Resource Review Matrix: Culturally Responsive Teaching
TESOL/507 Version 1
University of Phoenix Material
Resource Review Matrix: Culturally Responsive Teaching
Name of Resource and
Link to Resource
(if applicable)
Sadako & the Thousand
Paper Cranes
by Eleanor Coerr
Type of
Media
(e.g., text,
software,
music, art)
Book
Target
Grade
Levels
3rd – 5th
Resource #1:
Relevant
Langu
Content Areas
age
Levels
Cross-Cultural,
Geography, WWII
history and
aftermath,
Character Education
– Consequences &
Courage, Arts &
Crafts, Diseases and
Illnesses, Japanese
Americans,
Lexile:
630
Reading
Levels
AR: 5.2
Alignment to
Principles of
Culturally
Responsive
Teaching
This book is
aligned with
many culturally
responsive
teaching
principles
including
presenting
positive
perspectives on
the people and
culture of Japan,
focusing on
recovery instead
of the Pearl
Harbor or
Atomic
bombins. It uses
culturally
sensitive
language
throughout. It is
Information About Resource
Based on a true story, this
chapter book introduces 3rd-5th
graders to Sadako, an active 12
year old who contracts
leukemia from radiation left
over from the bombing of her
hometown, Hiroshima when
she was 12 years old. Sadako
approaches her illness with
faith and courage as she recalls
the Japanese legend that states
if one were to fold 1000 paper
cranes he or she will become
well again. This resource is an
accurate portrayal of the onset
and aftermath of leukemia and
its effects on one’s life and
family. It is filled with positive
images of Japanese life in postWorld War II Japan while
presenting a realistic picture of
its recovery.
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Resource Review Matrix: Culturally Responsive Teaching
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told through the
eyes of a child
and in therefore
easy to use in
the creation of
student
centered
lessons. It uses
affirming
language while
dealing with
difficult issues
and focuses on
universal
principles such
as familial love
and support,
courage, fear, &
friendship.
(Chartok, 2010)
Limitations of Resource:
Using this text effectively requires a bit of prior knowledge so laying a
historical foundation before teaching it is necessary. Otherwise
students are prevented from fully engaging in the story because so
many questions come up.
Strengths of Resource:
It models good standard written English, uses culturally sensitive yet
strong vocabulary, provides for strong visual images, and uses most
forms of literary devices such as simile, metaphor, onomatopoeia,
irony, and humor – which are all necessary elements when teaching
English as a Second Language. It also allows for a great deal of
emotion, sympathy, and empathy to be experienced in the reading.
There are a myriad of materials online that support this particular
text.
Strategies for Implementation and Evaluation of Each Resource:
I looked at this book with new eyes after studying the culturally responsive classroom and realized that the reason I have always loved
teaching with this book is because it is so informative and written with so many culturally responsive attributes. I also used the 10 myths of
culturally responsive teaching as a rubric. It allows for many strong literacy best practices such as vocabulary, response to literature open-
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Resource Review Matrix: Culturally Responsive Teaching
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ended questions, and would support a number of social studies and geography standards. I evaluate resources based on how versatile, crosscurricular, and multicultural they are.
Biases and Stereotypes of Resource:
After using this text for four years running, the only bias or stereotypes that I can see are that, since the story is set in Japan, only the Japanese
culture is represented. Also, the Japanese family is slightly stereotyped in that the book gives the impression that most Japanese people eat
rice for breakfast and pray to their ancestors each morning. Certainly, Japan is much more diverse than is represented in the book.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
This book is written for 3rd – 5th graders with an A.R. level of 5.2. The Zone of Proximal Development is anywhere from 3.5 to 5.5. Literacy
levels for English Language learners can vary 2 years below grade level. If I had an ELL in my classroom, I would make the following adaptations
and differentiations. I would provide the audio book and an extra copy to take home. Each chapter would be pre-read and summarized for the
student using simpler language. Each chapter’s vocabulary would be reviewed and defined, illustrated in a picture dictionary, and shared in a
vocabulary journal. The ELL would have a buddy reader and be provided with simple graphic organizers to help find the main points of each
chapter. Pronunciation of difficult Japanese names and other words would be previewed whole group. The ELL would be placed in a guided
reading group with students of similar reading abilities and in heterogeneous literature groups for working on projects in response to
literature. Extended time would be provided as well as one on one time with the teacher.
