Teaching Philosophy

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     Throughout my experience teaching, I learned that each student is a unique learner who possesses their own learning preferences, interests, experiences and distinct cultural backgrounds. Culturally responsive teaching recognizes these differences as “assets” to students’ learning and a necessity to maximizing engagement and performance. By allowing students to use their prior knowledge and experience to make sense of new ideas, they can form a deeper understanding of the content that feels personal and relevant to their lives. I think this theoretical approach is crucial in instilling student autonomy in learning because it gives students the chance to connect with the content in a more personalized way that feels relevant to their own life.

 

     In creating a learning environment that values learner differences, it is important to establish opportunities for students to share and apply their own knowledge in a manner that doesn’t deviate from instruction. This means allowing students to take on the role of a “teacher” as opposed to “student” and utilize their funds of knowledge and skill set to demonstrate an understanding of the content. By providing more opportunities for students to use their funds of knowledge, students can feel more comfortable about approaching new and challenging concepts because they will have already found a connection through their own life experiences, background, and interests. For example, utilizing students' knowledge of social media and using their digital literacy to connect with literary concepts can be a great way to build deeper understanding that appeals to their interests.

 

      In Culturally Responsive Practice: Shared Funds of Knowledge with Our Community, Soto argues that it is crucial to establish a culture of relatability for students to enhance their learning experience. “Young children need to see themselves and their cultures reflected in their learning environments to feel safe, comfortable, and as important parts of their classroom community.” (Soto, 2017). This perspective builds on the idea that students feel more comfortable learning in an environment that possesses a sense of familiarity, which can only increase their willingness to engage and participate in class. Creating a learning environment that encourages diversity in interests, background and experiences can boost interest and investment for students who feel out of their element being in an academic setting.  

 

     Establishing a learning environment that is built on embracing diversity and student agency is crucial in constructing a culturally responsive classroom. Allowing students to have a voice in the classroom–whether that is through class discussions, assignments, and collaborative-based activities—helps them feel like a contributor to their learning as opposed to just a “student” in school. In other words, it makes learning a more active process for students. Instructional strategies that use students' funds of knowledge based on their cultural backgrounds and interests further enriches their learning experience and builds a personal connection towards newer content. This approach honors learner differences and ensures that instruction is tailored to student’s interests, cultural background and learning styles while also encouraging a student-centered collaborative learning environment.