achievement. African American and Hispanic students are historically low performing groups in comparison to their Caucasian and Asian counterparts. Furthermore, Black and Brown students face disproportionate discipline actions and criminalization to make matters even worse in schools. For educators of Black and Brown students, this information should bother you. Schools are not environments in which Black and Brown students feel safe to learn, thrive, and grow.
As a former teacher, I know the hard work that most teachers put in daily to do the best they can to educate Black and Brown students. I used to drive myself crazy thinking of lessons to best instruct my students so they would grasp the concepts. I knew that if I taught some skills a certain way, my predominately Black and Brown students would master the skills right away. I was focused on their success and determined to meet their needs. However, my determination required me to try new things, love them more on the hard days, and to self-reflect. Every day, I went to work with a positive attitude, ready to teach, learn, and love on my students because I wanted them to succeed.
As I tried new things, I did not realize that I was employing culturally responsive practices. I knew my focus was student achievement, I had high expectations for my students, and I believed they could achieve them. I greeted them every morning with a smile or sometimes a hug. I spoke to them respectfully. I used pedagogical strategies to meet their needs. I surprised them with treats to reward their hard work and good behavior. I acknowledged their strengths and used them to build their confidence to believe in themselves.
The foundation of a successful school year lies not only in the curriculum and lesson plans but also in the intentions set by educators to acknowledge and honor the diverse cultural backgrounds of their students. Setting these intentions is not merely a checklist item but an ongoing commitment to fostering a school climate where every student feels seen, heard, and valued. Culturally responsive teaching (CRT) was designed to increase achievement for Black and Brown students, and it WORKS! Integrating CRT into classroom practices means recognizing the strengths or assets that ethnically diverse students bring into the classroom, incorporating them into the learning process and creating a culture where diversity is embraced and celebrated.
To have a successful culturally responsive school year, I suggest that educators set the following intentions: (a) create an inclusive classroom environment where Black and Brown students can see people who look like them represented, (b) build positive relationships with ethnically diverse students and families, (c) integrate culturally relevant content into the curriculum, (d) reflect on personal biases and overcome them with facts, and (e) commit to self-reflection and continuous learning. Setting intentions for a culturally responsive school year is an essential step towards creating an educational environment that meets the needs of all students. By creating inclusive classroom environments, building positive relationships, reflecting on personal biases, integrating culturally relevant curriculum, and committing to self- reflection and continuous learning, educators can embrace students as their authentic selves and honor their cultural heritages. These intentions, when carefully set and diligently pursued, pave the way for a school year filled with growth, understanding, and mutual respect.