Name of Resource and
Link to Resource
(if applicable)
Crocodile, Crocodile!
Stories told around the
Type of Media
(e.g., text,
software,
music, art)
International
Collection of
Target
Grade
Levels
K-2
nd
Relevant
Content
Areas
Folk Tales,
Character
Resource #2:
Language
Levels
K-2
nd
Reading
Levels
AR 2.0
Alignment to
Principles of
Culturally
Responsive
Teaching
This is a great
book to use as a
professional
Information About Resource
This book is a collection of
folktales from India, China,
Puerto Rico, Appalachia, and
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Resource Review Matrix: Culturally Responsive Teaching
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world By Barbara
Baumgartner
Folktales
Ed.,
Reader’s
Theater,
Multicultu
ral themes
Strengths of Resource:
This resource is engaging, funny, and colorful. It is written in excellent
standard written English with fabulous illustrations.
development
Native Americans. Each story
tool to point out teaches a moral or truth. There
the
is also Educator information at
stereotypical
the end to aid in using the
flaws in many
stories in puppet play or
books
reader’s theater. They are
considered
humorous stories with vivid
culturally rich
characters both animal and
and
human,
appropriate.
(Chartok, 2010)
Limitations of Resource:
The stories from each story present an extremely stereotypical view
of the cultures of each country, which I really didn’t realize until
taking this class.
Strategies for Implementation and Evaluation of Each Resource:
If I was a principal or academic coach or a special education teacher or English Language teacher, I would use this book as part of an in-service
to demonstrate the many ways stereotyping and bias is presented in hidden, often humorous ways. Teachers would each be given a checklist
with the 10 myths on it and with the 6 principles for reducing prejudice and one of the stories from the book. They would then read and
critique each story. This would give them a sense of what to look for in the resources they choose for their students.
Biases and Stereotypes of Resource:
India is presented as a purely rural country where crocodiles and monkeys can be found around every corner. Both Indian folktales possess the
same stereotypical characters. The family from Puerto Rico is also presented as a rural family that lives with dozens of farm animals in their
house. The characters in the Chinese folktale are presented as people who eat rice cakes and all have pony tails and straw hats and wear
pajamas. The main character of that tale is a dragon. The Appalachian folk tale presents the family as all people with a thick, countrified accent
who spend the whole story buying supplies for, baking, and then finally eating biscuits. Even the illustrations are really stereotypical.
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Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
I chose this source, not as one to use in the classroom, but as one I have always had in my classroom and only see it as an example of a book I
would not choose in the future. It would definitely work in professional development on issues of culturally responsive classrooms.
Name of Resource and
Link to Resource
(if applicable)
http://www.youthforhum
anrights.org/educators.ht
ml
Type of
Media
(e.g., text,
software,
music, art)
Website
Target
Grade
Levels
Resourc
e for
teachers
K-12
Resource #3:
Relevant Language
Content
Levels
Areas
Arts,
Poetry,
Essays,
Social
Studies,
Commun
ity
Engagem
ent,
Aftersch
ool clubs,
neighbor
hood
civics
groups
Grades K12 and 17
languages
Reading
Levels
All
Levels
Alignment to
Principles of
Culturally
Responsive
Teaching
Youth for
Human Rights in
a non-profit
organization
formed to
champion the
rights of people
everywhere. It
defines human
rights, provides
resources for
Educators World
Wide, and
creates
networks of
people fighting
for human
Information About Resource
This resource provides
hundreds of resources on
making Human Rights a global
reality. It includes lesson plans,
enrichment activities, music
videos, the illustrated youth
version of the United Nations
Universal Declaration of
Human Rights, Color posters
depicting all 30 rights, glossary
of terms, & online resources.
All of this is free to educators.
