March 12, 2024 • 20 mins
Join Dr.Tami on another engaging episode of the Equity Hour, where we delve into the critical topic of culturally competent teaching. In this episode, we explore what it truly means to be a culturally competent educator, providing actionable steps and insights for creating inclusive and supportive learning environments.
Looking to get started? Listen to episode 14 and head to Instagram and comment Awareness to download Dr. Tami's FREE resource for Awareness.
Dr. Tami provides invaluable insights and actionable strategies for educators committed to creating inclusive and equitable classrooms. Tune in to gain practical tips for fostering cultural competence and empowering learners in your educational setting.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Tami (00:00):
Hello everyone.
(00:01):
And welcome to another episodeof the equity hour with me, your
host, Dr.
Tami Dean.
I am so excited to be here withyou all today.
And today we're going to betalking about culturally
competent teachers.
So building on, the episodeswe've had lately, we've been
talking about buildingawareness.
(00:22):
Thinking about how and whatwe've experienced and how that
relates to how that impactsothers.
So we're going to dive a littlebit deeper and get into
culturally relevant.
Teaching and instruction.
What is it?
What does it look like?
What am I doing?
And some action steps for, fortoday.
So super excited.
If you missed the episode onawareness, go ahead and check
(00:44):
that out in episode 14.
To give you a little bit moreinformation and head on over to
my Instagram and download a freeresource around.
Getting started with awareness.
Let's let's dive right in.
When we think about culturallycompetent teachers and
instruction, and what does thatreally mean?
What culturally competentteachers do.
(01:07):
They are conscious around theirown bias in how their.
Lived experience.
Influences.
Potential expectations they havefor students.
So they understand the impact.
That those ways of knowing andbeing an understanding in the
(01:28):
world could come to fruition inwhat they do with students.
And so.
What is really important here.
Is that.
Intent.
Is not enough.
And I talked a little bit aboutthat in episode 14.
(01:49):
When we think aboutcolorblindness and how that's
typically seen, as people saysaying.
You know, I don't see color.
I see the person.
Right.
But what that does is itinvalidates the actual human
that's in front of you and theirlived experience and all the
complexity that makes up thatperson.
(02:09):
So.
Intent.
Is not enough.
Action is necessary in order tobe culturally responsive and
culturally competent.
Okay.
The goal is we are building asupportive learning environment,
(02:29):
right.
In which we establishclassrooms.
That honor.
The different cultures race.
Ethnicities.
Socioeconomic status, gender,familial structures, all the
things.
Right.
So I want to be very clear.
(02:51):
When we're talking about equity,we are not just talking about
race and I feel like it alwaysgoes there.
That that is the one and onlything that we're talking about,
and it is not.
Not true.
Okay.
And if you're needing some more.
Resources around how do I becomeor move into this culturally
competent space?
I highly recommend reading someGloria Ladson billings, Lisa
(03:13):
Delpit.
I also think that ZarettaHammond's book.
around culture responsiveinstruction and the brain is a
great resources.
So there's a ton of greatresources.
I will drop these in the shownotes.
You know, I am a big proponentof read wide read depth, you
know, and if you're reallywanting to think about what does
this mean for you personally?
Hey.
(03:34):
Let's spend a time with me, likesign up, let's do a discovery
call and we could talk about howI can support you.
As a part of your work.
Okay.
So.
Culturally competent teaching isgaining fluency.
And facility around anotherculture.
Another way of being multiplecultures, ways of being right
(03:55):
and becoming aware of your own.
Bias.
So I'm conscious of it.
I know I've built thatawareness.
And now I'm starting to thinkabout how does that.
Impact my expectations forstudents in my classroom, or how
does that impact my expectationsfor educators in my school?
How does that impact myexpectations for families that
(04:18):
are in community?
That is a part of our schoolstructure.
We want to build supportivelearning environments.
And so we need to reflect onwhere and how we're building
space and capacity for thesedifferent ways of.
Moving and acting in the worldto take place.
So that's one thing I want youto do.
(04:38):
I want you to reflect on how ismy.
Learning environment supportivetoo.
Diverse people.
Diverse students.
How was our school?
Supportive a supportive learningenvironment.
And how am I building space?
