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This March, Robinson Reading Company celebrates St. Patrick’s Day with Just My Luck, an engaging story about navigating new beginnings, unexpected challenges, and maybe even a little bit of luck.
High school student Maeve is the new girl in school, hoping to make friends by earning a spot at basketball camp. But her journey takes a few slippery turns—she stumbles upon a lost dog, faces an unexpected accident on the way to practice, and starts to wonder if she’ll ever catch a break. Then, she spots a four-leaf clover on the sidewalk. Could this tiny symbol of luck turn things around?
Perfect for middle grade and young adult readers, Just My Luck is Robinson Reading Company’s March 2025 Book of the Month. Find a reading tutor at robinsonreading.org/tutor.
Culturally Responsive Teaching (CRT), as explained by Zaretta Hammond in her book Culturally Responsive Teaching & The Brain, is an instructional approach that leverages the cultural knowledge, experiences, and ways of learning of diverse students to improve their cognitive development and academic success.
Key Principles of Hammond’s Culturally Responsive Teaching:
The Brain and Learning: CRT is not just about relationships and making students feel good; it is rooted in neuroscience. Hammond emphasizes that learning is a cognitive process, and culture affects how the brain processes information.
Independent Learners: The ultimate goal of CRT is to develop independent, self-directed learners. Many students from marginalized communities become dependent learners due to systemic barriers, and CRT helps move them toward cognitive autonomy.
Culture as a Learning Tool: Culture is more than just race or ethnicity; it shapes how students process information and engage in learning. Teachers must use students’ cultural frameworks as a way to scaffold instruction and deepen understanding.
The Importance of Deep Processing: Surface-level engagement (such as celebrating holidays or diverse books) is not enough. CRT requires teachers to help students build their information processing skills so they can tackle complex academic tasks.
Oral Tradition and Storytelling: Many cultures rely on oral storytelling and relational learning. Hammond suggests incorporating call-and-response, discussion-based learning, and storytelling to help students connect with content.
The “Learning Pit” and Productive Struggle: Teachers should not over-scaffold or rescue students from struggle. Instead, they should support students as they work through challenges, reinforcing a growth mindset.
Affective and Cognitive Domains: While relationships are important, CRT is not just about creating a warm environment; it also involves rigorous, high-expectation teaching that pushes students to develop critical thinking and problem-solving skills.
Culturally Responsive Teaching in Practice
Use student cultural references to design instruction (e.g., using cultural metaphors, relatable contexts).
Incorporate oral discussion, music, rhythm, and collaborative learning to engage students from high-context cultures.
Teach cognitive routines explicitly so students can process information efficiently.
Encourage productive struggle rather than over-scaffolding.
Hammond’s work emphasizes that CRT is not about simplifying material or reducing academic rigor; rather, it’s about leveraging cultural knowledge to accelerate learning and cognitive growth.
