This article is the second in a two-part series on culturally responsive teaching. The series reviews the guidance provided by four authors (Delpit, 2012; Embin, 2016; Hammond & Jackson, 2015; Ladson-Billings, 2009) for effectively serving culturally, linguistically, and ethnically diverse (CLED) students in a classroom setting. Four consistent themes were identified in the texts. Hoffman (2018) explored the first two themes, acknowledging culture and self-cultivated educator factors; this article examines pedagogical considerations and teacher-student relationships. Readers are encouraged to begin with Hoffman (2018) for background and information about the methodology used in the series. [For part 1 "Culturally Responsive Teaching--Part 1: Acknowledging Culture and Self-Cultivation," see EJ1192157.]