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Ms. Christina Krasic’s Classroom Edit display name

  • DeWitt Clinton Elementary School
  • Chicago, IL
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Access to these diverse novels will allow students to expand on their love of reading. The supplies will help them with the active reading and analysis of the novel so they can read books that are engaging, relevant, meaningful all while improving their reading, writing, and critical thinking skills! When we reflect and look at a culturally responsive classroom through a student lens, we should see engagement, student voice, agency, students being engaged and valued, connections, and active learning. Students feel valued, safe, and willing to take risks in their learning. In order to do that, we need to begin by getting to know who our students are and we do this in many different ways. A few examples include giving them interest inventories, setting classroom norms or values with them, having them (and us) create identity charts, learner profiles, and focusing on establishing who the students and their families are. Relationship building should come first. We need to help them feel valued and that needs to start from the beginning. Students should feel welcome and that they belong. It’s not just posting a fact about everyone’s culture on a bulletin board with their picture; a culturally responsive classroom goes beyond that. The classroom and learning reflect the cultures of the students and it requires a commitment and a partnership of learning alongside the students. Students need to feel empowered by choice. These are the novels they chose. I think that allowing students choice and considering their opinions and feeling when choosing literature (content) is beneficial. Just assuming that students see themselves in literature we choose for them might not also have the best outcome. They should be involved in the process. The concept of “windows” and “mirrors” should be seen and felt in a culturally responsive classroom.

About my class

Access to these diverse novels will allow students to expand on their love of reading. The supplies will help them with the active reading and analysis of the novel so they can read books that are engaging, relevant, meaningful all while improving their reading, writing, and critical thinking skills! When we reflect and look at a culturally responsive classroom through a student lens, we should see engagement, student voice, agency, students being engaged and valued, connections, and active learning. Students feel valued, safe, and willing to take risks in their learning. In order to do that, we need to begin by getting to know who our students are and we do this in many different ways. A few examples include giving them interest inventories, setting classroom norms or values with them, having them (and us) create identity charts, learner profiles, and focusing on establishing who the students and their families are. Relationship building should come first. We need to help them feel valued and that needs to start from the beginning. Students should feel welcome and that they belong. It’s not just posting a fact about everyone’s culture on a bulletin board with their picture; a culturally responsive classroom goes beyond that. The classroom and learning reflect the cultures of the students and it requires a commitment and a partnership of learning alongside the students. Students need to feel empowered by choice. These are the novels they chose. I think that allowing students choice and considering their opinions and feeling when choosing literature (content) is beneficial. Just assuming that students see themselves in literature we choose for them might not also have the best outcome. They should be involved in the process. The concept of “windows” and “mirrors” should be seen and felt in a culturally responsive classroom.

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About my class

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