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Resource Review Matrix: Culturally Responsive Teaching
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Strengths of Resource:
This website and this group, Youth for Human Rights, provides a
comprehensive, multicultural, culturally responsive education on
what human rights are, how to speak up for them, and how to
preserve them for future generations.
rights, giving
them a voice.
(Chartok, 2010)
Limitations of Resource:
The educator must do the research online and order the education
package and be the disseminator of the information. This is not a kid
centered site.
Strategies for Implementation and Evaluation of Each Resource:
The Educator packet is a “one stop shop” for all implementation and evaluation plans for all grade levels in 17 languages.
Biases and Stereotypes of Resource:
The resources appeared free of both biases and stereotypes.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
The Educator packet is differentiated by age and language already.
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Resource Review Matrix: Culturally Responsive Teaching
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Name of Resource and
Link to Resource
(if applicable)
Reach for the Sky
By Allison Stoutland
Type of
Media
(e.g., text,
software,
music, art)
Book
Target
Grade
Levels
2nd – 5th
Resource #4:
Relevant
Language
Content
Levels
Areas
Cross-Cultural,
Speaking,
Writing,
Interviews,
Discussions
about the life of
another
person.
Strengths of Resource:
Everyday occurrences give us necessary life skills.Reach for the Sky
Reading
Levels
Alignment to
Information About Resource
Principles of
Culturally
Responsive
Teaching
2–5
2–5
This is a great The book provides students
book to use as with a means to make
an
connections with the real
introduction
world. The book provides an
to culturally
avenue for students to reflect
diverse
on their compassion for others.
students. This
book focuses
on the
principle to
increase
knowledge
and diversity
by humanizing
students by
addressing
real-life issues
from the
interviews of
each student.
(Chartok,
2010)
Limitations of Resource:
Using this book may give students skills to understand and interact
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Resource Review Matrix: Culturally Responsive Teaching
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teaches concepts that children can relate to in their own world, giving
them the tools they need to become responsible citizens, cooperative
classmates, dedicated students, trustworthy friends and
compassionate human beings.
with other students but it does not really speak of different cultures
unless you make up a lesson to integrate cultures.
Strategies for Implementation and Evaluation of Each Resource:
Several strategies for implementing and evaluating this resource can be used such as questioning through an interview process and
summarizing the life of the person being interviewed.
Biases and Stereotypes of Resource:
This resource may be seen as a primary children’s book to learn about animals and simple everyday things.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
This book can easily be adapted to reach several language and literacy levels by asking deeper in depth questions about the life of each
student and how that makes a difference. Critical thinking skills. Students can reflect on their compassion for others and share their reflections
in class discussion. Students will then pair up and interview each other about a day in the life of that student.
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Resource Review Matrix: Culturally Responsive Teaching
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Name of Resource and
Link to Resource
(if applicable)
Meaningful Objects
Ruggiano, P. & Wen Ma, S.
(2006). 50 Literacy
strategies for culturally
responsive teaching, k-8.
Thousand Oaks, CA:
Corwin Press.
Type of
Media
(e.g., text,
software,
music, art)
All types of
personally
meaningful
objects.
Target
Grade
Levels
2nd – 5th
Resource #5:
Relevant Language
Content
Levels
Areas
Language
Arts,
History,
Poetry,
essay
writing.
Strengths of Resource:
This is a great resource for students from all backgrounds to
understand each other in an interesting and meaningful way.
Reading
Levels
Alignment to
Information About Resource
Principles of
Culturally
Responsive
Teaching
2–5
2–5
Principle one
Many different meaningful
Creative
addressing real- objects will be brought into
language
life issues and
class by students of all cultural
may be
principle two
backgrounds. Each objects tells
used to
celebrating
a story and students will
describe.
diversity are
become informed of their
addressed by
peers background and what is
using these
important to them and why.
resources.
(Chartok, 2010)
Limitations of Resource:
Some objects may be repetitive or to modern to have historical value
and may cover all cultures instead of one or two.
Strategies for Implementation and Evaluation of Each Resource:
Students will learn strategies for personal and creative writing. Students will also understand the connection between visual and textual
representations.
