Weinstein et al. (2003) Culturally responsive classroom management.pdf

Weinstein, Curran, and Tomlinson-Clarke Culturally Responsive Classroom Management Carol Weinstein Mary Curran Saundra Tomlinson-Clarke Culturally Responsive Cl...

Weinstein, Curran, and Tomlinson-Clarke Culturally Responsive Classroom Management Carol Weinstein Mary Curran Saundra Tomlinson-Clarke Culturally Responsive Classroom Management: Awareness Into Action This article expands discussions of culturally re- often chides her to be more outgoing and indepen- sponsive pedagogy by focusing specifically on the dent; she repeated this message on Maria’s report tasks and challenges of classroom organization and card and at parent conferences. Maria’s teacher is unaware of the fact that Hispanic parents tend to management. First, we examine three prerequisite expect their children to be quiet and obedient in school understandings that underlie teachers’ ability to and to seek advice and approval before acting. manage diverse classrooms in culturally compe- tent ways. We then consider specific approaches Houng, a Vietnamese American girl in second grade, repeatedly answers “Yes,” when her teacher, Ms. and strategies for enacting culturally responsive Adams, asks her if she understands. Her written work, classroom management (CRCM) and reflect on the however, consistently reveals her confusion. Frus- ways that management practices promote or ob- trated and annoyed, Ms. Adams concludes that Houng struct equal access to learning. We stress the fact lacks motivation to learn and chastises her for not that developing CRCM is an ongoing, long-term, seeking help. Ms. Adams has no idea that the literal equivalent of “yes” in Vietnamese is “da,” which and often discomfiting process, in which cultural can also mean “I am politely listening to you.” diversity becomes a lens through which teachers (Grossman, 1995) view the tasks of classroom management. James is an African American sixth grader who is loud, active, assertive, and quick to interject com- ments into a class discussion without raising his hand. His teacher (who is African American and was edu- cated in predominantly White schools) realizes that M ARIA EMIGRATED FROM M EXICO to the Unit- ed States when she was 5. Now in a third- grade, monolingual English class, she sits quietly at the school’s emphasis on quiet, passivity, and turn taking is strikingly different from the behavioral ex- pectations that exist in James’s home; nonetheless, her desk and speaks only when her White, middle- she believes it is important for James to learn “ap- class teacher calls on her. She does, however, raise propriate” classroom behavior. For this reason, she her hand frequently to ask if she’s doing her assign- frequently reprimands him, makes him miss recess, ments correctly. Her teacher believes that Maria is and has him stay for detention. insecure and overly dependent on her. In class, she The teachers in all of these situations are interpreting and responding to their students’ behav- Carol Weinstein is a professor, Mary Curran is an assistant professor, and Saundra Tomlinson-Clarke is ior from the perspective of mainstream sociocul- an associate professor, all at the Rutgers Graduate tural norms. Although well-meaning, these teachers School of Education. are acting in ways that actually discriminate against THEORY INTO PRACTICE, Volume 42, Number 4, Autumn 2003 Copyright © 2003 College of Education, The Ohio State University 269 THEORY INTO PRACTICE / Autumn 2003 Classroom Management in a Diverse Society students from racial and ethnic minority back- of ignoring heterogeneity among group members grounds. Such discrimination occurs when teach- and “essentializing”—seeing groups as static, ers do not recognize that behavior is culturally monolithic, and homogeneous. But in order to be influenced; when they devalue, censure, and pun- culturally responsive, we must acquire “cultural ish the behaviors of non-mainstream groups; and content knowledge.” We must learn, for example, when they fail to see that their management prac- about our students’ family backgrounds, their pre- tices alienate and marginalize some students, while vious educational experiences, their culture’s norms privileging others. for interpersonal relationships, their parents’ ex- Unfortunately, the misunderstandings and pectations for discipline, and the ways their cul- misinterpretations that give rise to this kind of dis- tures treat time and space. At the same time, crimination are likely to become more frequent as cultural knowledge should not be used to catego- the cultural gap between students and teachers wid- rize or stereotype, nor to imply a clear understand- ens. Calls for “culturally relevant pedagogy” (Lad- ing of another’s cultural beliefs and world view son-Billings, 2001) and “culturally responsive (Mishne, 2000). Instead, teachers should use ac- teaching” (Gay, 2000) address the need for teach- quired cultural knowledge as a way of