Cultural groups define success quite differently from one another and quite differently from the definition of success used in TBAC. Students learn how to interact in a diverse environment “There is a richness that comes from students working side by side with others who are not of the same cookie-cutter mold.” Students with a diverse population develop an understanding of the perspectives of children from different backgrounds and learn to function in a multicultural, multiethnic environment. Teachers are faced with the challenge of making instruction “culturally responsive” for all students while not favoring one group over another.
In a TBAC classroom the teacher structures learning groups that are diverse and devise activities that require each student to contribute to the group. In this way students learn that each person in a group can contribute and has something of value to say.