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Resource Review Matrix: Culturally Responsive Teaching
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Biases and Stereotypes of Resource:
Personal meaningful objects may not be seen as a true and useful resource by many.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
Students will bring a personally meaningful object from home. The object can be a picture, toy, book, blanket, etc. Students will write a poem
essay or a short description of their object. Symbols, metaphors, or creative language can also be used to describe the object. Students can
then share with the class and or have a gallery of the meaningful objects where students walk around and may ask questions.
Name of Resource and
Link to Resource
(if applicable)
http://www.aasd.k12.wi.u
s/staff/boldtkatherine/ELL
Kids.htm
Type of
Media
(e.g., text,
software,
music, art)
Website
Target
Grade
Levels
Resources
for
parents
and
educators
K - 12
Resource #6:
Relevant Language
Content
Levels
Areas
All
content
areas
from
math,
science,
reading,
history,
feelings,
differenc
es.
Grades K
– 6th
Strengths of Resource:
This website is used throughout many schools and by many teachers
Reading
Levels
K – 6th
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle two of
culturally
responsive
teaching states
the utilization of
diverse learning
strategies.
(Chartok, 2010)
Information About Resource
This resource provides
different skills and strategies
along with fun interactive
learning games for students
from kindergarten through 6th
grade.
Limitations of Resource:
Focuses only on students in primary and middle school not junior high
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Resource Review Matrix: Culturally Responsive Teaching
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and parents to teach all subject areas and culturally diverse students.
Fun interactive learning which expands students’ skills and teachers
strategies.
or above.
Strategies for Implementation and Evaluation of Each Resource:
This resource is a great site to implement all subject areas for grades K – 6th.
Biases and Stereotypes of Resource:
None to my knowledge.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
This resource is differentiated by having all subject areas and several languages to teach students of grades K – 6th.
Name of Resource and
Link to Resource
(if applicable)
RAZ Kids/Reading A--z
http://www.raz-kids.com/
Type of
Media
(e.g., text,
software,
music, art)
Website
Target
Grade
Levels
Primary
Resource #7:
Relevant Language
Content
Levels
Areas
Reading.
Literatur
e is
K-6
Reading
Levels
K-6
Alignment to
Principles of
Culturally
Responsive
Teaching
It allows do
children to
choose
Information About Resource
RAZ Kids is an online program
that allows a teacher to
differentiate what students are
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Resource Review Matrix: Culturally Responsive Teaching
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available
for all
content
areas
Strengths of Resource:
Students have the ability to chose texts they want to read
Tracks student progress
Students can use background knowledge to select books
Quiz at the end of each story to test comprehension
culturally
reading. The teacher can make
diverse books.
sure students are choosing
The children can
appropriate texts with a
choose books
teacher login. Also, children
about their
can select stories to read based
culture or
upon their background
others. They
knowledge and interests.
can use their
background
knowledge and
previous
experiences to
select books of
interest.
(Chartok, 2010)
Limitations of Resource:
Computers need to be available for program.
Students get to choose their own stories.
Strategies for Implementation and Evaluation of Each Resource:
Students can use computers during Daily 5. Books can be printed to use at home for students without a computer.
Biases and Stereotypes of Resource:
Some teachers/educators think that students should not read books on the computer. They think it is better to have a physical book.
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Resource Review Matrix: Culturally Responsive Teaching
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Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
Books on the site are available in different languages and at all different reading levels. At the beginning of the program children are tested to
see which level they should start at.
Name of Resource and
Link to Resource
(if applicable)
I Love Saturdays and
domingos
By Alma Flor Ada
Type of
Media
(e.g., text,
software,
music, art)
Book
Target
Grade
Levels
2nd-3rd
Resource #8:
Relevant Language
Content
Levels
Areas
CrossCultural,
Spanish/
English,
Family ,
Compare
/Contrast
510L
Reading
Levels
3.2
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle one
addressing reallife issues and
principle two
celebrating
diversity are
addressed by
using these
resources.
(Chartok, 2010)
Information About Resource
A young child talks about the
similarities and differences of
her family. One set of her
grandparents speak English and
the other Spanish. The
character talks about what she
does differently as well.