Or how are we building space inour school environment?
(05:01):
Because I would encourage youagain to do this in a community.
If you can't.
Or don't have that community inyour school environment seek out
others.
That can be your community.
To help with this work.
But how do I build space forthese other narratives that may
be different from my ownnarrative of how I.
No, and be in the world.
(05:22):
And I think one important thingto keep in mind as I'm building
these spaces for narrative is tobe open to someone who may have
a similar life experience asyou.
So maybe you grew up.
In a poorer socioeconomic class,you are racially identical.
Your family structure isidentical.
(05:42):
We tend to then.
Push our own life experience asan expectation of what it's
going to look like for thisother person.
And this could be a student.
This could be a colleague.
This could be, family that ofone of your students, right?
So one of the important thingsis realizing that everyone's
lived experience.
Isn't like mine period.
(06:04):
Okay.
Even if they look like me andcame from a similar background,
So being open.
And then really the third partis we're thinking about.
That supportive learningenvironment is.
What is the main narrative?
Or voice.
Or story being heard.
And.
(06:25):
From my experience.
It's going to be easy to tellwhat is the main story or
narrative being heard?
And if you need some moreinformation on this, I highly
recommend you Google on YouTube.
Go watch the danger of thesingle story.
Very powerful.
Right.
We need to bring in otherstories, not just right for our
(06:46):
diverse.
Learners.
Because actually diverselearners are everyone.
Right?
But people tend to think oftheir diverse learners as
they're racially diverse kids.
But for everyone, because we allneed to learn how to engage with
others who have different lifeexperiences from us.
As we're doing this.
(07:06):
We are going to do this from anasset based perspective.
And this is an essential part ofthis work.
Because then we come to thisthinking that someone is less
than or will not do or doesn'tdo or hasn't done or can't or
won't we're coming with thisdeficit perspective of.
(07:29):
What the person brings to thetable.
So.
If you think about.
Yourself and.
And part of this is reflection,right.
And becoming conscious of yourown bias.
If you've ever said to yourself,These kids can't or those kids
won't.
Or these parents.
(07:50):
Don't or can't or won't, ordon't want to.
Where do you say what they cando?
Where is the asset?
And reflection around what theyare bringing.
So.
Maybe a parent can't come.
Two.
Parent-teacher conferencesduring the day, because that
(08:11):
means they lose their pay.
What are they doing?
Right.
So I'm trying to have thisempathetic view of what someone
else has experienced andperspective may be.
And I want to be clear.
I'm not saying.
Like you.
I'm also not trying to add tothe burden of teachers, right.
I think that's a whole notherconversation.
(08:32):
Around boundaries.
And work at expectations forteachers, but I want us to think
about this from an empatheticasset based perspective.
What is it?
That this student can do, or howdo I tap into what is it they
know and have experienced?
To scaffold and support.
(08:53):
Learning and connection.
Into where we would like them togo for this learning.
So bringing in those funds ofknowledge, right?
So this is our assets and socialcultural, tool kit.
We bring with us around how weconnect with the world.
And.
Our students feel seen.
(09:15):
Our teachers feel seen.
Heard.
And cared for.
I'm going to say that again.
When we are taking an assetbased perspective.
We focus on.
Making people feel seen.
Heard.
And cared for.
(09:37):
And I want you to think about.
Those times when you have feltseen, heard, and cared for.
And a difference that made foryou.
Versus.
When you didn't feel seen.
And just felt like no one sawwho you are or what your
experience or could understandwhat you were going through or
(09:57):
heard, not really listening toyour perspective.
To understand.
And I think the really importantpart of be at being heard.
Is moving away from.
A listening.
To respond.
Mindset.
And into a listening tounderstand.
Mindset.
(10:17):
And when I'm seen and when I'mheard, I feel cared for.
And when people feel cared for.
They are much more open.
To maybe trying or doingsomething in a different way.
So.
One question you can askyourself.
As you're building.
This culturally responsiveclassroom and becoming, and are
(10:38):
being this culturally competenteducator.
Is thinking through andreviewing or reflecting on.
The curricular materials youhave available to you.
And.
Expanding those relevantconnections.
So intentionally andpurposefully thinking.
