How CSP Can Impact the Classroom
I am very fortunate in that I have several close friends that are the exact same major as me. One is in the same place as me academically (junior in college, block one, elementary education), and the the other graduated last May and currently has her own classroom. That being said, I have a wealth of information to draw from, experience-wise. I want to draw on that to talk about CSP (abbreivated from the reading: culturally sustainable pedagogy) as I have witnessed it.
We've all been placed in classrooms for school, usually for observation. I had the displeasure to witness the opposite of what our school systems need, which is the complete obliteration of something like CSP. My freshman year I was in a school that I had heard good things about. My teacher wasn't great, and was set to retire at the end of that year. I'll spare you the gory details about most of my time in her classroom, but I do want to focus on one example that I think proves why we need CSP in our classrooms as opposed to pedagogy that is perceived through the "White Gaze".
My classroom was rich in diversity: let's say 50% Hispanic, 35% Black, 15% White. The teacher was a 50 year old female. If you read my comments from last week, you know that she had some of the black males in the class in opposite corners of the room, having effectively labeled them as "problem students" to me, herself, and everyone else in the class. I was usually with these students, however, some days I got selected to help kids out with homework that they'd done poorly on the night before. She usually gave them a little bit of time to correct it before she took a final grade on the homework. I was helping one with homework, trying to get him to understand how to add two fractions together. He just wasn't getting it. I was about to give up, when the little girl beside me started speaking to him in Spanish. He immediately got excited, and they started talking. After about five minutes, she pointed to his paper and said something, and then he started working. He did one problem, which was now corrected, and turned to the girl and started talking again. I watched them talk back and forth for a minute before the teacher did something I never expected. She turned to the students and said, "If I've told you once, I've told you a million times- it's English in the classroom or I'll send you to the principal."
I was absolutely astounded, for the obvious reasons but also for the fact that not only was this little girl helping the other student understand something that I had failed to explain to him in a way that he could understand, but she was drawing him out of his shell in the process. I watched this boy go from a quiet, sad-looking child to an exuberant, excited one. Come to find out, this boy spoke incredibly minimal Spanish (which in hindsight, I really should've figured out sooner). However, this teacher was preventing her student from helping another student for no reason other than- what? The reason she gave me when confronted was that she couldn't understand what they were saying when they were speaking Spanish. That's it.
Now, the main reason I bring all this up is to show you how important bringing culturally relevant pedagogy into the classroom is. Funds of knowledge, which is mentioned in Paris/Alim article, are an important part of that. If you don't know much about funds of knowledge, I'd suggest reading this website: (https://www.k12.wa.us/student-success/support-programs/equity-education/migrant-education-program/migrant-and-bilingual-5/funds-knowledge?printable=true) and then doing some more extra reading. Funds of knowledge makes academic knowledge more relatable to students, but also helps with understanding and motivation as well.
What are we doing to help ensure success for our students? We should always strive to bring culture into our classroom. Not only does it help make the classroom more fun for the students whose culture you're bringing in, but it also shows every other student that they can bring their culture into the classroom as well. Being a culturally relevant teacher doesn't always mean bringing a culture festival into your classroom; sometimes it means allowing the students to use what they already have. Get to know your students and help them help themselves.
We've all been placed in classrooms for school, usually for observation. I had the displeasure to witness the opposite of what our school systems need, which is the complete obliteration of something like CSP. My freshman year I was in a school that I had heard good things about. My teacher wasn't great, and was set to retire at the end of that year. I'll spare you the gory details about most of my time in her classroom, but I do want to focus on one example that I think proves why we need CSP in our classrooms as opposed to pedagogy that is perceived through the "White Gaze".
My classroom was rich in diversity: let's say 50% Hispanic, 35% Black, 15% White. The teacher was a 50 year old female. If you read my comments from last week, you know that she had some of the black males in the class in opposite corners of the room, having effectively labeled them as "problem students" to me, herself, and everyone else in the class. I was usually with these students, however, some days I got selected to help kids out with homework that they'd done poorly on the night before. She usually gave them a little bit of time to correct it before she took a final grade on the homework. I was helping one with homework, trying to get him to understand how to add two fractions together. He just wasn't getting it. I was about to give up, when the little girl beside me started speaking to him in Spanish. He immediately got excited, and they started talking. After about five minutes, she pointed to his paper and said something, and then he started working. He did one problem, which was now corrected, and turned to the girl and started talking again. I watched them talk back and forth for a minute before the teacher did something I never expected. She turned to the students and said, "If I've told you once, I've told you a million times- it's English in the classroom or I'll send you to the principal."
