CRT as a student-centred approach
With the knowledge that CRT is a student-centred approach, teachers can address classroom management challenges by enhancing their relations with the parents. Hillard (2020) asserts that parents are the primary teachers of children, and “they understand various challenges and strengths of a child.” By frequently engaging the parents, especially to inform the parents about the progress of their children, teachers can easily understand a lot concerning the child. The teacher can use the gathered information to correct or encourage particular behaviours. Teachers may also interrogate their attitudes towards certain cultures, and decide to learn other cultures. Teachers who understand different cultures apart from theirs have the advantage of engaging the students by giving positive examples from other communities. This strategy increases students’ motivation to learn. As argued by Akbar (2010), recognizing positive areas of students’ cultures demonstrate how a teacher respects that culture. Akbar says that it is academically and socially healthy for teachers in a CRT setting to show respect of different ethnic groups (Akbar, 2010).
For increased efficiency in culturally responsive pedagogy, first-year educators may need to interview and understand the strengths and weaknesses of the students while using culturally sensitive language and tones. Teachers may introduce games that engage all the students during the lesson as a strategy for building rapport with every student.
Another strategy that teachers can use to address some of the challenges is by inviting culturally diverse motivational speakers. Studies show that motivational speakers can influence a change in students’ attitudes towards themselves or others. While bullying and stereotyping may dwindle self-esteem among students, guest speakers may bring hope to the weak students and create a turning point towards greatness and high achievements.
Technology is another tool that teachers in a CRT setting can use to address various challenges. The use of computers and movies, among other technological devices, brings equality and impartiality. Technology helps a teacher to learn some elements of different ethnic communities. In addition to increasing students’ engagement in classes, technological devices help the students to learn other cultures that they may not have exposure.
Finally, teachers may need to enhance their analytical and conflict resolution skills. Excellent communication skills, in conjunction with analytical and conflict resolution skills, allows a teacher to analyze the behaviours of every student, communicate effectively and solve any disputes that may arise among students. However, these skills are useful when the teachers respect various cultures and affirm the learners in their cultural attachments (Akbar, 2010).