1. IGNORING NORMS OF BEHAVIOUR AND COMMUNICATION can lead to:
1.1. Student Resistance
1.2. Disengagment
2. EXTRINSIC ENFORCEMENTS
2.1. grades
2.2. reward and punishment
3. INTRINSIC MOTIVATION
3.1. emotions socialized through culture
3.2. influenced by emotions
3.3. communication and respect
3.4. Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another.
3.5. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice.
3.6. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values.
3.7. Engendering competence—creating an understanding that students are effective in learning something they value.
4. MOTIVATION
5. CULTURALLY RESPONSIVE TEACHING
5.1. HOLISTIC APPROACH
5.1.1. RESPECT CULTURAL IDENTITY
5.1.1.1. race
5.1.1.2. gender
5.1.1.3. ethnicity
5.1.1.4. class
5.1.1.5. region
5.1.1.6. religion
5.1.1.7. family
5.1.2. Equitable Participation
5.2. Develop Positive Attitude
5.2.1. Relate teaching and learning activities to students' experience or previous knowledge.
5.2.2. Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths.
5.3. Establish Inclusion
5.3.1. Emphasize the human purpose of what is being learned and its relationship to the students' experience.
5.3.2. Share the ownership of knowing with all students.
5.3.3. Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change.
5.3.4. Treat all students equitably. Invite them to point out behaviors or practices that discriminate.
5.4. Enhance Meaning
5.4.1. Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner.
5.4.2. Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue.
5.5. Engender Competence
5.5.1. Connect the assessment process to the students' world, frames of reference, and values.
5.5.2. Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time.
5.5.3. Encourage self-assessment.