concepts include, "...learning styles, teaching styles, and cultural variation in psychological needs (motivation, morale, engagement, collaboration)". The goal is to assess students' cognitive development progress and incorporate learning activities within the lesson plan that are challenging and culturally relevant. Teaching the Whole Child: Similar to 'Developmental Appropriateness', 'Teaching the Whole Child' is a theme that includes the concepts of "skill development in a cultural context, home-school-community collaboration, learning outcomes, supportive learning community and empowerment". When teaching a child wholly, educators must be cognizant of the socio-cultural influences that have attributed to the learning progress of that child even before they enter the classroom. These outside influences must naturally be accounted for when designing a culturally relevant curriculum. Student Teacher Relationships: The theme of Student-Teacher Relationship within the context of CRP aligns itself closely with the concepts of "caring, relationships, interaction, and classroom atmosphere". Educators must combine the willingness to bond with their students with the desire to grow that relationship into one vested in personal care and professional vigilance. Students must feel that the teacher has their best interest at heart to succeed in implementing CRP. Manage Student Emotions: When teaching adult learners it is also important to exhibit Culturally Relevant Pedagogies. Educators must be prepared to manage students that may have strong emotional experiences to culturally diverse readings Positive emotions may enhance the learning experience, whereas negative emotions may cause discourse and prevent students from engaging. Educators should explore strong emotions, particularly in adult learners, and use it as a cultural teachable moment. Suggested teaching strategies Create an accommodating and inviting classroom culture to reach diverse audiences. Teachers must demonstrate that they care for their students and their cultural needs, because a genuine attitude of interest is likely to yield positive emotions that empower and motivate students. Be attentive to the "symbolic curriculum," or visuals displayed in the classroom which can "teach students knowledge, skills, morals, and values" over time (108). Geneva Gay suggests teachers "ensure that the images displayed in the classrooms represent a wide variety of age, gender, time, place, social class, and positional diversity within and across ethnic groups" (108-109). For instance, to support biracial children in the classroom, a teacher could display a large visual of various individuals involved in a school (teachers, nurse, school counselors, janitors, children, bus drivers, vice principals, etc.) and a caption that encompasses the saying, "The Beauty of All People."