As long as students can regard their teachers as partners in their search for learning, their classroom performance will be enhanced. In order to enable learners thrive in a world that is becoming increasingly interconnected and globalized, the quality of education that they deserve must be delivered to them. The approach of culturally responsive classroom management is the surefire method of achieving those aspirations.
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.
As a result of adopting the culturally responsive classroom management, it is possible to know the students personally and individually. This happens because the pedagogy does not aim at making conclusions about the student’s culture on the basis of their socioeconomic, age or look states. 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.
As a result of using the pedagogy of culturally responsive classroom management, teachers are enabled in the identification of the learners’ passions that they have in common and their shared cultures. 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.
As a result of acknowledging and embracing the culturally responsive classroom management, it is possible to have effective maintenance and communication of the high expectations of the students’ performance and behavior. The intention of using the metaphorical and literal language to interact with a student is not intended to mean 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.
Students who are exposed to the culturally responsive classroom management feel they are valued thereby take ownership of their education more effectively. The shift of the teachers towards an approach that is liberatory, premium is placed not on the educator’s ability to lecture on content but on the experience and engagement of the learner. As much as it can be difficult to settle for a classroom style where the teacher assumes the position of a facilitator instead of a specialist, this approach bears fruits.
The way that teachers can ensure that the culturally responsive classroom management achieves the desired outcomes is through examining their belief systems. As well the teacher should be careful so that they do not convey judgements inside the classroom that can have impact on the personal histories of the students, their families and friends.