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Resource Review Matrix: Culturally Responsive Teaching
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Strengths of Resource:
This book would be a great text to use in a bilingual classroom. It
could help students to learn basic vocabulary in English. Also it could
help students to learn basic customs and traditions present in
America. Because the story goes back and forth from English to
Spanish, students who don’t understand the other will still be able to
get the general idea of what is going on during the story.
Limitations of Resource:
Explaining that Spanish is used in the text (depending on the
audience) is necessary. Giving students a proper preview of the text
would be helpful.
Strategies for Implementation and Evaluation of Each Resource:
This book can be used for a unit about compare and contrast. Also it could be used for a unit about families and exposing children to the
different types of families people have.
Biases and Stereotypes of Resource:
I don’t really think there are any biases in this book. The book accurately portrays the American family and the Hispanic family. There only
thing that could be inaccurate is that there are families who have a different amount of grandparents, but the book isn’t stating that all
families are like this.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
The book is for a 3rd grade student based on the Lexile and AR scores. If students are feeling challenged with this book, I would be happy to
have multiple copies for those to take home and practice. Also, I would have students complete a book preview prior to reading. First looking
at the pictures to better understand the text.
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Resource Review Matrix: Culturally Responsive Teaching
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Name of Resource and
Link to Resource
(if applicable)
Handy Handouts
http://handyhandouts.co
m/
Type of
Media
(e.g., text,
software,
music, art)
Website
Target
Grade
Levels
Resourc
e for
parents
and
educato
rs
Resource #9:
Relevant Language
Content
Levels
Areas
All
content
areas.
Procedur
al
informati
on. SPED
informati
on.
K-8
Strengths of Resource:
This website is used by parents and teachers to gain information. The
handouts can also be given to students as a helpful visual about a
particular subject matter.
Reading
Levels
K-8
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle two of
culturally
responsive
teaching states
the utilization of
diverse learning
strategies.
(Chartok, 2010)
Information About Resource
This resource gives teachers
and parents a way to find
informational handouts on
practically any topic. The
handouts are available in
different languages.
Limitations of Resource:
The handouts are only available in English and Spanish.
Strategies for Implementation and Evaluation of Each Resource:
This website gives a way for parents to gain information in a simple way. The handouts are simple and clean and are available on almost any
topic.
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Resource Review Matrix: Culturally Responsive Teaching
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Biases and Stereotypes of Resource:
There are no biases that I am aware of.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
The resource is available for English and Spanish speaking parents, teachers, and students. The language is easy to read. If someone needs
clarification additional material can be found.
Name of Resource and
Link to Resource
(if applicable)
A B C: A Family Alphabet
Book.
By Bobby Combs.
Illus. by Desiree
Keane and Brian
Type of
Media
(e.g., text,
software,
music, art)
Text
Target
Grade
Levels
Pre-k-1
Resource #10:
Relevant Language Reading
Content
Levels
Levels
Areas
Literacy,
Phonolog
ical
awarene
Pre-K and
up
Pre-k-1
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle one
with discussing
real-life issues
and principle
Information About Resource
This is a book written for young
children that goes through the
alphabet one letter at a time.
Each letter is coupled with a
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Resource Review Matrix: Culturally Responsive Teaching
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Rappa.
Two Lives, 2001.
(jPS Comb) Ages 25.
ss, Social
interacti
ons
Strengths of Resource:
It allows students to learn the alphabet, read about families that
support their family structure or become exposed to families unlike
theirs appropriately at an early age.
two because
sentence on what that letter is
this book is
for (ex: C if for Cookies). The
celebrating
text and illustrations discuss
diversity.
families with same-sex parents
(Chartok, 2010) and multicultural couples.
Limitations of Resource:
It depicts gay and lesbians led families without much other
information about their lifestyles that may be confusing for children.
Strategies for Implementation and Evaluation of Each Resource:
This is a story that children can read with the teacher a large group. While reading you would focus on each letter and their sound and then
discuss the picture. This will help students with building early literacy skills and can in turn create an opportunity for social discussion. If
reading in Kindergarten, this could be turned into a family project where they can each share their own family structure and story.
