This is the value of the teacher, who looks at a face and says theres something behind that and

I want to
reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to
call out that person who is behind that face, behind that color, behind that language, behind that tradition,
behind that culture. I believe you can do it. I know what was done for me.
-Maya Angelou


The Motivational Framework for Culturally Relevant Teaching*
Attitude

Choice
and
Personal Relevance
Inclusion

Respect
and
Connectedness
Competence

Authenticity
and
Effectiveness
Meaning

Challenge
and
Engagement
*Source: Adapted from Ginsberg & Wlodkowski (2009, p.34).
Routines and rituals are
present.
Respectful learning and
interactions occur.
Students are comfortable.
The teacher treats all
students respectfully and
fairly.
Students lives and
cultures are represented.
Classes are taught with
students experiences,
concerns, or interests
in mind.
Students make choices
related to learning that
include experiences,
needs, values, and
strengths.
Students are able to
voice their opinions.
There are clear criteria
for success.
Grading policies are fair
to all.
Performances and
demonstrations have real-
world connections.
Assessment takes into
account students
perspective; there are
multiple ways to reach
standards.
Student participation is
active; they are
challenged.
Questions go beyond
facts and encourage
different points of
view.
The teacher builds on
what students know.
The teacher
respectfully
encourages high-
quality responses.
Culturally Responsive Teaching
*Source: Adapted from Ginsberg (2011,).
Culturally responsive teaching means instruction that builds on students strengths to:
o Create inclusive learning environments
o Align practices to support intrinsic motivation among diverse student groups
o Engage teachers in within their own classroom contexts in examining instructional
practices that support or dampen student motivation across cultural groups.
Does not bracket human beings according to narrow or prescribed characteristics.
A strengths-focused orientation to teaching and learning is foundational to student success
within and across demographically diverse student groups.
Students concentration, imagination, effort, and willingness to learn are powerfully
influenced by how they feel about the setting they are in, the respect they receive from the
people around them, and their ability to trust their own thinking and experiences.
Motivation is foundational to learning; students who feel unsafe, unconnected, and
disrespected are often unmotivated to learn.
Students are most highly motivated to learn when they feel included (respected in the
learning group), have a positive attitude (find the subject relevant), can make learning
meaningful (find learning engaging and challenging), and are becoming competent (effective
at what they value).
Instruction from an intrinsic motivational perspective respects and responds to diversity.