BOOK REVIEW by Christine Lowry
Culturally Responsive Teaching and The Brain
Promoting Authentic Engagement and Rigor Among
Culturally and Linguistically Diverse Students
Montessori Now by Zaretta Hammond
Culturally Responsive Teaching and The
Brain, written by Zaretta Hammond,
examines the philosophy
and implementation
of culturally responsive
teaching in the context
of current research and
knowledge of neuropsychology
and its impact
on student behavior and
response.
The book seeks to connect
current brain research and culturally
responsive teaching with the
question “what is needed to activate
that wiring for optimal connectivity
for students of color?” Understanding
the classroom practices that can serve
as triggers for engagement of various
regions of the brain can help educators
adapt their practices in a culturally relevant way
that supports students of color.
The book explores this premise in three
parts. Part One: Building Awareness and Knowledge,
Part Two: Building Learning Partnerships,
and Part Three: Building Intellective Capacity.
Each section brings together the information of
neuropsychology with a study of cultures with
the goal of educating teachers to become culturally
sensitive and responsive to their students.
With practical, concrete examples of teaching
strategies, and self-reflections, Ms. Hammond
leads the reader through the process of developing
the skills and understanding needed to
offer a culturally responsive classroom environment
to all students.
As culturally responsive teaching is more a
philosophy, or mindset, rather than a method,
Part One: Building Awareness and Knowledge
begins to explore the goal of guiding “dependent
learners” to becoming students who are
independent thinkers who are self-motivated
and confident in their abilities. With the premise
that educators can change the “habits of
mind” of the dependent learner, Hammond explores
the importance of relationship, creating a
classroom that helps students reach their zone
of proximal development with just the right
challenges, and the tools that teachers can use
to implement culturally responsive teaching.
The Ready for Rigor Framework
includes the components of
Awareness, Learning Partnerships,
Information Processing,
and Community of Learners
and Learning Environment.
Educators must first understand
the role that culture
plays in learning and to
understand the sociopolitical
and economic
conditions that are the root of the inequities
that contribute to the achievement gap for students
in marginalized groups. Educators are encouraged
to reflect on their own biases, values
and beliefs by looking at layers of culture from
surface to those cultural archetypes that can
lead to an understanding of one’s implicit bias.
Increasing knowledge of the regions of the
brain and the role each plays in one’s behavior
becomes the backdrop for further understanding
of those “triggers” that result in certain
student behaviors that further reinforce their
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dependence as learners. Practical advice that
teachers can use in the classroom to avoid
these “triggers” leads to Part Two: Building
Learner Partnerships.
Building partnerships based on affirmations,
mutual respect, and validation enables
students to develop trust and a sense of safety
to take risks in their learning. Starting with
rapport, or connection, and developing an alliance
leads to the cognitive insights and higher
order thinking skills of independent learners.
Ms. Hammond encourages educators to reflect,
observe, and collect data on their behaviors and
mindset that contributes to a positive alliance
with each student. This alliance means becoming
a student’s ally by agreeing on a goal, setting
high expectations, acknowledging ability, and
providing feedback that gives specific information
about successes and next steps. With increased
motivation and an “academic mindset,”
the student begins to believe in his ability and
understand that it is sociopolitical impacts,
rather than personal ability, that are the cause
of inequity.
/IMC