I was absolutely astounded, for the obvious reasons but also for the fact that not only was this little girl helping the other student understand something that I had failed to explain to him in a way that he could understand, but she was drawing him out of his shell in the process. I watched this boy go from a quiet, sad-looking child to an exuberant, excited one. Come to find out, this boy spoke incredibly minimal Spanish (which in hindsight, I really should've figured out sooner). However, this teacher was preventing her student from helping another student for no reason other than- what? The reason she gave me when confronted was that she couldn't understand what they were saying when they were speaking Spanish. That's it.
Now, the main reason I bring all this up is to show you how important bringing culturally relevant pedagogy into the classroom is. Funds of knowledge, which is mentioned in Paris/Alim article, are an important part of that. If you don't know much about funds of knowledge, I'd suggest reading this website: (https://www.k12.wa.us/student-success/support-programs/equity-education/migrant-education-program/migrant-and-bilingual-5/funds-knowledge?printable=true) and then doing some more extra reading. Funds of knowledge makes academic knowledge more relatable to students, but also helps with understanding and motivation as well.
What are we doing to help ensure success for our students? We should always strive to bring culture into our classroom. Not only does it help make the classroom more fun for the students whose culture you're bringing in, but it also shows every other student that they can bring their culture into the classroom as well. Being a culturally relevant teacher doesn't always mean bringing a culture festival into your classroom; sometimes it means allowing the students to use what they already have. Get to know your students and help them help themselves.
Questions for Discussion:
-What are some different ways we can help to bring our students funds of knowledge into the classroom?
-What is your opinion on bringing not only progressive, but also oppressive culture traits into the classroom (see page 93 Paris/Alim)?
-What are some different ways we can help to bring our students funds of knowledge into the classroom?
-What is your opinion on bringing not only progressive, but also oppressive culture traits into the classroom (see page 93 Paris/Alim)?
-Should our students be taught the oppressive parts as well as progressive, or should we censor it?
-How can CSP be used to ensure not only equity for racial
and ethnic communities but also ensure access and opportunity?
I found this next quote to be enlightening and summed up the meaning for me, “CSP, then, is necessary to honor and value the rich and varied practices of communities of color and is a necessary pedagogy for supporting access to power in a changing nation” (Paris & Alim, p. 90). CRP, if I understand correctly is a vaguer and less defined version of CSP, both are important, but CRP is like the in-depth and more meaningful route (please correct me if I’m mistaken). Like you, I’ve also experienced a teacher shutting down a Spanish speaker (a little kindergartener) purely because she didn’t “understand what they’re saying”. And in this similar situation as yours, this little girl (spoke both English and Spanish very well) was one of the higher achieving ones, every time she was done with her work, she would help her friends that needed help understanding in Spanish. To end, I just want to mention what I understood to be important about CSP as it reminded me of Martin and Ms. Paten’s out-of-sync experience and something we should contemplate as we begin our journey as pre-service teachers, “Too often we invite youth and community practices into the classroom without being open to their full complexity…”(Paris & Alim, p. 95).
ReplyDeleteSide note: I had a little difficulty wrapping my head around the idea of “Hip Hop as a form of the cultural and community practice that pedagogies should sustain” (Paris & Alim, p. 92) since I can’t relate, so I found this video that I thought was cool and relates to the reading. https://youtu.be/WLMdkGk5Ofo
Dora, The video you linked is amazing. It goes into detail about hip-hop and education. I love how it focuses on how teachers can stay "fresh" just like hip hop. This is an excellent resource to use when trying to understand “Hip Hop as a form of the cultural and community practice that pedagogies should sustain”. I love the art visuals and how this teacher found something to relate to his students. My favorite part was when the teacher says we need to create schools that are HipHop. I love that idea. Imagine a school thats "Hip"(trendy, fresh). Also imagine that school being "Hop"(leaping movement, moving progressively forward).
DeleteDora,
DeleteI didn't see the quote that you added at the end (“Too often we invite youth and community practices into the classroom without being open to their full complexity…”(Paris & Alim, p. 95)). That really sums up what I was trying to say. I wonder, is there anything else that you can think of that is akin to hip hop that you could use in your classroom?
