Teachers and administrators who strive to increase the motivation and academic achievement of their students must realize that their student body is increasingly diverse and that many aspects of School culture needs to be changed. Many schools have alienated their students from different ethnic backgrounds by failing to make this connection between personal identity and academic identity. There are many different strategies that can be implemented by school staff to make these changes and increase their students' motivation and academic success, but it comes with hard work and dedication. Culturally responsive classrooms are a way to help teachers bridge the gap between personal identity and school identity and increase the motivation of their students. What are culturally responsive classes? A culturally responsive classroom is an environment in which teachers and administration respond to the needs and interests of children. so that children can achieve academic success. The way the program is created and presented to students is important. When students feel included and feel like their identity is represented in their learning, they become motivated and engaged. When students don't feel included, they become disengaged and feel like their teachers don't care. (Ford, 2010) Teachers who change their curriculum, behavior management strategies, and praise to be more culturally responsive see dramatic, positive changes in their students. Not only are students openly responding to change, but there is a difference in their academic success. They are much more engaged, motivated and really want to learn. It is very important as a teacher to know your students and know what methods or strategies will work...... middle of article ......ucation: A conceptual framework for researchers and practitioners in education. Educational Psychologist, 46(4), 222-238. Shin, RQ (2011). The influence of Africentric values ​​and neighborhood satisfaction on the academic self-efficacy of African American elementary school children. Journal of Multicultural Counseling and Development, 39(4), 218-228. Trumbull, E. and Rothstein-Fisch, C. (2011). The intersection of culture and achievement motivation. School Community Journal, 21(2), 25-53.Ware, F. (2006). Warm and demanding pedagogy: culturally adapted teaching that supports a culture of success for African-American students. Urban Education, 41(4), 427-456. Warner, CB (2008). The role of ethnicity and grade level on the motivational orientation of urban African American middle school students. Journal of Urban Learning, Teaching and Research, 4, 135-147.