Students report better performance in the classroom if they are able to view their teacher as their friends as they seek for their education. For the purpose of enabling the students to survive in an interconnected and globalized world, it is essential that they are given the education that they deserve. This calls for culturally responsive classroom management in a bid to achieve the noble goals.
Students are empowered educationally as a result of being exposed to culturally responsive classroom management. The learners’ capabilities are expanded in other areas including the political, social and emotional arenas. This success is attributed to the ability of the students to make their languages, skillsets and mentalities meaningful in the classroom environment.
By adopting the culturally responsive classroom management, understanding the learners in a way that is individual and personal is achieved. The reason why this is attainable is because the learners’ socioeconomic, look or age are not taken into consideration in order to determine their culture. It is important to extend beyond the acknowledging and embracing the ethnic and racial background of a student as that only a portion of who they really are.
Teachers are better equipped to establish their classmates’ cultural passions and intersections culturally as a result of using the culturally responsive classroom management. This is in addition to the ability of identifying the student’s mode of learning. Teachers should be interested in having curiosity regarding the insight and experience of the student in order to benefit fully from this approach.
Culturally responsive classroom management has been shown to effectively communicate and maintain the high expectations of the performance and behavior of the learners. When metaphorical and literal language is employed as a tool to reach the learners, it should not be understood as aimed at the lowering of standards. The ability of students to embrace the code-switching in the classroom will be enhanced as they know their cultures are receiving recognition.
Learners get the sense of being valued due to their exposure to the culturally responsive classroom management which subsequently lead to better ownership of their learning process. The reason why this becomes possible is because great emphasis is directed towards the experience and engagement of the learner as opposed to the ability of the teacher to lecture on content. Though the embracing of the mode of the classroom where the teacher is viewed not as a specialist but a facilitator can prove daunting, it pays off in the end.
The way that teachers can ensure that the culturally responsive classroom management achieves the desired outcomes is through examining their belief systems. Additionally the educators must exercise restraint so that they do not become judgmental when it comes to the handling of the personal histories, friends and the learners’ families.