(10:58):
How does this connect with thelearners that are in my space?
Does this connect with thelearners in my space.
And if it does fabulous, if it'snot.
What are some other options thatI can bring in to help bridge?
Right that connection.
(11:20):
For my learners.
I know we can all think back toa time where we were in a
classroom and maybe learningsomething and had no.
Buy-in to what was happening.
So when you have no buy in, youtend to check out.
That's just a human nature.
Right?
So kids are just small humans,right?
I'm going to keep saying this.
(11:40):
They're just small humans.
That are learning how to be.
They're not adult humans andthey're still learning and
figuring it out, but even adulthumans.
Right.
So when we see seen, heard, andcared for, and we're able to
find that bridge and connectionbetween what is being shared
with us and what we're trying tolearn and how it connects to
something else.
One, it makes them more relevantand I'm, I'm much, it's much
(12:01):
easier to understand.
Okay.
So by doing all of this, we areempowering learners.
Yay.
Empowering learners.
We want to empower students.
We want to set up systems withinour schools, within our
classrooms that empower studentsand do all of these things and
that focus on being asset based.
Okay.
So that is the criticalconsciousness part.
(12:23):
Of.
Culturally responsive teachingcultural competence.
It's the, so what, so we'retalking about this, we're doing
this, we're learning this, we'remaking this bridge.
So what.
The student says, how does thisconnect to me?
And my life, how can I applythis?
Where might I see this in thereal world?
Right?
Same thing.
Educators.
(12:44):
How does this apply to me?
Where am I going to see thisright.
All of those things cometogether because we're
empowering learners.
And as we think about assetbased approaches, And empowering
learners.
One of the things that.
I think is really important tobe cognizant of and to reflect
on and be aware of is.
When there is a perception thata student is a quote unquote,
(13:07):
low level learner.
Or has a deficit and you'retaking that deficit perspective.
Versus an asset base.
Now I want to be clear.
That doesn't mean that I don'tknow that there are challenges
that some students have, right.
And that we're trying to bridgesome gaps or bridge, right.
Learning for students, there areneeds that students have, but
(13:29):
I'm not looking at them asdeficits.
I'm looking at here's where theyare, and this is where we want
them to go.
And I'm going to use thoseassets and those strengths to
build.
And grow the student in thislearner, in this area.
Very important because when weview.
Or when an educator or whomeverviews, some views of student.
As a low level learner, they areinterrupted.
(13:52):
More times.
Then a student that we perceiveto be quote unquote, high level
normal, or quote unquotecompetent student.
I'm gonna let that marinate fora second.
Now I'm going to come back tointent, right?
When we have.
Uh, learner.
(14:13):
That we've perceived as a lowlevel learner.
We interrupt.
They're more often.
Then we do a learner.
We perceive to be a quoteunquote, high level learner.
The intent.
Is to be supportive and help thestudent.
(14:35):
But what the action is doing ismaking them a dependent learner
who was always looking for theteacher who has not provided the
same opportunity to thinkcritically, to engage
creatively.
And to use the assets that theyhave.
To come to solution.
So I'm going to say it again.
Intent is not enough.
(14:57):
Action is necessary.
So I want you to just reflect onthat.
This is a really big thing toreflect on because it's
unintentional oftentimes, right?
That we're interrupting.
Let me try to help you.
Re correcting.
Does it need to be corrected inthat moment?
Where is there opportunity topromote reflection and
engagement and conversation withthe student?
(15:20):
Right.
Think about how often am Iinterrupting a student?
That has been labeled I quoteunquote, low level learner, or I
perceive to be.
Versus my high level learner.
research shows.
That's what we do.
And then that's a learnedbehavior.
That continues.
And then we can just continue toperpetuate.
(15:40):
This notion that this student.
Is incapable of this type oflearning.
This is part of the criticism,of hierarchy of, of, you know,
Access.
Two.
Critical thinking and creativework.
And deeper level work.
Right.
We tend to give students thatare in normal or low level and
(16:03):
I'm air quoting right here.
Cause I don't like these labels.
It's tracks.
You know, very surface leveltype work versus really engaging
in some critical thinking.
And inquiry and.
Conversational and all thethings.
