Culturally Responsive Teaching and the Brain Chapter 3 pdf: A Quick download link to Culturally Responsive Teaching and the Brain Chapter 3 pdf is given at the bottom of this article. You can see the PDF demo, size of the PDF, and page numbers, and direct download the Free PDF of Culturally Responsive Teaching and the Brain Chapter 3 pdf using the download button.
Culturally Responsive Teaching and the Brain Chapter 3 pdf
With great interest, I read Chapter 3 of Culturally Responsive Teaching and The Brain. (Culturally Responsive Teaching and the Brain Chapter 3 pdf) Zaretta Hammond, the book’s author, discusses how the brain works in this chapter. I realized as I read the chapter that I want to spend some time with students at the beginning of the year teaching them how their brain works and how to use that knowledge to learn effectively. I use many of Hammond’s exact words and phrases as I write about chapter three—she has a wonderful ability to clearly outline and relay information.
The physical structure of the brain is the hardware, and culture is the software. I came across this simple video that I believe will help students gain an understanding of the brain. I’d then follow up with more specific lessons, which I’ll prepare in the coming days using Hammond’s book and other materials I find.
Students must have a good understanding of their brains to manage and use their brain power effectively. We must all recognize that relationships exist at the intersection of mind and body. Children form relationships and learn best in a welcoming environment; hostile or unwelcoming environments impede optimal learning.
As I read this information, I remembered a few students who had entered my classroom with anxiety over the years, and I wondered how I could have made the classroom a more welcoming place for those students right away.
We cannot overestimate a student’s desire to feel safe and valued in the classroom and school community. It is critical to understand what students perceive as a safe and welcoming environment, rather than just our own. When I recall a few students who felt unwelcome in my classroom from the start, I realise they came to school with significant socioeconomic and emotional complexity. In retrospect, I realise that I should have given them more time to tell me who they were and what they needed—time to settle in, form relationships, relay information, and build trust. I had to be extremely aware of what could cause public humiliation and result in flight, fright, freeze, or fight mode.
Culturally Responsive Teaching and the Brain Chapter 3 pdf
Families were unable to provide needed support such as start-of-school materials, attendance at early school year events, and timely drop-offs or pick-ups in these cases, leaving students feeling humiliated from the start. Since then, we’ve begun a preschool orientation to assist with issues like this—critical it that we expand this orientation to be more personal, responsive, and inclusive to welcome students and help us know what these children and their families need. Furthermore, students must feel validated and included in the classroom environment.
I need to consider how to affirm and include all students, paying special attention to those who are separated from the mainstream classroom culture due to a variety of factors, which begs the question, is there a mainstream classroom culture?
Positive student relationships are critical for successful learning and development. This demonstrates the danger of tough love myths that have persisted since I was a child—rather than “tough love” environments, we need to create warm, welcoming learning environments.
Culturally Responsive Teaching and the Brain Chapter 3 pdf Download Link
Also, Read
2 thoughts on “Culturally Responsive Teaching and the Brain Chapter 3 pdf”