Culturally Responsive Teaching and the brain by Zaretta ..., Schemes and Mind Maps of Neuroscience

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Culturally Responsive

Teaching and the brain by

Zaretta Hammond

BOOK STUDY

Collectivist

cultures

"There is a reason that collectivist cultures focus on relationships. The brain is wired to scan continuously for social and physical threats, except when we are in positive relationships. The oxytocin positive relationships trigger helps the amygdala stay calm so the prefrontal cortex can focus on higher order thinking and learning. Just as you want to identify and remove things that create an emotionally unsafe environment, you have to also focus on building positive relationships that students recognize based on their cultural schema."

Debunking culture of poverty

"Culturally responsive teachers acknowledge the impact of the

sociopolitical context on children of color and their families."

Hammond writes that poverty is not a culture. Right? But how often do

we hear about "the culture of poverty?" Instead, poverty is

sociopolitical. It is part of the oppressive nature of our systems in place

that limit upward mobility. If we reflect on our perception of people in

poverty, who are disproportionately people of color, we are likely to

fall into deficit thinking. Our implicit bias reinforces views that people in

poverty are less able to be invested in their children's education. This is

hugely impactful on our students and their families. We can shift away

from this deficit thinking, hold high standards for all our learners,

engage them in culturally responsive ways, and we can make a

difference.

Debunking Culture of Poverty

The "culture of poverty" argument is grossly outdated. The idea

that people of color choose to be poor and uneducated based

on their cultural and family values is self-serving to the majority. If

we are going to make an intentional effort to challenge these

biased thoughts, we have to assume the best intentions of our

students and families. We have to ask families what their values

are in regards to education and what their hopes are for their

children's future, as well as what their children's hopes are for

themselves. Then we have to take that information and actually

adjust what we're doing. This practical adjustment, not just a

thought experiment, but real change, is the hardest part.

Rapport + Alliance = Cognitive Insight

“Relationships are not just emotional; they have a physical component.

Relationships exist at the intersection of mind-body. They are a precursor to

learning.”

Separate from the idea of academic difficulties being the result of academic

skill deficits, or even behavioral/emotional skill deficits (e.g. Ross Greene’s

theory), could be whether we understand and are responding to our

students’ deep cultural values. If deep cultural values reflect our students’

concepts of self, worldview, spirituality, understanding of fairness, etc., then

the methods we use for teaching, as well as the lesson content itself, might

not jive. The students themselves may not even realize why they are not

connecting with a teacher or subject. If we assume best intentions, believe

they want to do well, and value who they are as humans, students will begin

to feel safe to take learning risks.

Rapport + Alliance = Cognitive Insight

Try these:

 I Wish My Teacher Knew… (challenges/hard stuff I am working through)

 I Wish My Teacher Knew…(what activities cause me to lose track of time)

 What keeps me going when working on something hard in class is...

 My “appreciation language” is (pick one)

• Quality time like having special time to hang out with the teacher or other special group or person at school
• Physical touch like a high-five or fist bump or have a dance break
• Acts of service like having someone do something special for me
• Words of affirmation like getting a note of encouragement or certificate for a big accomplishment
• Gifts like small fun objects to remind me of my achievement or to mark a milestone

Instructional conversation

"One of the most important tools for a culturally responsive teacher is

instructional conversation. The ability to form, express, and exchange

ideas is best taught through dialogue, questioning, and the sharing of

ideas. Instructional conversation provides the space to do this type of

processing."

Often in classrooms it's easy to default to the teacher and individual

students having back and forth conversations. Instructional

conversations are very different. These are conversations among

students with the teacher guiding on the side. In classrooms where

students are having instructional conversations, we would expect that

the room may have a buzz of conversation - with small clusters

discussing and processing - and not the traditional everyone listening

to one student at a time directed by a teacher.

A place furnished with hope

“Every person needs a place that is furnished with hope.” – Maya Angelou The place that I am furnishing for my students is their classroom environment, which includes the physical space, rituals, routines, and relationships between teachers and students, and students with one another. When our students feel hopeful in this space we call school, they are more open to learning and to taking the risks that learning entails. Conversely, when a student does not feel a sense of hope at school, they can shut down, isolate, act out, or become unavailable to what all that school has to offer. Based on our human need to feel safe in spaces and for connection with one another, the author’s call for us to engage in culturally responsive teaching practices makes sense to me. In her book, she lays the groundwork by reminding us what we already know from neuroscience. Our brain is wired and comes standard with a safety-threat detection software. When our basic needs are met and we feel connected to others in our environment, our nervous system releases oxytocin, dopamine, and serotonin. However, when we feel a threat (even a perceived social or emotional one) we release adrenaline and cortisol to prepare to fight, flight, or freeze. What it means for me is that I want to be thoughtful and intentional about my teaching practices. Am I creating a place for every one of my students that is furnished with hope?