I have also experienced this kind of teacher first hand. As you guys know I am bilingual so when I came to the U.S. i would mainly speak Spanish because I hadn't gotten use to speaking English yet and I had one teacher that would shhh me every single time I tried to speak in Spanish to my friend when I didn't understand something. For me this was a good thing and a bad thing. It was a good thing because it pushed me to speak English more and Spanish less but I grew up learning both languages so I have the opportunity to do both things; I was just choosing to do it in Spanish because that's what I felt more comfortable in. But to a student who mainly just speaks Spanish they are shutting out his only way of communicating with anyone else but they are shutting out him. Speaking Spanish is who he is. But I also had an amazing teacher who embraced my culture and my language. He had me make power points of my school back in Costa Rica so the other students could get educated on other cultures. According to Paris and Alim " it is about the skills, knowledge, and ways of being needed for success in the present and future." My teacher did that really well, he didn't just shut me out because I spoke a different language or came from somewhere else. I think that some ways that teachers can help students understand other cultures if they have the same ethnicity in their classrooms is to educate themselves and get books or watch videos
ReplyDeleteAriana,
DeleteI had a teacher last semester that was obsessed with the idea that we, as educators, should always strive to educate ourselves since education is always evolving and changing (not always for the better). Culture is a hard thing to educate yourself on because unless you've seen it first hand, there are things that you'll never be able to fully comprehend. Do you have any ideas as to what a good way would be to educate yourself for your classroom if you don't have someone to guide you through it? Excluding books.
Culturally Sustaining Pedagogy (CSP) exists wherever education sustains the life ways of communities who have been and continue to be damaged and erased through schooling. As future teachers, I think it is important to incorporate a students funds of knowledge in the classroom. Students can bring in a lot of things to the table that may not be visible at first, but if we allow them the chance to share about their personal knowledge they will not only learn from us but we will learn from them as well. I can also relate to having experienced a teacher calling out a student simply because they were speaking in Spanish during class. I understand if they were just chit chatting, but if the students were helping one another in Spanish with school work, I don't see a harm in that. As minorities, they usually tend to stick together because they feel like the school system is against them. Teachers can help students bring their funds of knowledge in class by doing activities in class that enable them to share their life experiences and skills that they may use in their everyday lives that may not be evident to their peers. "For too long, scholarship on "access" and "equity" has centered implicitly or explicitly around the question of how to get working-class students of color to speak and write more like middle-class White ones" (Paris & Alim, p.87). As teachers, sometimes we make the mistake of emphasizing too much importance on getting our students to speak and write English "properly". This is due to how the education system is set up and how they teach students material that will help them pass exams.This results in children thinking that they are "not smart" but in reality, they just have a different dialect due to where they were raised. We should help students embrace their backgrounds and incorporate it to our lessons in order to help them relate.
ReplyDeleteI agree with you Eva when you said "Students can bring in a lot of things to the table that may not be visible at first, but if we allow them the chance to share about their personal knowledge they will not only learn from us but we will learn from them as well." Sometimes where a student grows up and the things they experience in their environment can shape the way they learn. And as teachers we have to find a way to relate to them if we want them to take in the information we provide, which is when their personal knowledge comes into play. I think by relating certain lessons to what the student is use to outside the classroom, and doing activities that have some sort of relation can build a deeper connection between students and teachers. Which goes back to what you said about students embracing their backgrounds to relate to lessons.
DeleteEva and Desiree',
DeleteI also really loved the the quote that Eva said "Students can bring in a lot of things to the table that may not be visible at first, but if we allow them the chance to share about their personal knowledge they will not only learn from us but we will learn from them as well." It can sometimes be hard to know what students really bring to the table unless you really have a conversation with them, or maybe if the parents aren't on board with home visits, etc. It's also hard to make time for personal connections when so much is pushed on just fulfilling the standards and such. I like the idea that you should allow the student to share. But personally, if my teachers had waited for me to share things about myself, they never would've learned anything at all. I was way too shy for that. I wonder what a better way to go around this would be? Just a thought.
