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Frame of Reference

Jessica Hitchmough

2018-01-27

The role of educators is immensely complex, becoming more so as the journey progresses.

The community of educators and support staff I have had the pleasure of working with have added

layers of clarity and depth to my understanding that I had not known was possible. As my formal

education nears completion, I reflect on the growth and wealth of experience I have gained and

feel excited to collaborate full time with colleagues and learners.

Basha Krasnof (2016) defines culturally responsive teaching as “A teacher’s use of

strategies that support a constructivist view of knowledge, teaching, and learning assists students

in constructing knowledge, building on their personal and cultural strengths, and examining the

curriculum from multiple perspectives, thus creating an inclusive classroom environment” (p. 2).

Culturally Responsive teaching practices have become embedded in my teacher practice, heavily

influencing my teaching style. Getting to know learners culturally and individually, and allowing

them to get to know you, creates a learning environment where they are willing to takes risks, and

are more open to learning (Krasnof, 2016). This allows students to connect with their surroundings

while allowing the teacher to better structure and deliver curriculum that is meaningful to students

(Krasnof, 2016). Cultural learning styles are as diverse as our classrooms and have a great impact

on individual learners (Guild, 1994; Krasnof, 2016). If a student has a cultural learning style is

largely of a physical nature then, hands-on or physical learning activities could be used to help that

learner succeed (Guild, 1994). The process of getting to know learners, their parents and guardians,
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and the community is as important as the curriculum that guides instruction. The use of culturally

responsive teaching practices connects directly to two of the Standards for the Education,

Competence, and Professional Conduct of Educators in BC (British Columbia Ministry of

Education, 2018).

Standard one, “Educators value and care for all students and act in their best interests”

(British Columbia Ministry of Education, 2018). We know that a student’s cultural background,

and individual needs directly impact how they learn (Guild, 1994; Krasnof, 2016), therefore it is

an educator’s job to familiarize themselves with students’ backgrounds and needs in order to act

in their best interest.

Culturally responsive teaching is also connected to standard four, “Educators value the

involvement and support of parents, guardians, families and communities in schools “(British

Columbia Ministry of Education, 2018). Investigating the cultural backgrounds of students and

their families helps form connections that will aid their learning (Krasnof, 2016). Working in

collaboration with parents, families and communities, helps create an inclusive learning

environment, where learners needs and goals are supported in a homogenous way, both at school

and at home (Guild, 1994; Krasnof, 2016).

The new curriculum is more than the evolution of a system striving to meet all learners’

needs, it reflects the changes taking place in society. I believe the current steps to embed Aboriginal

perspectives and learning styles into British Columbia’s educational curriculum is a macro-level

endeavour that is essential in healing the racial and cultural divides that segregate our province

and country. It is culturally responsive teaching on a large scale that is redefining Canadian culture.

This holistic First Peoples approach can be seen in curriculum through our Aboriginal Policy and

Practice Framework in British Columbia, performance standards, and core competencies.

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Assessing learners on a bell curve is a practice that is going out of style. The performance

standards allow educators to assess student progress in a much more individualized way, and when

combined with student self-assessment and reflection using the core competencies, student growth

and achievement can be communicated to parents, and understood by educators. This is a major

achievement for British Columbia.

Many brilliant people have influenced the field of education and shaped the role of schools

with in society. These include, B. F. Skinner’s contribution of how positive reinforcement changes

the context in which learners retain information (Boyd, 2018), Jean Piaget’s Cognitive Theory

regarding the stages of development (Mcleod, 2015), and Faye Brownlie’s role in the construction

of the DART assessment (Brownlie, 2018). Their ideas and hard work have influenced the BC

education system, while individuals like Shelley Moore and Rod Allen, actively impact changes

with teachers in schools. There are many names missing from this list, because changes result from

collaboration of teachers, support staff and government agencies. I feel privileged to be part of

these monumental changes as British Columbia’s education system blossoms.

References

Boyd, N. (n.d.). B.F. Skinner: Theories & impact on education. Retrieved from

http://study.com/academy/lesson/bf-skinner-theories-impact-on-education.html

British Columbia Ministry of Education. (2018). Teacher Regulation Branch:

Standards for the education competence and professional conduct of educators in

BC. Retrieved, from

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https://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx

Brownlie, F. (2018). DART: District assessment of reading team grades 3-9 assessment.

Retrieved from http://fayebrownlie.ca/reading-assessment/

Guild, P. (1994). Educating for Diversity: The Culture/Learning Style Connection.

Retrieved

from http://www.ascd.org/publications/educational-

leadership/may94/vol51/num08/The-Culture~Learning-Style-Connection.aspx

Krasnof, B. (2016). Culturally responsive teaching: A guide to evidence-based practices

for teaching all students equitably. Retrieved from

http://educationnorthwest.org/sites/default/files/resources/culturally-responsive-

teaching.pdf

Mcleod, S.A. (2015). Jean Piaget. Retrieved from

https://www.simplypsychology.org/simplypsychology.org-Jean-Piaget.pdf