Culturally Responsive Classroom Management

CI 4000N. Vines

“Appropriate” Behavior• “Definitions and expectations of

appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds (p. 26).”

• Can you give examples of these variations in expectations of ‘appropriate’ behavior?

Statistics• The statistics cited in this article are

a bit dated, but let’s look at our backgrounds and cultures across this classroom and discuss how these will influence our teaching practices and behavioral expectations.

The Goal• “…the goal of classroom

management is to create an environment in which students behave appropriately, not out of fear of punishment or desire for reward, but out of a sense of personal responsibility” (p. 28).

• Why is this goal appropriate for all students? Thoughts? Opinions?

Classroom Management vs. Discipline

• Management: ways of creating a caring, respectful environment that supports learning

• Discipline: ways of responding to inappropriate behavior

Recognition of One’s Own Ethnocentrism

and Biases• What does this mean and how is it achieved?

• It is important to note that the dominant school culture is influenced by and reflects the dominant culture in society; white, European Americans. This does not make the particular culture ‘better’ or ‘right.’ It does however create an educational system that favors the practices of the dominant culture.

Knowledge of Students’ Cultural Backgrounds

• The importance of identity…• What are some dangers here?• Are there ways in which you plan to

gather this information in regard to your own students?

• Have you learned important information pertaining to students’ culture in your internship classrooms?

Awareness of the Broader Social, Economic,

and Political Context

• How does the larger society affect public school institutions?

• What is the role of critical reflection?

Ability and Willingness to Use Culturally

Appropriate Management Strategies1. We need to monitor our behavior in terms of

equitable treatment.2. We need to question traditional assumptions of

“what works” in classroom management and be alert to possible mismatches between conventional management strategies and students’ cultural backgrounds.

3. We need to consider when to accommodate students’ cultural backgrounds and when to expect students to accommodate. (Mutual Accommodation) p. 32

Continued…• Cultural Capital: this is the idea that

some have an advantage with regard to how their cultural practices, awareness, identities align with those of the dominant culture.

• Can you give some examples of cultural capital you have? What might you be lacking? Can you give examples from those from diverse backgrounds?

Commitment to Building CaringClassroom Communities

• Culturally responsive discipline: ultimate purpose is for teachers to create caring and nurturing relationships with students, grounded in cooperation, collaboration, and reciprocity rather than the current teacher controlling-student compliance patterns (p. 33)

Discussion1. What types of cultural conflicts can arise in classrooms

that might make it more difficult to have a safe, caring, orderly environment?

2. Do effective strategies vary depending on the particular cultural group involved? (For example, is effective management in classes of African American students different from effective management in

classes of European American or Latino students?)3. What approaches are most appropriate when students

in one particular classroom come from a variety of cultural backgrounds? Is it feasible for teachers to vary their management strategies and ways of speaking to accommodate students from different backgrounds?

4. How do CRCM practices differ from conventional management approaches (e.g., those emphasizing explicit rules and procedures and clear consequences)? How do they differ from the more humanistic, student-centered approaches?