Week 1: Journal Narrative: Critical Reflection on Preparedness

Reflective Narrative: Preparedness for Culturally Responsive Teaching

Teaching 7th-grade maths in an ethnically diverse Title 1 middle school in Delaware constantly reminds me how much my approach affects students from all sorts of backgrounds. Reading Geneva Gay’s article on culturally responsive teaching pushed me to take a hard look at where I stand. She lays out five key elements: building a solid knowledge base about cultural diversity, creating culturally relevant curricula, showing cultural caring while fostering a learning community, mastering cross-cultural communication, and delivering instruction that fits students’ cultural contexts (Gay, 2002). Using these as a guide, I’ve been reflecting on my strengths, where I fall short, and what I still need to figure out when teaching ethnically diverse students.

Evaluating My Preparedness

Being ready for culturally responsive teaching doesn’t feel like something I can tick off a list—it’s more of an ongoing process. Working in a school with students from African American, Hispanic, and immigrant families has opened my eyes to so many different viewpoints. I’d say I’m somewhat prepared, thanks to a mix of classroom experience and some training sessions, but I know there’s more to learn. Gay’s ideas give me a clear way to see what I’m doing well and where I need to step up.

When it comes to the five elements, I feel pretty confident about showing cultural caring and building a sense of community. Getting to know my students—really understanding their interests, their struggles, and what’s going on at home—comes naturally to me. For example, I’ll weave in things they care about, like using sports stats to teach ratios, which seems to click with a lot of them. Gay (2002) talks about how affirming who students are boosts their involvement, and I see that in action. People I work with have even said my classroom feels warm and inviting, which I take as a sign I’m on the right track with making kids feel safe and valued.

Teaching Ethnically Diverse Students: What I Know

Years in the classroom have taught me a few things about reaching ethnically diverse learners. Representation makes a difference—when students spot something familiar in a lesson, like figuring out distances in a neighbourhood they recognise, their eyes light up. Language can trip us up or bring us together; many of my English Language Learners wrestle with wordy maths problems, so I keep it simple and lean on diagrams. And I’ve learned the hard way that assuming anything about a student based on their background can backfire—it’s better to let their work show what they’re capable of.

Gaps in Knowledge and Next Steps

Even with what I’ve picked up, there’s plenty I don’t have a handle on yet. How do I bring in cultural histories—like African or Indigenous contributions to maths—in a way that feels natural, not tacked on? Gay (2002) pushes for recognising diverse legacies, but I’m short on ideas or examples that fit smoothly. Then there’s the tug-of-war between staying culturally responsive and sticking to Delaware’s set curriculum—where’s the wiggle room? I also catch myself wondering about the little things, like picking up on cultural signals I might miss, whether it’s a look or a family expectation. Getting those wrong could throw off the trust I’ve built.

To fill these holes, I need practical tools. Some training on weaving culture into lesson plans would be a start, and I’d love to dig into how specific backgrounds shape learning—like whether some kids thrive more in groups because of their family values. Talking to students and parents directly could also clue me in on what matters to them. That’s something I’m thinking of trying, maybe with a quick survey or just chatting more outside class.

Conclusion

Looking at Gay’s five elements paints a picture of where I’m at. I’ve got a decent foundation with caring and community, but I’ve got work to do on curriculum and really knowing my students’ cultures. Teaching ethnically diverse kids has shown me how powerful connection can be—and how easy it is to trip over assumptions. Still, I’m left with questions about blending culture into lessons and reading the room better. My next step is to keep learning and tweaking how I teach, so every student in my class feels like they belong and can succeed.

References

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Educational Review, 84(1), 74-84.

Milner, H. R. (2020). Disrupting punitive practices and policies: Rac(e)ing back to teaching, teacher preparation, and Brown. Educational Researcher, 49(3), 147-160.

Villegas, A. M., & Lucas, T. (2021). Preparing teachers for culturally diverse classrooms: A critical review. Teaching and Teacher Education, 99, 103251.