Reflect on that.
I brought up a number of thingstoday.
(16:25):
So we've talked about what iscultural competent teachers?
What is it?
What am I doing?
So I'm conscious of my own biasand understanding.
I'm establishing a supportivelearning environment.
I'm reflecting on that in aspace that whose story is being
heard.
I'm making adjustments.
If I need to.
To bring in and expand thoserelevant connections.
(16:46):
To bridge students, I'm takingan asset based approach and I'm
empowering learners.
Okay.
So I'm building that criticalconsciousness.
Action steps for you thinkingabout today's episode.
I'm big building your culturalcompetence as a teacher.
One.
Self-reflection and awareness,if you haven't yet started with
(17:07):
building that awarenesscapacity, head on over to my
Instagram.
Find my post.
Comment.
Awareness, and you're going toget a, download a free resource
tool to get started.
Okay.
So it's going to start thatreflective process for you.
Too.
No your community.
And not the hearsay Parsons ofyour community.
Like the actual community, likethe people.
(17:30):
That live inside the communityand bring their children to the
school.
Think about how we're involvingthe hammer, providing
opportunity.
Are we building a welcomingenvironment for the community
that exists with our families inour school.
And we're taking that assetbased approach.
As we're getting to know andbuild this community.
Three.
As you're doing thesereflections, how are you
(17:51):
identifying opportunities forgrowth?
Okay.
Write them down.
Where are my opportunities forgrowth?
Find resources find tools.
Sign up for some coaching.
Take a course.
Read some books.
Continue to listen to mypodcast.
Right.
So where are those opportunitiesfor growth?
And remember we're listening.
(18:13):
To learn.
And understand we're notlistening to respond.
Four action steps.
For you as you're moving throughand thinking through how to
apply cultural competence inyour culturally responsive
learning environments.
Remembering diversity.
Is race, ethnicity, soca,socioeconomic status, gender.
(18:35):
Family structure.
Religion.
Wide.
It is not just race.
If you're interested in learningmore.
About how to engage with, withwork.
Talk about your classroomspecifically.
Please head on over to myInstagram or head into my link
tree, sign up for a freeconsultation call.
I would love to set up some timeto talk with you about what this
(18:58):
can and could look like in yourclassroom.
Thank you so much for joining meagain for another episode of the
equity hour, it is always such apleasure to talk with you.
And remember.
Use your voice today.
Use your voice and take action.
Have a good day.
Hello everyone.
(00:01):
And welcome to another episodeof the equity hour with me, your
host, Dr.
Tami Dean.
I am so excited to be here withyou all today.
And today we're going to betalking about culturally
competent teachers.
So building on, the episodeswe've had lately, we've been
talking about buildingawareness.
(00:22):
Thinking about how and whatwe've experienced and how that
relates to how that impactsothers.
So we're going to dive a littlebit deeper and get into
culturally relevant.
Teaching and instruction.
What is it?
What does it look like?
What am I doing?
And some action steps for, fortoday.
So super excited.
If you missed the episode onawareness, go ahead and check
(00:44):
that out in episode 14.
To give you a little bit moreinformation and head on over to
my Instagram and download a freeresource around.
Getting started with awareness.
Let's let's dive right in.
When we think about culturallycompetent teachers and
instruction, and what does thatreally mean?
What culturally competentteachers do.
(01:07):
They are conscious around theirown bias in how their.
Lived experience.
Influences.
Potential expectations they havefor students.
So they understand the impact.
That those ways of knowing andbeing an understanding in the
(01:28):
world could come to fruition inwhat they do with students.
And so.
What is really important here.
Is that.
Intent.
Is not enough.
And I talked a little bit aboutthat in episode 14.
(01:49):
When we think aboutcolorblindness and how that's
typically seen, as people saysaying.
You know, I don't see color.
I see the person.
Right.
But what that does is itinvalidates the actual human
that's in front of you and theirlived experience and all the
complexity that makes up thatperson.
(02:09):
So.
Intent.
Is not enough.
Action is necessary in order tobe culturally responsive and
culturally competent.
Okay.
The goal is we are building asupportive learning environment,
(02:29):
right.
In which we establishclassrooms.
That honor.
