Elizabeth Kozleski thinks that culturally responsive teaching ‘is no small matter because it requires that teachers transcend their own cultural biases and preferences to establish and develop patterns for learning and communicating that engage and sustain student participation and achievement’ (Kozleski, 2010 p. 1). In this respect, I think some examples of culturally responsive teachings include integrated and inclusive motivational models, anchoring the curriculum in the daily lives of the students, and exploring personal and family histories (Kozleski, 2010). Integrated and inclusive motivational models deviate from their colour-blind counterparts, and focus on the cultural modelling of the students. Anchoring curriculum on the lives of the students entails a connection between the knowledge and skills of the students to their understanding of the content. For example, a teacher could spend time tutoring the students on the content depending on their cultural needs while engaging students inquisitively on things that they value the most. Exploration of family history enables teachers learn the roots of students’ views and tailor content in line with the views.