Educators should only lift up their students, but not break them down. I cannot even imagine being in a classroom, and trying to keep up with the other student's, but when it is not in English, get sent to the principals. As future educators, we have to remember that not everyone has the same cultural background, and there will be students in every single class that do not speak English as their first language. I remember I took a substitute teaching job one day, and most of the kids in the classroom spoke Spanish, and a few spoke Japanese. All of the students were working on this website, where they would read a passage, and then answer a set of questions over it, and take a short quiz. What was interesting to me, was that each student had a personalized reading assignment. There were some in English, and some in Spanish. Also, students who were having trouble with the assignment, had lower vocabulary words and a shorter passage. I liked how everyone was learning the same subject, but it was in a different way. I think teachers need these types of resources. I think this ties into your last question you asked, on how there should be equity for racial and ethnic communities. There are ways to make sure each student gets the help that they need, and to reach the required standards.
ReplyDeleteI agree with you Hayley. I think that as future educators we should make a point to help all of our students, and not just the ones that speak english. We will have the tools to help out all of our students, so why not use them? I think it is awesome that you had that experience in the classroom, and that the teacher you were in the classroom for had an assignment that fit all of their students. That teacher has set a great example for all teachers, and I hope more teachers will start teaching that way.
Delete-Taylor Hall
Hayley,
DeleteI would love to know more about this website?? That is so insanely cool that the students could work in Spanish and in English. It's really hard as a teacher when you want to help your students but you can't. For example if you can't speak Spanish, how are you supposed to help your Spanish-speaking student succeed? What an amazing tool!
As future educators, I believe with your statement we need to incorporate student's funds of knowledge in the classroom. As teachers, we need to acknowledge what students bring to the table and incorporate that into our lessons for our students. Like you said in your blog, a student can learn from each and help each other out when they need it. I don't see anything wrong with helping each other out in a different language. The students has access to their own language to get help why not let them get help. If it takes other students to help each other out to understand how to do their work then I would encourage them to maybe work in a group and help each other grow in the class. In the article, it mentions “CSP, then, is increasingly needed not only to promote equality across racial and ethnic communities but also to ensure access and opportunity.” (Paris & Alim, p.89) This helps students build a community and opportunities for all students in the classroom. Having students work together even if they have different dialects can help the classroom community build deeper connections not only with the students but with us teachers as well.
ReplyDeleteJulissa,
DeleteYou really have a point about having students work together. Obviously we'd like to not have students discriminate against each other, but kids can be mean and like to point out differences (not always understanding how this is hurtful). Having kids learn about different things not only widens their understanding of the students around them, but ultimately also widens their scope of the world as well. I think this is a great example of how CSP can help ensure students to gain success in the real world.
I have not experienced this myself but I witnessed it and also have heard many stories like that. I believe it was the third or fourth grade at the time. We had a class clown who was black but he did not make jokes all the time. However anytime he spoke whether it was a joke or asking a question to his friend he was told to pull his card. There was a few times he was crying on the floor in frustration yet the teacher kept sending him to the office not wanting to deal with him. The classroom was about 50% minority and 50% white. Students who stood up to her or try to console them was also kicked out with him. I think different ways to bring funds into the classroom is for the teacher getting to know the students like what their interests are and who they are. Getting know students really enhances the connections between teachers and students because everyone will have a different story of who they are but have similar interests. I believe students should be taught both progressive and oppressive because censoring it will not do anything only for a little bit.
ReplyDeleteI definitely agree with you Sidney. Black children especially in elementary education are always labeled as either the troublemaker, lazy, raggedy, or even illiterate. Jumping to conclusions without any frame of reference is very crucial to the learning and cultural disparity among students and educators. It reminds me of the article about Martin and his relationship with his teacher Mrs. Paten. One of the things I found really intriguing was when I got to the subtitle called "Out of Sync Interaction and Microaggression". Martin was trying to write make a six letter word sentence. He was trying not us the word "with" because his mom told him it was a pocket word so he couldn't use it. On the other hand, Mrs. Paten told him its o.k. yo use it. Martin then passive aggressively resisted her answer and kept on trying to write out his sentence. Paten then gave a humorous remark and kept encouraging him along the way. I believe as educators we have to be patiently and willingly able to take the time to understand our students cultural backgrounds in order to truly tap in to their potential.