The different cultures race.
Ethnicities.
Socioeconomic status, gender,familial structures, all the
things.
Right.
So I want to be very clear.
(02:51):
When we're talking about equity,we are not just talking about
race and I feel like it alwaysgoes there.
That that is the one and onlything that we're talking about,
and it is not.
Not true.
Okay.
And if you're needing some more.
Resources around how do I becomeor move into this culturally
competent space?
I highly recommend reading someGloria Ladson billings, Lisa
(03:13):
Delpit.
I also think that ZarettaHammond's book.
around culture responsiveinstruction and the brain is a
great resources.
So there's a ton of greatresources.
I will drop these in the shownotes.
You know, I am a big proponentof read wide read depth, you
know, and if you're reallywanting to think about what does
this mean for you personally?
Hey.
(03:34):
Let's spend a time with me, likesign up, let's do a discovery
call and we could talk about howI can support you.
As a part of your work.
Okay.
So.
Culturally competent teaching isgaining fluency.
And facility around anotherculture.
Another way of being multiplecultures, ways of being right
(03:55):
and becoming aware of your own.
Bias.
So I'm conscious of it.
I know I've built thatawareness.
And now I'm starting to thinkabout how does that.
Impact my expectations forstudents in my classroom, or how
does that impact my expectationsfor educators in my school?
How does that impact myexpectations for families that
(04:18):
are in community?
That is a part of our schoolstructure.
We want to build supportivelearning environments.
And so we need to reflect onwhere and how we're building
space and capacity for thesedifferent ways of.
Moving and acting in the worldto take place.
So that's one thing I want youto do.
(04:38):
I want you to reflect on how ismy.
Learning environment supportivetoo.
Diverse people.
Diverse students.
How was our school?
Supportive a supportive learningenvironment.
And how am I building space?
Or how are we building space inour school environment?
(05:01):
Because I would encourage youagain to do this in a community.
If you can't.
Or don't have that community inyour school environment seek out
others.
That can be your community.
To help with this work.
But how do I build space forthese other narratives that may
be different from my ownnarrative of how I.
No, and be in the world.
(05:22):
And I think one important thingto keep in mind as I'm building
these spaces for narrative is tobe open to someone who may have
a similar life experience asyou.
So maybe you grew up.
In a poorer socioeconomic class,you are racially identical.
Your family structure isidentical.
(05:42):
We tend to then.
Push our own life experience asan expectation of what it's
going to look like for thisother person.
And this could be a student.
This could be a colleague.
This could be, family that ofone of your students, right?
So one of the important thingsis realizing that everyone's
lived experience.
Isn't like mine period.
(06:04):
Okay.
Even if they look like me andcame from a similar background,
So being open.
And then really the third partis we're thinking about.
That supportive learningenvironment is.
What is the main narrative?
Or voice.
Or story being heard.
And.
(06:25):
From my experience.
It's going to be easy to tellwhat is the main story or
narrative being heard?
And if you need some moreinformation on this, I highly
recommend you Google on YouTube.
Go watch the danger of thesingle story.
Very powerful.
Right.
We need to bring in otherstories, not just right for our
(06:46):
diverse.
Learners.
Because actually diverselearners are everyone.
Right?
But people tend to think oftheir diverse learners as
they're racially diverse kids.
But for everyone, because we allneed to learn how to engage with
others who have different lifeexperiences from us.
As we're doing this.
(07:06):
We are going to do this from anasset based perspective.
And this is an essential part ofthis work.
Because then we come to thisthinking that someone is less
than or will not do or doesn'tdo or hasn't done or can't or
won't we're coming with thisdeficit perspective of.
(07:29):
What the person brings to thetable.
So.
If you think about.
Yourself and.
And part of this is reflection,right.
And becoming conscious of yourown bias.
If you've ever said to yourself,These kids can't or those kids
won't.
Or these parents.
(07:50):
Don't or can't or won't, ordon't want to.
Where do you say what they cando?
Where is the asset?
And reflection around what theyare bringing.
So.
Maybe a parent can't come.
Two.
Parent-teacher conferencesduring the day, because that
(08:11):
means they lose their pay.
What are they doing?
Right.
