Culturally Rponsive Teachg by Geneva Gay, March 2000, Teachers College Prs edn, Hardver English
Contents:
- CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
- GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
CULTURALLY RPONSIVE TEACHG: THEORY, REARCH, & PRACTICE: GENEVA GAY
Culturally Rponsive Teachg by Geneva Gay, March 2000, Teachers College Prs edn, Hardver English * culturally responsive teaching gay 2000 *
and Emancipatory (Gay, 2000). Gay (2000) f culturally rponsive teachg as g the cultural knowledge, prr experienc, and performance styl of diverse stunts to make learng more appropriate and effective for them; teach to and through the strengths of the stunts.
GENEVA GAY: A LEGACY OF ELEVATG MULTICULTURAL TN TO PROMENCE
Culturally Rponsive Teachg by Geneva Gay, March 2000, Teachers College Prs edn, Paperback English * culturally responsive teaching gay 2000 *
Gay (2000) also scrib culturally rponsive teachg as havg the characteristics:. In orr to teach to the different learng styl of stunts, activi would reflect a variety of sensory opportuni-visual, dory, tactile (Gay, 2000).
In a sense, culturally rponsive teachers teach the whole child (Gay, 2000). Culturally rponsive teachers realize not only the importance of amic achievement, but also the matag of cultural inty and herage (Gay, 2000). By promotg this amic muny of learners, teachers rpond to the stunts' need for a sense of belongg, honored their human digny, and promoted their dividual self-ncepts (Gay, 2000).
* culturally responsive teaching gay 2000 *
Stunts n also participate actively their own performance evaluatns (Gay, 2000). This n be done through attributn retrag, providg rourc and personal assistance, molg posive self-efficy beliefs, and celebratg dividual and llective acplishments (Gay, 2000). Culturally rponsive teachg do not rporate tradnal tnal practic wh rpect to stunts of lor (Gay, 2000).
Gay (2000) stat, "The validatn, rmatn, and pri generat are both psychologilly and tellectually liberatg" (p. Gay, G.
Culturally rponsive teachg means g stunts’ ctoms, characteristics, experience, and perspectiv as tools for better classroom term was ed by rearcher Geneva Gay 2000, who wrote that “when amic knowledge and skills are suated wh the lived experienc and am of reference for stunts, they are more personally meangful, have higher tert appeal, and are learned more easily and thoroughly.