Biases and Stereotypes of each Resource: None. This book shows many real life living situations in regards to gay and lesbian couples with
children. With this population growing, we must be exposing our students to these ideas early on so they can begin growing their own
multicultural perspectives.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels: This book and be read while discussing the
alphabet in English and backing it up with Spanish letters as well. This would give a chance to English speaking students to learn more about
their classmates that speak Spanish and expand their own language experiences. Since this book is meant for early learners it is of the
appropriate language levels for students up to 1st grade.
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Name of Resource and
Link to Resource
(if applicable)
And Tango Makes Three
 Publisher: Simon &
Schuster Books For Young
Readers
 Publication date: 4/26/2005
Type of
Media
(e.g., text,
software,
music, art)
Text
Target
Grade
Levels
PreK-2
Resource #11:
Relevant Language Reading
Content
Levels
Levels
Areas
Literacy,
family
structure
,
PreK-2
Strengths of Resource:
This book provides children with a real life story that is whimsical and
entertaining but that also opens the door for multicultural education
opportunities. Kids love learning about animals and this might be a
real slow way to introduce same-sex couples to young children.
2 and
up
Alignment to
Principles of
Culturally
Responsive
Teaching
Principles one
and two: real
life situations
and celebrating
diversity.
(Chartok, 2010)
Information About Resource
This is a children’s book based
on a true story of two male
penguins at the zoo that treat a
rock as if it is an egg together.
The zookeepers give them a
real egg needing car and the
two male penguins hatch it and
care for it together.
Limitations of Resource:
Although it is a book that points clearly to gay and lesbian couples
and family life, it may still be too hard to translate into human
schema for kids of young ages. I think it would be best put to use
with older kids like kindergarten through second grade.
Strategies for Implementation and Evaluation of Each Resource:
This is a great resource for teachers of kindergarten through second grade. It can be worked into lessons about animals or family structure. I
think it would be beneficial to read to your class and ask for a written reflection from each student on what their thoughts or questions were.
You could also open it up to a class discussion to see if any students have thoughts on the story.
Biases and Stereotypes of each Resource: Since this story shows a gay relationship through the use of animals it is free from biases and
stereotypes. The behaviors in the book are based on penguins not on humans.
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Resource Review Matrix: Culturally Responsive Teaching
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Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
It would be important for teachers to provide translations of vocabulary such as the animals in the story.
Name of Resource and
Link to Resource
(if applicable)
Circle Time Kids
http://www.circletimekids
.com/
Type of
Media
(e.g., text,
software,
music, art)
website
Target
Grade
Levels
All
Resource #12:
Relevant Language Reading
Content
Levels
Levels
Areas
Fine and
gross
motor,
literacy,
All
All
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle two:
celebrating
diversity is at
the base of this
Information About Resource
This is a website to be used by
teachers and parents with their
children. It is a wealth of
knowledge that will extend
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Resource Review Matrix: Culturally Responsive Teaching
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math
Strengths of Resource:
This website allows parents and teachers to plan multicultural
experiences for their students or children. It provides recipes, books,
activities and crafts that you can utilize to explore cultures around the
world.
website and
gives the user
many ways to
celebrate from
home. (Chartok,
2010)
their multicultural perspective
and give them a taste of
cultures from around the
world. This website celebrates
diversity in a vibrant way that
allows us to access recipes,
songs, coloring pages, books
and many other things from all
around the world.
Limitations of Resource:
I truly believe this resource would be helpful to many teachers
planning lessons that are culturally responsive.
Strategies for Implementation and Evaluation of Each Resource: I believe a teacher should provide this link to parents at the beginning of the
year for a resource for them to use at home. I think it would be helpful to assign a small project for students at a younger age (k-2) to use this
website to choose a project. It would be great if they could research online at school and do what they chose form the website at home with
a parent, guardian, babysitter, etc. Other than this, I think I will be using this site as a resource in my planning and preparation for lessons.
Biases and Stereotypes of each Resource: None. I believe this website would allow for culturally responsive planning by any educator.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels: Parents and teachers would need to provide
translations and explanations when necessary but since they will be using this resource with a small group or one-on-one, it should be no
problem.
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