The Journey Towards A Culturally Responsive School
Brief Biography
Founded in 1871, the Fulton County School System is one of the oldest and largest school districts in Georgia. With a focus on student achievement and a commitment to continual improvement. Fulton has earned a reputation as a premier school system. This long history of excellence is evidenced by the many state and national honors bestowed on Fulton's schools, staff and students.
Highest Degree of Presenter(s)
Deana Ingraham Doctorate
Julie Schneider Masters
Jose Mena Masters
Errol Dice Masters
Sarah Barbour Masters
Presentation Abstract
This session will have participants involved in activities that build awareness and understanding of culturally responsive schools in order to improve the participants' communication and relationships with the students and community stakeholders.
Specifically, participants will learn three main components of culturally responsive schools. First, participants will learn strategies to engage diverse groups of learners by understanding the concept of self-identity and the danger of stereotypes. Participants will also participate in a self-identity activity that can be replicated in any school to support their learning. Next, participants will learn how to develop collaborative relationships with students by understanding how their own personal background or upbringing influences their perception of their students. Lastly, participants will learn how to appreciate differences and commonalities among their students by understanding the cultural norms of diverse group of learners. To strengthen their understanding of these concepts participants will participate in a "Perception Protocol", watch a video on the undocumented student experience, and conduct a round table discussion on gender, generational and cultural differences.
In the end the participants will walk away feeling confident they can provide a positive learning environment for all students regardless of their background in order to better support and sustain their school-wide PBIS implementation.
Recommended Citation
Schneider, Julie; Holiday Ingraham, Deana; Mena, Jose; Dice, Errol; and Barbour, Sarah, "The Journey Towards A Culturally Responsive School" (2015). Georgia Association for Positive Behavior Support Conference. 47.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/47
The Journey Towards A Culturally Responsive School
This session will have participants involved in activities that build awareness and understanding of culturally responsive schools in order to improve the participants' communication and relationships with the students and community stakeholders.
Specifically, participants will learn three main components of culturally responsive schools. First, participants will learn strategies to engage diverse groups of learners by understanding the concept of self-identity and the danger of stereotypes. Participants will also participate in a self-identity activity that can be replicated in any school to support their learning. Next, participants will learn how to develop collaborative relationships with students by understanding how their own personal background or upbringing influences their perception of their students. Lastly, participants will learn how to appreciate differences and commonalities among their students by understanding the cultural norms of diverse group of learners. To strengthen their understanding of these concepts participants will participate in a "Perception Protocol", watch a video on the undocumented student experience, and conduct a round table discussion on gender, generational and cultural differences.
In the end the participants will walk away feeling confident they can provide a positive learning environment for all students regardless of their background in order to better support and sustain their school-wide PBIS implementation.
