How Teachers Can Connect Students’ Cultures and Experiences to Classroom Learning

by Bianka Villalobos

Culturally responsive teaching is about connecting what students already know from their lives to what they are learning in school. It means that teachers do not just follow a set curriculum, but instead take the time to understand their students’ backgrounds, cultures, and experiences, and use that as part of their teaching. One of the articles we read during this course, “Culturally Responsive Teaching” from the National Equity Project, explains that culture plays a big role in how students see themselves and the world, and when teachers recognize that, students are more likely to feel engaged and successful. This idea makes a lot of sense to me because students do not come into the classroom empty. They bring their language, their family experiences, and their personal struggles with them, and all of that affects how they learn.

From my own experience as a substitute teacher, I have seen how important this is, especially in classrooms with bilingual students. Many of the students I work with speak both Spanish and English, but they come from different countries and have different cultural backgrounds. Even though they may share the same language, their customs, foods, music, and life experiences are all different. I have also learned a lot from their parents, who often try to keep their cultural traditions alive while adjusting to life in a new country. These experiences have opened my perspective and helped me see how valuable these differences are. When teachers take the time to learn about their students, they can make lessons more meaningful by connecting them to real life. For example, something as simple as using examples from students’ cultures or allowing them to share their experiences can make a big difference in how engaged they feel.

Another reading we looked at during the course, “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy” by Gloria Ladson-Billings, gave examples of teachers connecting classroom learning to students’ real lives and cultures. One example that stood out to me was a teacher who used students’ interest in rap music to help teach poetry concepts like rhyme, figurative language, and sound patterns. Instead of criticizing the music students listened to, she used it as a bridge to learning. Another example showed a teacher inviting parents into the classroom to share skills and traditions from their own lives and cultures. Reading these examples reminded me of my own experiences working with bilingual students and their families. I have learned that students become more engaged when they feel like their language, culture, and experiences are respected instead of ignored. To me, culturally responsive teaching is not about changing students. It is about finding ways to connect learning to who they already are and helping them feel proud of where they come from.

Another important idea that came up in our readings is that teaching is not just about delivering content, but also about building relationships and creating a safe space for students. When students feel seen, heard, and respected, they are more likely to participate and take learning seriously. This is something I have noticed in the classrooms where I substitute. Students respond better when they feel comfortable and understood. When they feel ignored or misunderstood, they often shut down or lose interest. This shows that building trust is a big part of teaching, and it plays a huge role in how successful students are.

Even with these challenges, I believe culturally responsive teaching is very important. It does not always have to be something big or complicated. It can start with simple things, like listening to students, learning about their backgrounds, and making small connections between their lives and the lesson. Over time, these small efforts can help students feel more connected to school and more confident in their learning. As someone who is working toward becoming a teacher, this is something I want to continue improving. I want to create a classroom where students feel respected, where their cultures are valued, and where learning connects to their real lives. When students feel seen and understood, they are more likely to care about their education and take ownership of their learning, and that is the goal of culturally responsive teaching.