CRS Resource Repository

Matt Pitman explores the reasons why emotional modeling is important in the classroom. he also discusses five ways to model emotional regulation in the classroom and how leaders can use emotional regulation.

This is a blog by edtrust New York. It explains the principle; students have social emotional support and access to a culturally responsive, antiracist, restorative learning environment. It is a story of one Gail Joyner-White, a principal of a school who provided a student centred solution to an inclusion challenge through creation of a program for girls called My Sister's KeepHer after girls at her school questioned the reasons behind a program for boys only called My Brother's Keeper.

This is a 2017 qualitative research article published in Mathematics Education Research Journal authored by Durksen Tracy, Way Jennifer, Bobis Jannette and others. It explores ways teachers can use to motivate and engage middle year students in Mathematics. The overall finding was that effective classroom organization is a priority in motivating and engaging students in mathematics. Four indicators namely, confidence, climate, contact and connection are very important for motivation and engagement in Math.

​The National Association for Multicultural Education (NAME), established in 1990, is a nonprofit organization dedicated to advancing equity, inclusion, diversity, and justice in education. It offers resources, conferences, and professional development opportunities to support educators in implementing culturally responsive and socially just practices across all educational levels.

This webpage from the North Dakota Department of Public Instruction outlines eight strategies with corresponding, linked resources for providing culturally responsive curriculum and instruction. These strategies primarily focus on working with Native American students.

This brief contains a set of reminders for teachers serving English learners with cognitive disabilities. It stresses the importance of respecting culture through nonverbal communication, such as the tone, touch, eye contact, and gestures exchanged between teachers and students. Taking the cultural differences of nonverbal interactions into consideration will strengthen the overall communication between teachers and their students.

This brief exemplifies how nonverbal communication creates certain effects in the classroom. For example, a teacher speaking in a calm voice can make students more trusting of them and erase any feelings of judgement or ridicule. Using body language, such as modelling instructions with your arms, can help ELL students follow along. Nonverbal communication is a critical component of culturally responsive teaching as it facilitates student engagement and enhances learning potential for all students, particularly those who struggle to understand verbal communication.

The video "Our Diversity Makes Us Stronger" is a children's read-aloud of the picture book by Elizabeth Cole. It follows a young boy named Nick who feels self-conscious about wearing new glasses but learns to embrace his uniqueness and appreciate the diversity around him. The story encourages themes of self-acceptance, kindness, and the strength found in our differences

It provides practical information on how teachers can implement culturally responsive teaching practices, including building positive relationships with students and their families, incorporating diverse perspectives and experiences into the curriculum, and adapting instruction to meet the needs of diverse learners. The article also provides insights into the potential benefits of culturally responsive teaching, such as improved academic outcomes and increased student engagement.

This is a set of activities for teachers to complete to create warm and affirming environments and affirm all cultural identities both in the classroom and virtually. There are links to four external resources such as an article on family engagement strategies and a video on building a belonging classroom, each followed by reflection questions and pointers.

​The article highlights how music educators integrate social and emotional learning (SEL) into their classrooms by aligning musical activities with SEL competencies. Through examples from elementary to high school, it showcases strategies like emotion-based music discussions, student-led reflections, and leadership opportunities within ensembles to foster students' self-awareness, empathy, and collaboration skills.​

Radical Math is a free math curriculum that integrates middle and high school math content with real-world applications through a social justice and equity-oriented lens. Through comprehensive and research-based lessons, teachers are empowered to integrate culturally-relevant conversations into their math curriculum. Note: the website has not been updated since 2021, but lessons can be used and adapted for current events.

This is a fourth webinar session involving teachers at all levels discussing and sharing mathematics education through culture, community, and teaching for social and ecological justice. The three speakers, focused on Culturally Responsive Math Assessment exploring ways of teaching and learning Math through place, and how indigenous storywork can guide math education for respectful and relational engagement in community; developing approaches and contexts for learning maths to understand, and transform the world.

Reading Diversity is a text selection tool that prioritizes crictical literacy, cultural responsiveness, and complexity to include diverse voices into K-12 classrooms. Included are two editable PDF selection tools along with corresponding samples.

This article by Jacqueline Jordan Irvine discusses cultural relevant pedagogy. She describes what cultural relevant pedagogy (CRP) is by using an experience of a teacher, Monica Edwards. CRP is a term used to describe effective teaching in cultural diverse classrooms. The author also discusses how and why CRP works for all students.