Culturally Responsive Teaching: Boosting Family-Teacher Relationships for Improved Student Outcomes

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Introduction

Purpose of the workshop: To help educators broaden their cultural competence, enhance family-teacher relationships, and improve educational experiences for all students.

Reference: The Angry Eye as a tool to demonstrate the impact of racism and prejudice.

Proposal for an alternative resource: “The Culturally Responsive Classroom”  – An authoritative source on culturally responsive teaching practices.

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 Understanding Cultural Competence

  • Definition of cultural competence.
  • Why cultural competence is essential for educators.
  • The limitations of “The Angry Eye” in truly exploring cultural competence.
  • Reference: Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

The Culturally Responsive Classroom

  • A brief overview of Gay’s “The Culturally Responsive Classroom”.
  • How it provides more comprehensive strategies to achieve cultural competence.
  • Application of its principles in classroom settings.
  • Reference: Gay, G. (2002). The Culturally Responsive Classroom. New York: Teachers College Press.                                                                                                                                                                           [order_button_b]

Improving Family-Teacher Relationships

  • Why fostering strong family-teacher relationships is critical for student success.
  • Strategies for enhancing these relationships using culturally responsive practices.
  • Reference: Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742.

Practical Implementation

  • How to practically implement culturally responsive practices in classroom settings.
  • The role of family-teacher partnerships in promoting culturally responsive education.
  • Reference: Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

 Conclusion and Q&A

Recap of key points discussed.The potential impact of cultural competence and strong family-teacher relationships on students’ educational experiences. Opening the floor for questions and further discussion

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 References

  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • Gay, G. (2002). The Culturally Responsive Classroom. New York: Teachers College Press.
  • Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.