sociocultural classroom checklist
A Tool Designed to Help K-12 Educators Ensure Their Classroom Space is Culturally Responsive.
Sociocultural Classroom Checklist
Resource Guide | Created By Joseph Davidson, M.Ed.
The Sociocultural Classroom Checklist is a resource designed to assist educators seeking to assess and evaluate their classroom in an effort to ensure that it is a culturally responsive learning space. The idea for this resource was established primarily in my exploration of “Culturally Responsive Teaching & The Brain” by Zaretta Hammond. More specifically, I was drawn to the idea/concept of the learning environment as a second teacher and the potentially serious implications associated with classroom aesthetics and/or decor. This is something that is especially true for students of color. (Hammond, 2015) names this when she states, “in culturally responsive pedagogy, the classroom is a critical container for empowering marginalized students”. I strongly believe that in order for students to feel empowerment in their classroom space, that space should celebrate and be reflective of who they are. Subsequently, I also believe that in order to establish a space that celebrates and is reflective of the students in it, the educator designing it must care deeply about building strong authentic relationships that result in culturally responsive aesthetics in the classroom. Research supports this thinking and is highlighted in the Multnomah County Partnership for Education Research exploring the “Three Principles for Culturally Relevant Teaching”. Ralston and Waggoner suggest that “students engage more and respond more positively in classrooms when they believe teachers care and provide a relevant and effective learning environment” (2018). It is important to note that while this resource focuses on helping educators assess and evaluate the nonverbal messages present in their classroom decor, there are other important steps he or she will need to take in order to ensure all students in the classroom feel valued, represented, safe and celebrated. As (Hammond, Z. 2015, p. 143) suggests, “A culturally responsive classroom environment goes beyond decorating the walls with cultural artifacts that highlight the rich history of African Americans, Latinos, or other ethnic groups. It also offers an emotionally stable and responsive environment”. Hammond (2015) also explains that alertness and learning are directly tied to that feeling of safety (p. 144, See Appendix A). Again, it is important to keep this in mind as you reflect on and explore any findings that may arise as you complete the Sociocultural Classroom Checklist.
In the design process for this resource, empathy interviews were conducted with educators and students. During the empathy interview process it was established by both the educator and student I spoke with that a culturally responsive classroom experience was critical in regards to ensuring all students felt safe and valued. The interview process also uncovered the need for ongoing reflection opportunities for educators. With limited time for full staff professional development, I wanted to create an easy to use resource that would support educators in their efforts to ensure their classrooms are culturally responsive spaces that all students can feel welcomed in. In addition to assisting educators, I also believe this resource can be helpful for school leaders as they work to support and/or coach teachers individually. Because this resource encourages educators to assess and identify visual elements in their classrooms that may be hindering a culturally responsive learning environment, school leaders can use it as a starting point for support. It is also something that can be used to encourage accountability and increase awareness in between scheduled professional development sessions. By increasing awareness through the use of this resource, educators will be better equipped to address barriers preventing students from:
STEP 1: The Groundwork
STEP 2: Conduct A Classroom Aesthetic Tour & Assessment
STEP 3: Complete The Sociocultural Classroom Checklist
*Answer and reflect on the following questions:
*List multiple items per row if more space is needed. (See official document)
STEP 4: Reflection Questions
STEP 5: Action Items (Moving Towards Improvement)
*It is recommended to repeat the process above each semester and/or year.
Sociocultural Classroom Checklist
Resource Guide | Created By Joseph Davidson, M.Ed.
The Sociocultural Classroom Checklist is a resource designed to assist educators seeking to assess and evaluate their classroom in an effort to ensure that it is a culturally responsive learning space. The idea for this resource was established primarily in my exploration of “Culturally Responsive Teaching & The Brain” by Zaretta Hammond. More specifically, I was drawn to the idea/concept of the learning environment as a second teacher and the potentially serious implications associated with classroom aesthetics and/or decor. This is something that is especially true for students of color. (Hammond, 2015) names this when she states, “in culturally responsive pedagogy, the classroom is a critical container for empowering marginalized students”. I strongly believe that in order for students to feel empowerment in their classroom space, that space should celebrate and be reflective of who they are. Subsequently, I also believe that in order to establish a space that celebrates and is reflective of the students in it, the educator designing it must care deeply about building strong authentic relationships that result in culturally responsive aesthetics in the classroom. Research supports this thinking and is highlighted in the Multnomah County Partnership for Education Research exploring the “Three Principles for Culturally Relevant Teaching”. Ralston and Waggoner suggest that “students engage more and respond more positively in classrooms when they believe teachers care and provide a relevant and effective learning environment” (2018). It is important to note that while this resource focuses on helping educators assess and evaluate the nonverbal messages present in their classroom decor, there are other important steps he or she will need to take in order to ensure all students in the classroom feel valued, represented, safe and celebrated. As (Hammond, Z. 2015, p. 143) suggests, “A culturally responsive classroom environment goes beyond decorating the walls with cultural artifacts that highlight the rich history of African Americans, Latinos, or other ethnic groups. It also offers an emotionally stable and responsive environment”. Hammond (2015) also explains that alertness and learning are directly tied to that feeling of safety (p. 144, See Appendix A). Again, it is important to keep this in mind as you reflect on and explore any findings that may arise as you complete the Sociocultural Classroom Checklist.
