Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

What are the dangers of focusing solely on surface level culture? What is a stronger way of approaching teaching and learning from a culturally relevant perspective? Support your response with evidence from the text, as well as observations from your own personal experiences and reading.

What is the role of structured racialization within the context of education? How does it impact the ability of teachers to develop active learners?

According to Hammond, how can a greater understanding of the brain’s three components of the nervous system impact how teachers plan classroom instruction?

Hammond argues that friendly relationships between students and teachers are insufficient for developing a culturally responsive teaching practice. She claims that “learning partnerships” are a far more effective approach. What are the limitations of cordiality in the classroom? How is a “learning partnership” deeper and more successful?

How can teachers’ blind spots regarding race, class, and language affect a student’s cognitive development? How can teachers rectify this?

How can teachers act as allies in culturally responsive teaching environments? What is the significance of this allyship within the greater context of sociopolitical dynamics that shape school communities?

How can teachers motivate students to succeed by encouraging excellence and embodying warmth? What is the danger of being too lenient?

Why is it important to avert an “amygdala hijack” in the brains of students? How can educators do this?