Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-

REGULATED LEARNING

Culturally Safe Classroom Context: A classroom environment where students feel emotionally secure; psychologically consistent; and culturally, linguistically, academically, socially, and physically comfortable, both as individuals and members of the groups to which they belong.

Self-Regulated Learning: Demonstrations of the self-initiated, managed, directed, contained, and restrained conduct required to meet self-determined personal and group goals, to adapt to established classroom standards, and to maintain self-dignity.

Teacher Pedagogical Behaviors Student Cultural Displays

Creates culturally inclusive, emotionally secure, academically rich, and comfortable spaces where students develop ownership and responsibility for their cultural, academic, and social behavior:

Identifies the cultural nuances present in

student behavior and adapts contextual

element accordingly.

Observes how the physical and emotional

classroom context is experienced by

diverse students and makes necessary

changes.

Promotes self-control in classroom

management decisions and disciplinary

actions.

Is aware of personal style of authority

Views self equally responsible for

classroom disruptions and order.

Establishes culturally balanced

participation structures.

Signs of acquiring knowledge and developing skills to self-monitor, direct, guide, and control cultural, social, and academic behavior in the classroom where space and resources are shared:

Sets and meets personal conduct

standards and classroom norms while

maintaining ethnic integrity.

Adapts individual and group behavior to

situational and contextual classroom

events and conditions and sustains

cultural norms.

Takes responsibility for personal and

group actions and respects teacher

behavioral expectations.

Monitors behavior and sets goals.

Takes responsibility for own actions and

responds responsibly with classroom

rules.

Understands and cooperates with

teacher’s academic expectations.

These tables showcase how inclusive classroom spaces can influence accountable and sustainable

student behavior.

Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELF-

REGULATED LEARNING

Culturally Safe Classroom Context: A classroom environment where students feel emotionally secure; psychologically consistent; and culturally, linguistically, academically, socially, and physically comfortable, both as individuals and members of the groups to which they belong.

Self-Regulated Learning: Demonstrations of the self-initiated, managed, directed, contained, and restrained conduct required to meet self-determined personal and group goals, to adapt to established classroom standards, and to maintain self-dignity.

Teacher Pedagogical Behaviors Student Cultural Displays

Recognizes, acknowledges, and responds to

students’ culturally diverse displays of

knowledge, initiative, perseverance, and

competence as individuals and as members of

particular groups:

Observes and identifies diverse patterns

of competency and acknowledges cultural

factors when judging behavior as

appropriate or inappropriate.

Allows students to make and to learn from

mistakes.

Is aware of the students’ social, cultural,

and academic classroom interactions.

Recognizes and evaluates group

achievement as well as individual efforts.

Acquires classroom management skills

and instructional strategies that help

students practice self-control.

Understands the reciprocal teacher-

student interpersonal process involved

when making disciplinary decisions.

Manifestations of behaviors indicating ability to

internalize and self-monitor personal, cultural,

social, and academic decisions to advance

cultural, academic, and social growth:

Uses particular strategies and resources

to compare individual and group

performance with expected social and

academic outcomes.

Is able to take risks and learn from

mistakes.

Negotiates effectively and handles

obstacles in diverse cultural situations.

Anticipates competence and monitors

social and academic choices.

Directs motivational elements, examines

why one acts in certain ways, and

engages in self-evaluation.

Controls feelings generated by behavioral

choices, balances conflicting goals, and

evaluates consequences to choices.