Table 1.

Common characteristics of culturally responsive and competent educators (adapted and quoted from Klump and Nelson, 2005)

Employing Active Learning and Hands-On Teaching	“The most effective classroom practices are hands-on, cooperative, and culturally aligned. There is less emphasis on lecture. As Ladson-Billings says, educators should “dig knowledge out of students” rather than “fill them up with it.”
Developing a Learning Community Among Students	“A climate of inclusion, respect, connection, and caring is fostered in the school and classroom. Interpersonal relationships are built and fostered, and a learning community culture is developed.”
Building Knowledge of Students and Differentiating Instruction	“Teachers find out as much as possible about their students' culture, language, and learning styles so they can modify curriculum and instruction accordingly.”
Maintaining High Expectations for All Students	“High expectations and high standards are set for all students. Remedial work for students is not acceptable. Activities are designed to foster higher order thinking.”
Viewing Culture as an Asset to Academic Learning	“Bridges are built between academic learning and students' prior understanding, knowledge, native language, and values. Culture and native language (and cultural dialect) are valued and used as assets in learning, rather than deficits. 'Empower students intellectually, socially, emotionally, and politically using cultural references to impart knowledge, skills and attitudes' (Ladson-Billings, 1995).”
Being Explicit about Cultural Competence	“Teachers realize that students are at different stages of acculturation: Lesson plans need to blend information on how students can become more comfortable with American culture with ways that other students can become culturally responsive to members of diverse cultures.”