A CANDID TALK TO TEACHER EDUCATORS ABOUT
EFFECTIVELY PREPARING TEACHERS WHO CAN
TEACH EVERYONE’S CHILDREN (becoming a teacher)
Most of our discussion of knowledge, skills, and dispositions is contextualized for the classroom,school, and local community where teachers work, but effective teachers also need
to understand the larger social context in which they are working. By this we mean effective
teachers need to take into account that academic and social achievement does not occur in a vac-293uum. Many societal structures—governments,markets, property rights, laws, implicit and tacit practices and patterns of inequality because of race, gender, religion, sexual orientation, nd disability—maintain systems of reason that affect schools’ results.
Culturally Responsive Teaching
When will we, as a society and as a profession,
acknowledge and affirm that all students
can learn and achieve and do away with the
codes (e.g., at risk, single-parent home) that allow
us to speak with a false tongue? To be “culturally
responsive” means that effective
teachers must not mouth the words; rather, they
Believe that all students can achieve and hold high
expectations for all learners.
Build a “community of learners” in the classroom
and connect with students’ families.
Be learners themselves and vary instruction to meet
the needs of students.
Know that students have a wealth of skills and
knowledge and use these in teaching.
Be willing to be introspective about themselves and
their teaching, monitor their beliefs and actions for
bias and prejudice, and be unafraid to teach about
This culturally responsive teaching does not
apply only to teachers who work with students
of color but instead, is essential for teaching all
students. In addition, effective teachers know
that the concept and practice of culturally responsive
teaching is not static. It is continually
undergoing evaluation and change. For example,
during the past 10 years, religion and sexuality
have become more pronounced within the
fabric of American daily life and school life.
When prospective and practicing teachers have
students with two mothers, who are Muslim, or
who are openly gay, their pedagogical understanding
can be stretched. As Ladson-Billings
(1997) maintained, such experiences may challenge
prospective teachers’ conceptions of
themselves and others, of social relations, and
of their knowledge of the world. Being an effective
teacher for all students depends on
achieving and acting on this pedagogical
1,198 total views, 2 views today
Harap login untuk Vote UP postingan ini.