So I'm trying to have thisempathetic view of what someone
else has experienced andperspective may be.
And I want to be clear.
I'm not saying.
Like you.
I'm also not trying to add tothe burden of teachers, right.
I think that's a whole notherconversation.
(08:32):
Around boundaries.
And work at expectations forteachers, but I want us to think
about this from an empatheticasset based perspective.
What is it?
That this student can do, or howdo I tap into what is it they
know and have experienced?
To scaffold and support.
(08:53):
Learning and connection.
Into where we would like them togo for this learning.
So bringing in those funds ofknowledge, right?
So this is our assets and socialcultural, tool kit.
We bring with us around how weconnect with the world.
And.
Our students feel seen.
(09:15):
Our teachers feel seen.
Heard.
And cared for.
I'm going to say that again.
When we are taking an assetbased perspective.
We focus on.
Making people feel seen.
Heard.
And cared for.
(09:37):
And I want you to think about.
Those times when you have feltseen, heard, and cared for.
And a difference that made foryou.
Versus.
When you didn't feel seen.
And just felt like no one sawwho you are or what your
experience or could understandwhat you were going through or
(09:57):
heard, not really listening toyour perspective.
To understand.
And I think the really importantpart of be at being heard.
Is moving away from.
A listening.
To respond.
Mindset.
And into a listening tounderstand.
Mindset.
(10:17):
And when I'm seen and when I'mheard, I feel cared for.
And when people feel cared for.
They are much more open.
To maybe trying or doingsomething in a different way.
So.
One question you can askyourself.
As you're building.
This culturally responsiveclassroom and becoming, and are
(10:38):
being this culturally competenteducator.
Is thinking through andreviewing or reflecting on.
The curricular materials youhave available to you.
And.
Expanding those relevantconnections.
So intentionally andpurposefully thinking.
(10:58):
How does this connect with thelearners that are in my space?
Does this connect with thelearners in my space.
And if it does fabulous, if it'snot.
What are some other options thatI can bring in to help bridge?
Right that connection.
(11:20):
For my learners.
I know we can all think back toa time where we were in a
classroom and maybe learningsomething and had no.
Buy-in to what was happening.
So when you have no buy in, youtend to check out.
That's just a human nature.
Right?
So kids are just small humans,right?
I'm going to keep saying this.
(11:40):
They're just small humans.
That are learning how to be.
They're not adult humans andthey're still learning and
figuring it out, but even adulthumans.
Right.
So when we see seen, heard, andcared for, and we're able to
find that bridge and connectionbetween what is being shared
with us and what we're trying tolearn and how it connects to
something else.
One, it makes them more relevantand I'm, I'm much, it's much
(12:01):
easier to understand.
Okay.
So by doing all of this, we areempowering learners.
Yay.
Empowering learners.
We want to empower students.
We want to set up systems withinour schools, within our
classrooms that empower studentsand do all of these things and
that focus on being asset based.
Okay.
So that is the criticalconsciousness part.
(12:23):
Of.
Culturally responsive teachingcultural competence.
It's the, so what, so we'retalking about this, we're doing
this, we're learning this, we'remaking this bridge.
So what.
The student says, how does thisconnect to me?
And my life, how can I applythis?
Where might I see this in thereal world?
Right?
Same thing.
Educators.
(12:44):
How does this apply to me?
Where am I going to see thisright.
All of those things cometogether because we're
empowering learners.
And as we think about assetbased approaches, And empowering
learners.
One of the things that.
I think is really important tobe cognizant of and to reflect
on and be aware of is.
When there is a perception thata student is a quote unquote,
(13:07):
low level learner.
Or has a deficit and you'retaking that deficit perspective.
Versus an asset base.
Now I want to be clear.
That doesn't mean that I don'tknow that there are challenges
that some students have, right.
And that we're trying to bridgesome gaps or bridge, right.
Learning for students, there areneeds that students have, but
(13:29):
I'm not looking at them asdeficits.
I'm looking at here's where theyare, and this is where we want
them to go.
And I'm going to use thoseassets and those strengths to
build.
And grow the student in thislearner, in this area.
Very important because when weview.
Or when an educator or whomeverviews, some views of student.
As a low level learner, they areinterrupted.