DeleteIn my opinion, that teacher was terrible for what she did and for the things she said. I think it’s interesting that she did not allow students to speak different languages such as spanish in the classroom when everyone has the right to freedom of speech no matter what language. I bet she didn’t care to ask what they were talking about because if she did, she would then understand that one student was struggling to understand and he was being helped in a way that he could. Teacher’s should support not only different cultures in the classroom but also students communicating with each other to come out of their shells. I also think it is messed up how she put the black kids in different corners of them room because she thought they were troubled kids. Our job as teachers is to try to understand our students as to why they’re acting out if they are or why they’re not paying attention to their academics. It could be deeper than just refusing to focus. In other words, CSP is very important in the classroom so I agree with your post 100%.
ReplyDeleteSarina,
DeleteAs awful as this teacher and that experience was, I am really thankful for it. It was a huge wake-up call for me in terms of how messed up our school system really was. I'd like to know how you would bring CSP into your classroom. I know you said that CSP is important, but I think that it's deeper than just understanding that it's important. We should think about how we can actually implement it into our curriculum.
Not going to lie, I was reading through your questions for your discussion and the third question caught my eye. It took me a while to understand it, and try to form an opinion. "Should our students be taught the oppressive parts as well as progressive, or should we censor it?" All of our students are around and hear oppressive ideas, thoughts, and have possibly seen oppressive actions. I think as teachers, we should have discussions with students if something like this is ever brought up. I think talking about it is important, censoring it would only mean that we are ignoring the problem. Teaching it though? I'm not sure if I would be comfortable with preaching out oppressive ideas because they are already hearing it elsewhere.
ReplyDeleteSamantha,
DeleteThis was a question that I had to think really hard about how to phrase. I have witnessed both examples. At my job at the BGC when give lesson about hygiene/puberty etc, my boss asks us to censor out content that is sex related. However, the kids almost ask sex related questions. This is not a CSP example, however it is grounded in the same idea. If the kids are learning it regardless, should we address it in the classroom since they are learning about it anyway? What if they're taught the wrong idea about it? What if it's never discussed and all they know is what they've directly perceived? It's like not teaching diversity in the classroom because you "don't want to bring race into the classroom". It's there anyway, why not address it?
It is crazy to hear about this and see this happen. Throughout our different courses in college we have learned to not run our classrooms the way the teacher you talked about is. We have learned that we need to teach all students how they are going to learn and if we don't, they might not learn. If a student is struggling and needs extra help, then we need to let them have it. The student that you spoke about may have been struggling and the teachers directions just didn't make since to the child because they aren't fluent in English. Their friend may have saw them struggling and wanted to help because they knew they could. Maybe the teacher didn't understand what they were saying and thought the worst, but if they were doing their work and the student was getting the help that they needed then there shouldn't have been a problem. It's crumby that you had to experience this, but it is also kind of good that you did, so you can see how it makes a child feel when something like this is said and then you know how not to run your classroom.
ReplyDeleteMeredith,
DeleteI'm in complete agreement with you- I see it as a negative and positive. My one wish is that I had used the experience to learn how to help the child in the situation. I really should've brought action like that to the attention of the principal, but as a freshman, not only was I not sure of what my place was in this situation, but I also didn't see it as something I could've helped. I really wish I could go back an redo it. My one consolation is that the teacher is now retired.
Paige thank you for sharing your experience and speaking up for those kids when they couldn't do it themselves. That teacher's behavior was unacceptable and I know for a fact that she's not the only teacher whose done this to bilingual students and kids of color. This is the type of behavior that I want to see gone out of the education and American system. What that teacher didn't see was the learning that was going on, those kids weren't distracted, that little girl was doing what neither you nor that teacher could do, helping that little boy understand his math homework while also making him feel like he belonged. We can't be afraid of our students culture and identity, we need to allow them to be who they are and express themselves how they want to. When we do this learning and community can grow. Children need us to understand them not hinder and classify them.
ReplyDeleteChristian,
DeleteIs there a particular way you'd like to talk about that can help eradicate things like this? I'm curious as to what you think could help! I'd love to see it gone too, but it's hard to fight against an invisible enemy.
As a future teacher that knows very little Spanish, I'm not sure how I would handle a situation that you witnessed. It is absolutely wrong that the teacher belittle the student and made the student ashamed of her culture and language. I would not speak to my student that way instead I would try to make sure I could find resources to help the Spanish speaking students. The teacher should have thought about what it would be like if someone told her to stop speaking English because they didn't want to hear it. The teacher should have thought about how she would feel if someone told her to stop doing something that she does daily and it comes natural. I think there is a difference between shaming a language and culture and teaching students to be fluent in another language. It's all about how someone responds to the situation.
