Culturally Responsive Teaching For Significant Relationships

“No significant learning occurs without a significant relationship. ” (James Comer) Although Comer’s (2001) quote has inspired teachers across the country to connect with their students, where have teachers specifically learned how to make this happen with all students? How do we define a significant relationship? Does this relationship look the same for a middle class child as it does for a child of poverty? In defining a significant relationship between a teacher and a student, how are aspects such as respect, humor, communication and comfort enacted in a classroom? Some teachers seem to have a knack for creating a welcoming environment often referred to as a learning community but how can we help these successful teachers know why their magic works so they can replicate it? How can other teachers learn from these teachers who are able to form significant relationships? A key starting place is for teacher educators to define, describe and help develop the critical elements necessary for relationships that are essential to successful schooling. Today’s classrooms look radically different from those of just a decade ago. As the student population becomes increasingly diverse in terms of race, ethnicity, language, socio-economic level, teachers are challenged to meet the academic, cultural and community needs of tomorrow’s citizen. However, the demographics o