(13:52):
More times.
Then a student that we perceiveto be quote unquote, high level
normal, or quote unquotecompetent student.
I'm gonna let that marinate fora second.
Now I'm going to come back tointent, right?
When we have.
Uh, learner.
(14:13):
That we've perceived as a lowlevel learner.
We interrupt.
They're more often.
Then we do a learner.
We perceive to be a quoteunquote, high level learner.
The intent.
Is to be supportive and help thestudent.
(14:35):
But what the action is doing ismaking them a dependent learner
who was always looking for theteacher who has not provided the
same opportunity to thinkcritically, to engage
creatively.
And to use the assets that theyhave.
To come to solution.
So I'm going to say it again.
Intent is not enough.
(14:57):
Action is necessary.
So I want you to just reflect onthat.
This is a really big thing toreflect on because it's
unintentional oftentimes, right?
That we're interrupting.
Let me try to help you.
Re correcting.
Does it need to be corrected inthat moment?
Where is there opportunity topromote reflection and
engagement and conversation withthe student?
(15:20):
Right.
Think about how often am Iinterrupting a student?
That has been labeled I quoteunquote, low level learner, or I
perceive to be.
Versus my high level learner.
research shows.
That's what we do.
And then that's a learnedbehavior.
That continues.
And then we can just continue toperpetuate.
(15:40):
This notion that this student.
Is incapable of this type oflearning.
This is part of the criticism,of hierarchy of, of, you know,
Access.
Two.
Critical thinking and creativework.
And deeper level work.
Right.
We tend to give students thatare in normal or low level and
(16:03):
I'm air quoting right here.
Cause I don't like these labels.
It's tracks.
You know, very surface leveltype work versus really engaging
in some critical thinking.
And inquiry and.
Conversational and all thethings.
Reflect on that.
I brought up a number of thingstoday.
(16:25):
So we've talked about what iscultural competent teachers?
What is it?
What am I doing?
So I'm conscious of my own biasand understanding.
I'm establishing a supportivelearning environment.
I'm reflecting on that in aspace that whose story is being
heard.
I'm making adjustments.
If I need to.
To bring in and expand thoserelevant connections.
(16:46):
To bridge students, I'm takingan asset based approach and I'm
empowering learners.
Okay.
So I'm building that criticalconsciousness.
Action steps for you thinkingabout today's episode.
I'm big building your culturalcompetence as a teacher.
One.
Self-reflection and awareness,if you haven't yet started with
(17:07):
building that awarenesscapacity, head on over to my
Instagram.
Find my post.
Comment.
Awareness, and you're going toget a, download a free resource
tool to get started.
Okay.
So it's going to start thatreflective process for you.
Too.
No your community.
And not the hearsay Parsons ofyour community.
Like the actual community, likethe people.
(17:30):
That live inside the communityand bring their children to the
school.
Think about how we're involvingthe hammer, providing
opportunity.
Are we building a welcomingenvironment for the community
that exists with our families inour school.
And we're taking that assetbased approach.
As we're getting to know andbuild this community.
Three.
As you're doing thesereflections, how are you
(17:51):
identifying opportunities forgrowth?
Okay.
Write them down.
Where are my opportunities forgrowth?
Find resources find tools.
Sign up for some coaching.
Take a course.
Read some books.
Continue to listen to mypodcast.
Right.
So where are those opportunitiesfor growth?
And remember we're listening.
(18:13):
To learn.
And understand we're notlistening to respond.
Four action steps.
For you as you're moving throughand thinking through how to
apply cultural competence inyour culturally responsive
learning environments.
Remembering diversity.
Is race, ethnicity, soca,socioeconomic status, gender.
(18:35):
Family structure.
Religion.
Wide.
It is not just race.
If you're interested in learningmore.
About how to engage with, withwork.
Talk about your classroomspecifically.
Please head on over to myInstagram or head into my link
tree, sign up for a freeconsultation call.
I would love to set up some timeto talk with you about what this
(18:58):
can and could look like in yourclassroom.
Thank you so much for joining meagain for another episode of the
equity hour, it is always such apleasure to talk with you.
And remember.
Use your voice today.
Use your voice and take action.
Have a good day.
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