Engagement is the visible
outcome of motivation, the natural capacity to direct energy in the pursuit of
a goal. Our emotions influence our motivation. In turn, our emotions are
socialized through culture—the deeply learned confluence of language, beliefs,
values, and behaviors that pervades every aspect of our lives. For example, one
person working at a task feels frustrated and stops, while another person
working at the task feels joy and continues. Yet another person, with an even
different set of cultural beliefs, feels frustrated at the task but continues
with increased determination. What may elicit that frustration, joy, or
determination may differ across cultures, because cultures differ in their
definitions of novelty, hazard, opportunity, and gratification, and in their
definitions of appropriate responses. Thus, the response a student has to a
learning activity reflects his or her culture.
While the internal logic as to
why a student does something may not coincide with that of the teacher, it is,
nonetheless, present. And, to be effective, the teacher must understand that
perspective. Rather than trying to know what to do to students, we
must work with students to interpret and deepen their existing knowledge and
enthusiasm for learning. From this viewpoint, effective teaching is culturally
responsive teaching.
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