Explain why educational leaders should be familiar with the characteristics of culturally
responsive teaching practices? Summarize how understanding culturally responsive teaching
may impact your classroom and pedagogical practices?
Educational leaders play a critical role in the overall upbringing of ethnically diverse
students, and it is increasingly vital for them to be culturally aware. Despite the fact that the
number of ethnic and culturally diverse pupils in class is increasing, many instructors are
unprepared to teach in a culturally responsive manner. By using colloquial language to convey
understanding, abilities, and dispositions, culturally responsive educational leaders encourage
intellectual, interpersonal, behavioral, and social development. Ethnicity, tribe, social level, and
accent all have an influence on how people think and act. They must be able to thoroughly assess
their own socio-cultural characteristics as well as the inequities that exist between education
systems. If they have any unfavorable emotions against certain cultural groups, they should be
investigated and handled (Ladson & Billings 1992).
Culturally sensitive educational leaders must encourage attitudes toward students from
ethnically and culturally diverse backgrounds. They learn how to interact with people from
different cultures and countries. Educational leaders exhibit their expertise by building a
collaborative classroom environment in which students constantly cooperate to better
comprehend the content. Understanding learners' cultural variety allows an educational leader to
affect their cognition and academic accomplishment (Glickman, Gordon, & Ross-Gordon, 2014).
Instructors who are culturally aware must embrace all students as they are and take
responsibility for supporting them in their learning. An educator who considers the cultures and
diversity of all of the students promotes a multicultural classroom. In such a classroom,
multilingual students become active and believe that their efforts will have a big impact. In
addition, a culturally responsive educator "learns as much as needed about the students, their
communities, and the culture and incorporates it into their lessons" (Glickman et al., 2014,
p.375).
Educational leaders should be aware of their own socio-cultural background and aid
instructors in recognizing their own cultural identity. This is aggravated further by the fact that
their children join the school with a variety of personal norms. Rather than offering generic
strategies for encouraging diversity, educational leaders should work with teachers to establish
"conceptual ways of comprehending" the values and practices of communities and ethnicities
other than their own (Cochran-Smith, 1995; p. 495).
Regardless of their dedication to culturally relevant, teachers and educational leaders may
unintentionally propagate biased attitudes or devalue culture. Some argue that the stated aims of
culturally responsive education and actual practices are incompatible. (Pollock, Deckman, Mira,
& Shalaby, 2010) emphasize the significance of addressing teacher discrepancies between
conceptual views about race and daily activities that destabilize imbalance patterns.
responsive teaching practices? Summarize how understanding culturally responsive teaching
may impact your classroom and pedagogical practices?
Educational leaders play a critical role in the overall upbringing of ethnically diverse
students, and it is increasingly vital for them to be culturally aware. Despite the fact that the
number of ethnic and culturally diverse pupils in class is increasing, many instructors are
unprepared to teach in a culturally responsive manner. By using colloquial language to convey
understanding, abilities, and dispositions, culturally responsive educational leaders encourage
intellectual, interpersonal, behavioral, and social development. Ethnicity, tribe, social level, and
accent all have an influence on how people think and act. They must be able to thoroughly assess
their own socio-cultural characteristics as well as the inequities that exist between education
systems. If they have any unfavorable emotions against certain cultural groups, they should be
investigated and handled (Ladson & Billings 1992).
Culturally sensitive educational leaders must encourage attitudes toward students from
ethnically and culturally diverse backgrounds. They learn how to interact with people from
different cultures and countries. Educational leaders exhibit their expertise by building a
collaborative classroom environment in which students constantly cooperate to better
comprehend the content. Understanding learners' cultural variety allows an educational leader to
affect their cognition and academic accomplishment (Glickman, Gordon, & Ross-Gordon, 2014).
Instructors who are culturally aware must embrace all students as they are and take
responsibility for supporting them in their learning. An educator who considers the cultures and
diversity of all of the students promotes a multicultural classroom. In such a classroom,
multilingual students become active and believe that their efforts will have a big impact. In
addition, a culturally responsive educator "learns as much as needed about the students, their
communities, and the culture and incorporates it into their lessons" (Glickman et al., 2014,
p.375).
Educational leaders should be aware of their own socio-cultural background and aid
instructors in recognizing their own cultural identity. This is aggravated further by the fact that
their children join the school with a variety of personal norms. Rather than offering generic
strategies for encouraging diversity, educational leaders should work with teachers to establish
"conceptual ways of comprehending" the values and practices of communities and ethnicities
other than their own (Cochran-Smith, 1995; p. 495).
Regardless of their dedication to culturally relevant, teachers and educational leaders may
unintentionally propagate biased attitudes or devalue culture. Some argue that the stated aims of
culturally responsive education and actual practices are incompatible. (Pollock, Deckman, Mira,
& Shalaby, 2010) emphasize the significance of addressing teacher discrepancies between
conceptual views about race and daily activities that destabilize imbalance patterns.
