BOOK REVIEW by Christine Lowry
Culturally Responsive Teaching and The Brain
Montessori Now 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.
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Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond
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
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.
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
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.
©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020
