Teacher Professional Development

We recommend learning the CARES elements in the following order:

1. Sensitivity to Students’ Culture
2. Authentic Relationships
3. Connection to the Curriculum
4. Effective Communication
5. Reflective Thinking
Overview

Research has shown that each of the five CARES elements has a significant impact on students and their behavior when used regularly over time. Students who feel known and understood by their teachers report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. In classrooms where students actively learn, teachers welcome exploration, invite cultural differences, make connections to the curriculum, listen attentively to understand how each student is approaching the concept, and use humor and other communication tools to engage students.

CARES: Connection to the Curriculum, Authentic Relationships, Reflective Thinking, Effective Communication, Sensitivity to Students' Culture
Teacher talking to students as they wait for the school bus

1. Sensitivity to Students’ Culture

Sensitivity to students’ culture requires an understanding that some students from culturally and/or linguistically diverse (CLD) groups may present with behaviors and beliefs that are different from school expectations. There must be an acknowledgement that these differences are not deficits. Students who have different expectations in their homes and communities than what is expected at school may struggle to transition back and forth between home and school culture. Making connections with students’ cultural communities and families can be an effective way to communicate a genuine desire to understand students’ culture and demonstrate acceptance.
Teacher talking with a student one-on-one

2. Authentic Relationships

Authentic relationships between educators and students are characterized by tangible evidence of warmth, caring, and trust. These types of relationships take time to develop and typically grow from brief interactions such as warm greetings upon entry to the classroom and intermittent expressions of interest in students’ lives outside the classroom rather than through implementation of the curriculum.
Teacher at front of classroom calling on a student who is patiently raising their hand

3. Connection to the Curriculum

Connection to the curriculum refers to effectively linking all elements of lesson planning and classroom instruction to students’ cultural backgrounds. This connection must go beyond the superficiality of heroes and holidays and focus on the delivery of learning activities that resonate well below the surface of observable traditions and artistic expressions. Visible images of reflecting cultural values should be on display and learning activities should be developed or selected with a keen eye toward students’ backgrounds, values, families, and communities.
Teacher at front of classroom talking to students sitting in their desks

4. Effective Communication

Effective communication refers to recognizing the distinct interactive styles of students from culturally and/or linguistically diverse backgrounds and knowing how to respond to these differences with civility, respect, and high expectations. Communication not only includes the words that are used, but also the tone and non-verbal gestures expressed. Since communication is a two-way event, it is important to go beyond words and actions that are easily observed and try to understand the true communicative function of students’ different types of behaviors.
Teacher sitting alone at desk writing notes

5. Reflective Thinking

Reflective thinking refers to the examination of one’s own social, cultural, and class membership, and how these factors interact with the group memberships of students. It is essential that teachers not only work to understand their students’ cultures, but they must work on understanding their own cultural identities and examining how their own attitudes and biases impact relationships with students and families.

References to Other Relevant Resources:

Hershfeldt, P.A., Sechrest, R., Pell, K.L., Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6 (2), Article 5, Retrieved December 12, 2009 from https://www.jhsph.edu/research/centers-and-institutes/center-for-prevention-of-youth-violence/field_reports/Article.pdf

CARES Overview

Greeting Students at the Door

Using Journals to Build Relationships

Identifying Reinforcers for the Classroom

Using Social and Emotional Coaching

Using Behavior-specific Praise

Using Active Supervision

Using Group Contingencies

Using Precorrection

Teaching Behavior Expectations

Providing Academic Feedback

Increasing Opportunities to Respond

Developing and Using Clear Academic Objectives

Posting and Using a Schedule

Coaching Process – Menu of Options

Coaching Process – Providing Feedback

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Positive Behavior Supports & Classroom Climate

Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

What is Positive Behavior Supports & Classroom Climate?

Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.

There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.

Why is it important?

In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.

CARES

Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture

What is CARES?

CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.

There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.

Why is it important?

Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

Double Check Classroom Check-Up Overview