How to Create a Culturally Responsive Class?

Abstract

The purpose of this study is to examine teachers' opinions on what can be done to create a culturally responsive classroom environment. A phenomenological pattern was used and 13 volunteer teachers participated in the study. The data were obtained with the standardised open-ended interview technique. The interview questions consisted of class standards that are culturally responsive and common components based on Weinstein et al. (2003) and Weinstein et al. (2004). According to the research findings, teachers should question themselves and examine how their cultural background influences their preferences, lifestyles and behaviours. In order to understand the culture of the students, it would be useful for the teachers to research the culture of the student and to contact their families. In the communication process with families, cultural differences should be respected, be sensitive to cultural communication styles and a two-way communication should be established with families. At this point, teachers can plan activities and group work that exhibit cultural differences in the classroom environment, keeping their expectations from students high and encouraging students in this regard.

Do gender stereotypes play a role in the process of identifying gifted students in Western Balkan countries? – Case study Bosnia and Herzegovina

“…Having information about students' cultural backgrounds and general information about a cultural or ethnic group can give teachers an idea about behaviours, kindness, etiquette, communication and their learning styles; however, by generalizing this information, teachers should avoid creating stereotypes about their students (Nayir, 2022, pp 542).…”