ReplyDeletePaige,
DeleteI understand what you mean. I don't understand Spanish at all. However, there are a lot of tools to help teachers out with situations like this. Correct me if I'm wrong (anyone) but I believe there is a way for teachers to apply for a translator in the classroom? Or even just asking for help from the schools ENL/ESL teacher. How would you like to include CSP in your classroom?
This comment has been removed by the author.
ReplyDeleteI think your example about the Spanish speaking students in the classroom is very eye-opening to me because I came from a school where a majority of the students spoke only English, so I never had this experience. However, my mom is the second grade teacher at IPS and she is the ESL teacher, so many of her students speak Spanish. My mom is not fluent in Spanish but she knows a little bit, so she allows her students to speak Spanish in her classroom as she should. If you’re taking away a students form of communication your hindering their ability to learn. The student in your example Was able to understand because he was able to communicate in a form that he was more familiar with, so that goes to show that as teachers we should allow our students funds of knowledge to be expressed in our classrooms in order for them to get the best education and for them to use their style of learning.
ReplyDeleteKirsten,
DeleteIt's great that your mom understands how important language is to retain bits of culture. Does she have any examples as to how she incorporates CSP into her classroom?
The story shared in this blog is mind-blowing to me. To know that these instances still happen in today's classroom is painful to realize. I don't know why I am so shock about it but nevertheless I am. I thank you for sharing because it gave me a more concrete connection to what CSP is aiming to change and the goals they wish for it to accomplish within our school system. I appreciated the statement on page 86 that stated "CSP is committed to envisioning and enacting pedagogies that are not filtered through a lens of contempt and pity." Knowing that there are educated researchers working to change the narrative of how students learn from within their communities and using their familiar cultural connections is breathtaking for me. Too often do we get people who don't understand education from a teacher, instructor, or students viewpoint telling the ones in the heart of the system how it should work and then they are surprised when it doesn't work as they planned. I too wasn't quite sure how "hip hop was a form of the cultural and community practice that pedagogies should sustain” (Paris & Alim, p. 92) but thanks to the video provided by Dora it is an interesting concept to further research.
ReplyDeleteYou had a really interesting example based from your experience! I am still in disbelief you had to witness something such as this in a classroom setting. (Even though I have heard similar experiences from other people.) I wonder if the teacher would still have the same reaction if the principal or a Spanish speaking professional were in the same room? I find it interesting how her reason for them not to speak Spanish was because she could not understand it. Why is that such a problem? Becoming culturally aware is important, not only to embrace the students home identity and language but to have a better understanding and connection to your students instead of brushing them off or shutting them down as this teacher did.
ReplyDeleteA lot of students are treated solely on appearances and are being judged for who they are. Not all kids are the same and shouldn't be treated the same. No matter who it is all kids have something special about them and can bring to the table, only if someone took the time out of the day to get to know them. What your teacher did was very rude and not helping the child be who they are. Being bilingual is very beneficial and for an educator to try to cut that out of their life's is very unprofessional. I believe helping other students know the cultures of their classmates can be a very helpful thing because they would have some background knowledge of it to where if it was needed to help others, they can.
ReplyDeleteMy goal as a teacher is to do my best for my students. If I can't help them in the way they need, then I need to figure out another way. If I was the teacher you mentioned, I would have never told the kids to stop speaking Spanish ESPECIALLY if the other child was finally understanding a concept that he wasn't in English. I do not know Spanish and if I really wanted to know what my students were talking about, then I would ask. To me, it was obvious that the girl was helping the boy with his work. As a teacher, I would be ecstatic that my students are helping one another in a way they know how. And I would be even more happy that some of my students are bilingual because that's just cool! You have to be very intelligent to know two (or more) languages. I wouldn't want to make my students feel like they are not intelligent just because they are speaking a language I don't understand.
ReplyDeleteCRP and CSP should both be used in the classroom. Learning about your student’s cultures and using that within your lessons the whole year is culturally sustain but doing lessons related to different cultures is culturally relevant. Both help allow students to flourish in their own ways. CSP ensures access and opportunity because as using CSP it allows for other students to learn about each other culture. This is an opportunity the students would not get if CSP was not used in a classroom.
ReplyDelete- Deja Shelton