Culturally Responsive Classroom Management Strategies PDF

Culturally Responsive Classroom Management Strategies METROPOLITAN CENTER FOR URBAN EDUCATION October 2008 Metropolitan Center for Urban Education 726 Broadway, 5th Floor | New York, NY 10003-6680 212 998 5100 | fax 212 995 4199 | www.stei...

Culturally Responsive Classroom Management Strategies METROPOLITAN CENTER FOR URBAN EDUCATION October 2008 Metropolitan Center for Urban Education 726 Broadway, 5th Floor | New York, NY 10003-6680 212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter  What is Classroom management. Definitions and expectations of appropriate behavior are culturally influenced, Management? and conflicts are likely to occur when teachers and students come from different cultural backgrounds (Weinstein, Tomlinson-Clarke “Classroom management refers to those and Curran, 2004). Misreading behaviors or activities of classroom teachers that create a communication patterns of culturally and positive classroom climate within which linguistically diverse students (i.e., White, effective teaching and learning can occur” Black, Latino, Asian, Native American) can (Martin & Sugarman, p.9, 1993). Research on lead teachers who are unprepared to meet student-directed management approach, the educational needs of these students to which is rooted in the belief that students see them as having a disability and request a have the primary responsibility for controlling referral to special education (Voltz, Brazil and their behavior and are capable of controlling Scott, 2003). The combination of interpreting their behavior, identify teachers adopting the behaviors through singular cultural lens and following classroom management concepts: instructional quality contributes to student ownership, student choice, disproportionality in special education and community, conflict resolution, natural discipline (Harry and Klingner, 2006; Klingner, consequences, and restitution (Levin, 2000). Artiles, et. al., 2005). Therefore, classroom These concepts are operationalized in the management becomes an important tool in routines of how students enter the classroom, the arsenal of reducing and preventing what students are tasked to do upon entering disproportionality. a classroom (e.g., “do now”), how desks and tables are arranged (i.e., cooperative groups versus rows), and the ways in which learning Culturally Responsive is shared via communication between Classroom Management students. Research over the past 30 years indicates these rituals and routines as Culturally Responsive Classroom cornerstones of classroom management are Management (CRCM) is an approach to critical to effective teaching and learning. In a running classrooms with all children, [not poorly managed classroom, teachers struggle simply for racial/ethnic minority children] in a to teach and students usually learn less than culturally responsive way. More than a set of they should, and there are abundance of strategies or practices, CRCM is a discipline issues (Martin & Sugarman, 1993; pedagogical approach that guides the Rose & Gallup, 2004) while a well-managed management decisions that teachers make. classroom provides an environment in which It is a natural extension of culturally teaching and learning can flourish (Marzano, responsive teaching which uses students’ et. al., 2003). backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons. Teachers, as culturally responsive Classroom Management and classroom managers, recognize their biases Disproportionality and values and reflect on how these influence their expectations for behavior and their Instituting classroom management principles interactions with students as well as what has implications for the learning progress of learning looks like. They recognize that the all children, especially low-performing, poor, goal of classroom management is not to special education, and racial/ethnic minority achieve compliance or control but to provide children (Saphier and Gower, 1997). Cultural all students with equitable opportunities for competence of simply soley middle-class, learning and they understand that CRCM is White students can exacerbate the difficulties “classroom management in the service of that teachers may have with classroom This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department,2contract | P a #007052. ge Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department. social justice” (Weinstein, Tomlinson-Clarke 1. Recognition of One’s Own Cultural and Curran 2004, p.27). Lens and Biases There is extensive research on traditional A helpful step for all teachers is to explore classroom management and a myriad of and reflect upon where their assumptions, resources available on how to deal with attitudes and biases come from and to behavior issues. Conversely, there is little understand that how they view the world can research on CRCM, despite the fact that lead them to misinterpretation of behaviors teachers who lack cultural competence often and inequitable treatment of culturally experience problems in this area. different students (Weinstein, Tomlinson- Management texts may give some attention Clarke, Curran, 2004). This situation may to students who are culturally different, cause a teacher to request a referral to sometimes in a separate chapter on students special education when there is no disability. with special needs (Weinstein, Tomlinson- There are several things teachers can do to Clarke, Curran, 2004). Even the literature on explore belief systems: culturally responsive or culturally sensitive pedagogy, which is fairly extensive, focuses Read and discuss Peggy McIntosh’s primarily on curriculum content and teaching (1988) work on white privilege and strategies, but doesn’t really focus on the male privilege. issue of management. Write a personal “identity story” to explore how their identities have been socially constructed and how they fit Essential Elements of CRCM into a multicultural world (Noel, 2000). See where they fit on the Cultural Proficiency Receptivity Scale (Lindsey, Weinstein, Tomlinson-Clarke and Curran Roberts, Campbell-Jones, 2005), a (2004) developed a five-part concept of tool designed for self-reflection that CRCM derived from the literature on culturally will also enable teachers to examine responsible pedagogy, multicultural the policies and practices