Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students By Zaretta L. Hammond

This book is very educational and I have no complaints whatsoever about the book itself, I am upset and disappointed that I paid $52.00 for this book and when it arrived it arrived like this. I expected top quality and care for the price I paid however it arrived all folded and crumpled. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students All teachers and EAs should read this book. It goes beyond shallow culturally inclusive concepts and delves into reframing your classroom and pedagogical practice. It's a simple read and really interesting. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Needs viewpoints and other cultures included, but a good start. When Rs are attacking education, this one could be flipped through and attacked, but if they took the time to read it, think, and reflect a little before going apes, they might agree that not every person enters the human race at the same starting point. I would like to see rural areas represented and of the working poor culture represented. Overall a good start to a complex subject. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students This book was a great read and opened my eyes to the culturally responsive teaching that is needed. Would recommend to others. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Great for working with diverse populations. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

This is a bold, brain based teaching approach to culturally responsive instruction.To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation until now.In this audiobook, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction.The audiobook includes:Information on how one’s culture programs the brain to process data and affects learning relationshipsTen key moves to build students’ learner operating systems and prepare them to become independent learnersPrompts for action and valuable self reflection Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

This is a frustrating book, in that it takes a promising idea applying proven brain research to public education and then squanders it through a series of missteps, including frequent overgeneralization, lip service to important aspects of the issue, and sometimes trying to put the proverbial square peg in a round hole. By this, I mean the author, Zaretta Hammond, misuses the entire concept of applying research in brain development to teaching. Who am I to review this book? I am a seventh grade Social Studies teacher in my 21st year in the second largest school district in the United States, the spectacularly dysfunctional Los Angeles Unified School District. I've spent my entire career teaching children of color, both Black and Latino, in Title I schools, which by definition serve children of poverty. I entered the profession in my forties, and for the last twenty one years have seen the negative effects of edufads on the most vulnerable children serviced by public education. The problems I have with this book start on the first page of the first chapter. First, Ms. Hammond declares that underserved English learners, poor students, and students of color routinely receive less instruction in higher order skills development than other students Their instruction is focused on skills low on Bloom's taxonomy. There is so much wrong in that one quote. First, are poor students students who get poor grades or students from poverty? Ms. Hammond does not say. However, as a seventh grade teacher, I will tell you that my first order of business is to get students who are reading below grade level to improve their reading skills. This takes massive amounts of time, and is made much difficult by the truly awful textbooks provided by my district. Second, to mention Bloom's Taxonomy in a book claiming to employ brain research is striking, as there is absolutely no brain research that supports the validity of Bloom's Taxonomy, which is if nothing else one of the longest lived edufads out there. I repeat there is absolutely nothing in neuroscience to support its validity. The first of Ms. Hammond's serial overgeneralizations comes on the second page of the first chapter. For culturally and linguistically diverse students, their opportunities to develop habits of mind and cognitive capacities are limited or non existent because of educational inequity. I don't agree. First of all, at this point, on the second page, for heaven's sake, Ms. Hammond is employing euphemisms. Culturally and linguistically diverse means either children of poverty who come to kindergarten already one or two years behind, or children who are learning English at school because they speak a foreign language at home. It's not educational inequity that is the problem, it's poverty. Not the culture of poverty, which Ms. Hammond says does not exist, but the effects of poverty: malnutrition, instability of housing, or less continuous uncertainty about daily life, all of which cause massive stress in children who need as little stress as possible in order to function in school. Children of poverty frequently come to school in a state of mind that makes learning very difficult, if not next to impossible. Many children of poverty come to school so overloaded with the stress hormone, cortisol, that their state of mind is reduced to fight or flight. Their behavior in the classroom leads them to get sent out for defiance, which Ms. Hammond incorrectly calls a subjective offense. At this point Ms. Hammond goes off the deep end by saying, Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Ms. Hammond has completely lost track of the idea that if the children had behaved appropriately, they'd be learning in the classroom. What makes missing this point especially egregious is that Ms. Hammond is aware of it, and applies it to her own childhood in school on the top of the second page of the introduction. Ms. Hammond pays lip service to the idea of high student stress on page 33 of Chapter 2, noting a study that shows that up to a third of children in U.S. urban neighborhoods have PTSD, nearly twice the rate reported for troops returning home from war zones in Iraq. In her world, perhaps culturally responsive teaching will solve this problem. In my world, it doesn't. The intellectual sloppiness continues in the second chapter, in which Ms. Hammond states, I don't want to stereotype cultures into an oversimplified frame , and then does that very thing. She then goes on to strongly imply that cultures with an oral tradition of transmitting and preserving knowledge are superior to those with a written tradition of doing the same. Quite frankly, this is a stupid idea, and completely flies in the face of history. Oh, Ms. Hammond also breaks cultural structures down into three layers: the surface culture, the shallow culture, and the deep culture. Having done this, however, she doesn't provide any support for the notion. As you see, this review could go on forever, so I'll stop looking at the trees and mention the forest. The United States at this point isn't one native, or even white, culture. The problems this book spuriously claims to address exist equally in lily white Appalachia, as well as in African American urban centers or urban Latino neighborhoods. I think we'd be better off trying to change the circumstances of poverty that bring so many children of color to the classroom pretty much unable to function. The Harlem Children's Zone, with its comprehensive approach to health, education, and job development, was actually set up to do this. Ms. Hammond recognizes this, and cites it. Culturally responsive teaching has nothing to do with it. The now defunct Baraka School did a wonderful job, taking African American middle school boys from their inner city Balti neighborhoods and putting them out in the country in Kenya so that they could be free of the violence and drugs that were part of their normal daily lives. Most of them thrived, until international circumstances following the U.S. invasion of Iraq forced the school to close. This book puts the cart before the horse, but frequently in my opinion it's the wrong cart and the wrong horse. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Book arrived on time and in the condition described. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students This book is highly relevant to today’s classroom and the direction we need to be going as a profession. Hammond states a strong case backed with sound research and shares what this should/can look like in the classroom. This is a must read that is well worth the time. My book is highlighted, tabbed and has been re read multiple times. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students The author brilliantly not only lays out the subtle nature of discrimination but provides information for any educator to make changes in approach to their classroom. While working with textbook developers, we used the book as a book study for our team and referenced the techniques in our development. Highly recommended. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students A must read for all teachers! Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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