In the design process for this resource, empathy interviews were conducted with educators and students. During the empathy interview process it was established by both the educator and student I spoke with that a culturally responsive classroom experience was critical in regards to ensuring all students felt safe and valued. The interview process also uncovered the need for ongoing reflection opportunities for educators. With limited time for full staff professional development, I wanted to create an easy to use resource that would support educators in their efforts to ensure their classrooms are culturally responsive spaces that all students can feel welcomed in. In addition to assisting educators, I also believe this resource can be helpful for school leaders as they work to support and/or coach teachers individually. Because this resource encourages educators to assess and identify visual elements in their classrooms that may be hindering a culturally responsive learning environment, school leaders can use it as a starting point for support. It is also something that can be used to encourage accountability and increase awareness in between scheduled professional development sessions. By increasing awareness through the use of this resource, educators will be better equipped to address barriers preventing students from:
- Effective self discovery and identity development.
- The ability to experience trust and safety built into the community.
- The ability to feel cared for and valued in their learning environment.
- The ability to establish a real world and cultural connection to the work.
- The opportunity for students to feel like they are being met where they are.
- The ability to embrace the idea of surpassing expectations set by systems of oppression.
STEP 1: The Groundwork
- Knowing your students well is a critical step towards ensuring your classroom design is reflective of the students represented. Conduct an empathy interview (it is highly recommended that you do this with at least 2-3 students). The goal of this interview should be to learn more about the student’s family, community, cultural background, interests, and other identity shaping aspects of their life. In preparation for the actual interview, ask the student(s) to conduct a home/community aesthetics tour and capture 6-8 photos of significant people, places, or things they define as central to their identity. At least one of your empathy interview questions should prompt the student to share and explain the importance of each photo.
- Ask a colleague to conduct an aesthetic tour and assessment of your classroom using the Sociocultural Classroom Checklist. Be sure to inform them ahead of time that once they have completed the checklist and reflection questions, a copy should be provided to you preferably after you have completed the checklist process yourself.
STEP 2: Conduct A Classroom Aesthetic Tour & Assessment
- Take a tour of your classroom. Pay close attention to all visuals, symbols, displays, and the overall aesthetics of the space. As you make your way around the room, note (or capture photos) of all visual displays, educational materials (books, readings, etc.), artifacts, and other decorative items you see.
- Once you have collected this information, take 5 minutes to process everything you noticed.
- After taking time to process, complete the Sociocultural Classroom Checklist.
STEP 3: Complete The Sociocultural Classroom Checklist
*Answer and reflect on the following questions:
- What Is Displayed? What Do You See?
- What Message Might It Send About Who or What Is Valued In This Classroom?
- Who Might Be Affected By This & Why?
*List multiple items per row if more space is needed. (See official document)
STEP 4: Reflection Questions
- In regards to creating and maintaining a culturally responsive classroom / learning environment, what are the bright spots in this classroom? What are the current areas of growth?
- What did you notice about who may be impacted by the current classroom aesthetics and visual displays? Do you notice any patterns?
- Were there any potential nonverbal messages you uncovered that may disrupt the process of creating a culturally responsive classroom? Were there any nonverbal messages that support the process of creating a culturally responsive classroom?
- What did you not see during your classroom tour? Who might be affected by that?
- Are there any challenges that may hinder the ability to address uncovered areas of growth? How can navigating those challenges be done successfully?
- What struck you about your colleague’s findings? Were there any similarities? Differences?
STEP 5: Action Items (Moving Towards Improvement)
- What can be improved immediately:
- What can be improved within the next 4-6 weeks:
- What improvements will take more time, strategy, and support?
*It is recommended to repeat the process above each semester and/or year.