of their counseling and caring: recognition of one’s school. own cultural lens and biases, knowledge of students’ cultural backgrounds, awareness of 2. Knowledge of Students’ Cultural the broader social, economic and political Backgrounds context, ability and willingness to use culturally appropriate management strategies, In addition to becoming aware of biases, in and commitment to building caring classroom order to develop skills for cross cultural communities. In turn, the goal of classroom interaction, teachers need to become management is to create an environment in knowledgeable of students’ cultural which students behave appropriately from a backgrounds (Sheets and Gay, 1996). sense of personal responsibility, not from a Gaining general knowledge about a cultural or fear of punishment or desire for a reward. As ethnic group can give teachers a sense of such the environment must acknowledge and views about behavior, rules of decorum and be responsive to who are the students etiquette, communication and learning styles; (cognitively, socially and emotionally), and however, you need to be careful not to form create a safety net that equitably responds to stereotypes. This knowledge can act as a what teachers know about their students. firewall against inappropriate referral to special education. Some things teachers might consider: 3|Page  Form study groups to read culturally Form a study circle to examine responsive literature that reflects the structures and policies and whether identities of the students in their they are fair to everyone. They can classrooms. look at what they see as inappropriate student behavior and discuss if they Work with their students to develop actually are incidents of student family history projects in which resistance to what they see as an students explore their cultural unfair system (Weinstein, Tomlinson- backgrounds and share them with the Clarke, Curran, 2004; Kohl, 1994). class. Create a “critical/social justice Conduct home visits and consult with classroom” grounded in the lives of parents and community members to children that involves dialogue, gain insight. Some areas teachers questioning/problem-posing, critiquing can explore include: family bias and attitudes and teaching background and structure, education, activism for social justice (Peterson, interpersonal relationship styles, 1994). For example, teachers may discipline, time and space, religion, engage students in a discussion of food, health and hygiene, history, school or classroom rules. traditions and holidays (Weinstein, Tomlinson-Clarke, Curran, 2004). 4. Ability and Willingness to Use Culturally Appropriate Management Strategies 3. Awareness of the Broader, Social, Economic and Political Context The next step along this path is to reflect on the ways that classroom management Many authors have written about the need to practices promote or obstruct equal access to address social issues such as racial inequality learning. These practices include creating a and poverty if conditions in urban schools are physical setting that supports academic and to significantly improve (Nieto, 2003; social goals, establishing and maintaining Noguera, 2003). The educational system expectations for behavior, and working with reflects and often perpetuates discriminatory families (Weinstein, Curran, Tomlinson- practices of the larger society (Weinstein, Clarke, 2003). Culturally responsive Tomlinson-Clarke, Curran, 2004), and is classroom managers filter their decision helpful for teachers to be aware. With regard making about the environment through the to classroom management, teachers need to lens of cultural diversity. They think about examine how current policies and practices in ways the environment can be used to discipline might discriminate against certain communicate respect for diversity, to reaffirm children. For example, children of color connectedness and community, and to avoid sometimes are seen as “disrespectful” when marginalizing and disparaging students. they are not being disrespectful at all in their culture (Black, 2006). This misjudgment can Some tools and strategies for organizing the label a student a behavior problem and physical environment may include: eventually lead to a request for a special education referral. Teachers can engage World maps that highlight students’ each other and their students in countries of origin. conversations about real issues that touch Signs or banners can welcome their lives. They might: students in the different languages they speak. 4|Page  Posters can depict people of various Teachers and parents may have cultural groups (although care must be different expectations about what taken to avoid stereotypical constitutes appropriate school representations). behavior. Children’s individual photographs can Assume that all parents care about be mounted on poster board and then their children and have something to used to create a jigsaw puzzle, offer. Encourage families to provide reinforcing the idea that everyone insight that will help teachers teach comes together to form a whole. them. Display books that promote themes of Be sensitive to cultural differences in diversity, tolerance and community. communication styles with parents and Desks arranged in clusters allow students. students to work together on activities, share materials, have small-group 5. Commitment to Building Caring discussions, and help each other with Classroom Communities assignments. Set up a “kindness box” where Students often make decisions of what they students can drop brief notes about do in class based on their perception of acts of kindness they do or witness whether or not the teacher cares about them and periodically read one (Weinstein, Tomlinson-Clarke and Curran, 2004). Students are more likely to succeed if It is important to establish clear expectations they feel connected to school and a positive, for behavior that students understand respectful relationship with teachers helps (Weiner, 2003). To avoid the possibility of create such an environment. Poor classroom confusion or misunderstanding (that can lead management threatens school to disciplinary interventions) teachers need to: connectedness because a poorly managed classroom cannot provide a stable Be explicit about their expectations. environment for respectful and meaningful Engage students in