How to Create a Culturally Responsive Class?

Funda Nayir


The purpose of this study is to examine teachers' opinions on
what can be done to create a culturally responsive classroom
environment. A phenomenological pattern was used and 13
volunteer teachers participated in the study. The data were
obtained with the standardised open-ended interview technique.
The interview questions consisted of class standards that are
culturally responsive and common components based on
Weinstein et al. (2003) and Weinstein et al. (2004). According
to the research findings, teachers should question themselves
and examine how their cultural background influences their
preferences, lifestyles and behaviours. In order to understand
the culture of the students, it would be useful for the teachers to
research the culture of the student and to contact their families.
In the communication process with families, cultural differences
should be respected, be sensitive to cultural communication
styles and a two-way communication should be established with
families. At this point, teachers can plan activities and group
work that exhibit cultural differences in the classroom
environment, keeping their expectations from students high and
encouraging students in this regard.


culturally responsive classroom; teacher; qualitative research; indicators of cultural responsiveness

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Print ISSN 1330-0288 | Online ISSN 1848-6096