discussions about student learning (Blum, 2005.) Marzano the class norms. (2003) concluded that good teacher-student Model the behavior they expect relationships are important to effective Provide opportunities for students to classroom management and there is much practice. research to support the belief that good Be aware of inconsistency in student-teacher relationships enhance application of consequences. learning (Rodriguez, 2005; Tomlinson and Doubet, 2005; Brown, 2003). For example, Communicating and collaborating with families is an important, but challenging part Rodriguez (2005) describes his of classroom management. When teachers experience as a math teacher in an and families come from different cultural alternate, urban high school where backgrounds the challenges are even greater many of the students brought with (Weinstein, 2003). Things for teachers to them a history of bad experiences with keep in mind: teachers. One way he promoted good relationships was to respect the Some families don’t see direct perspectives of his students. At the involvement in schooling as part of end of each class he asked students their responsibility, although they are to critique his teaching in their math committed to their children’s journals by providing a guiding education. question, such as “How did I do as a teacher today?” 5|Page  Brown (2003) examined the culturally support, an approach designed to prevent responsive classroom management inappropriate behavior and teach appropriate strategies of a group of urban teachers behavior systematically. Positive behavior who developed caring learning support offers a method for identifying the communities. Some of the things they environmental events, circumstances and did were to initiate and cultivate out-of- interactions that trigger problem behavior, class conversations with students to developing strategy prevention and teaching get to know them personally; spend new skills. The plan includes all students and the first few weeks of school engaging staff, including teachers, administrators, students in social games and cafeteria workers, bus drivers and custodians establishing school-to-home and is applied consistently throughout the relationships. school – classrooms, hallways, cafeterias, bathrooms, playgrounds and the school bus. Weinstein, et. al., (2004) suggest teachers set the tone by greeting There is data pointing to the success of PBS students at the door with a smile and a overall, and the research has evolved to show welcoming comment; expressing it can be designed to be culturally responsive admiration for a student’s bilingual (Duda & Utley 2004). The PBS approach ability and commenting emphasizes the use of culturally appropriate enthusiastically about the number of interventions which consider the unique and different languages represented in individual learning histories of the individuals class and beginning each day with a involved in the PBS process and approach – morning meeting where students greet the children, families, teachers, and one another by name and discuss community people (Sugai et. al., 2000). upcoming lessons. Noting there are concerns about PBS because of who is making the decisions about Marzano (2003) wrote that “virtually what are appropriate and inappropriate anything you do to show interest in interventions, Klingner and Artiles, et. al., students as individuals has a positive (2005) see potential in PBS when approached impact on their learning” and makes from a multicultural perspective. They believe several suggestions, including: that school-wide PBS interventions should be greeting students outside of school, proactive and promote a positive, culturally such as at extracurricular events or at responsive climate that is conducive to stores; singling out a few students learning by all, similar to the approaches each day in the lunchroom and talking needed for a culturally responsive classroom. to them; being aware of and Teachers, administrators, and support staff commenting on important events in should: students’ lives, such as participation in sports, drama, or other extracurricular Understand that perceptions of activities. behavioral appropriateness are influenced by cultural expectations. In other words what is perceived as The Potential of Positive Behavior inappropriate varies across cultures, Supports (PBS) as a CRCM Approach and that behaviors occur within larger social and cultural contexts. We have focused primarily on how teachers Connect with students in ways that can become more culturally responsive convey respect and caring. classroom managers but this work is also Explicitly teach rules and expected imperative in the school context. Schools behaviors within a culture of care. across the country increasingly are adopting the system of school-wide positive behavior 6|Page  Provide a continuum of support. Involve families and the community in positive, mutually supportive ways. Resources Books Embracing Diversity, Respecting Others; Building Culturally Responsive Classrooms: A Professional Development online from ASCD Guide for K-6 Teachers. Delgado-Gaitan, http://www.ascd.org/portal/site/ascd/menuitem Concha. Sage Publications, Thousand Oaks,.fd9e9cb8a6fe5846111d0a10e3108a0c/ CA, 2006. Under Instructional Strategies. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Resources on Disproportionate Singleton, G., Linton, C. Corwin Press, A Representation Sage Publications Co., Thousand Oaks, CA, 2006. Center for Research on Education, Diversity, and Excellence (CREDE) Classroom Behavior Management in a http://crede.berkeley.edu/ Diverse Society. Grossman, Herbert. Mayfield Publishing Co., Menlo Park, CA 1995. The National Center for Culturally Responsive Educational Systems (NCCRESt) http://www.nccrest.org/ Training & Tutorials Classroom Management: Building Relationships for Better Learning; Professional Development online from ASCD http://www.ascd.org/portal/site/ascd/menuitem.fd9e9cb8a6fe5846111d0a10e3108a0c/ Under Instructional Strategies. 7|Page  References Anderson, M., Madigan, J. (2005). Creating Culturally Responsive Classroom Environments, Project Laser, Research to Practice Brief, University of South Florida, Tampa, FL. Banks, J. (1994). An introduction to multicultural education. Boston: Allyn and Bacon. Black, S. (2006). 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