demonstrat- ers to develop the knowledge, skills, and predispo- ing an openness and willingness to learn about the sitions to teach children from diverse racial, ethnic, aspects of culture that are important to students language, and social class backgrounds. This arti- and their families. cle expands these discussions by focusing specifi- Finally, culturally responsive classroom man- cally on the tasks and challenges of classroom agement requires that teachers understand the ways organization and management. First, we examine that schools reflect and perpetuate discriminatory three prerequisite understandings that underlie practices of the larger society. We must under- teachers’ ability to manage diverse classrooms in stand how differences in race, social class, gender, culturally competent ways. We then consider spe- language background, and sexual orientation are cific approaches and strategies for enacting cultur- linked to power. We need to recognize that the ally responsive classroom management (CRCM). structure and practices of schools (e.g., rigid track- ing, unevenly distributed resources, standardized Prerequisites of Culturally Responsive testing) can privilege select groups of students Classroom Management while marginalizing or segregating others. Like culturally responsive pedagogy and cul- turally relevant teaching, CRCM begins with an Strategies for Enacting Culturally understanding of “the self,” “the other,” and the Responsive Classroom Management context. First, we must recognize that we are all With these fundamental understandings, cultural beings, with our own beliefs, biases, and teachers can begin to reflect on the ways their class- assumptions about human behavior. We need to room management practices promote or obstruct articulate and examine the values implicit in the equal access to learning. This is an ongoing, long- western, White, middle-class orientation of U.S. term, and often discomfiting process, in which cul- schools, such as the emphasis on individual tural diversity becomes a lens through which achievement, independence, and efficiency. By teachers view the tasks of classroom management. bringing cultural biases to a conscious level, we are These tasks include (a) creating a physical setting less likely to misinterpret the behaviors of our cul- that supports academic and social goals, (b) estab- turally different students and treat them inequitably. lishing expectations for behavior, (c) communicat- Second, we must acknowledge the cultural, ing with students in culturally consistent ways, (d) racial, ethnic, and class differences that exist developing a caring classroom environment, (e) among people. A desire to be fair and impartial working with families, and (f) using appropriate in- sometimes leads teachers to strive for “color-blind- terventions to assist students with behavior problems. ness” (Nieto, 1994), and educators are often reluc- In the following sections, we examine each of these tant to talk about cultural characteristics for fear tasks from a culturally responsive perspective. 270  Weinstein, Curran, and Tomlinson-Clarke Culturally Responsive Classroom Management Organizing the physical environment pulls a note and reads it aloud (Beane, 1999). Bul- I once visited a fifth-grade classroom on the New letin board displays can encourage students to com- Mexico-Mexico border. The room displayed pictures mit “Random Acts of Kindness” or can remind of colonial Jamestown, and because it was spring students about the “DOs and DON’Ts of Teasing” the bulletin board was surrounded by paper tulips. (Hoover & Oliver, 1996). In fact, when I looked at the calendar, I realized that it was May 5 (Cinco de Mayo) and that there was nothing in the classroom commemorating this holi- Establishing expectations for behavior day. Also, as much as I like tulips, I found those on Research on effective classroom management the bulletin board paled in contrast to the Mexican at the beginning of the year (e.g., Emmer, Evertson, golden poppies and other beautiful desert flowers & Anderson, 1980) has confirmed the importance that surrounded the school but didn’t make it into the classroom. (Jones & Fuller, 2003, p. 93) of establishing clear expectations or norms for be- havior. According to these researchers, effective In contrast to the teacher who designed the managers typically have three to six general rules classroom in this vignette, culturally responsive of conduct (e.g., “Be respectful” and “Participate classroom managers filter their decision making in class lessons”), and they make certain that stu- about the environment through the lens of cultural dents understand what the norms mean in terms of diversity. In other words, they think about the ways specific behavior. This is especially critical in cul- the environment can be used strategically to com- turally diverse classrooms, since different cultures municate respect for diversity, to reaffirm connect- hold different views about appropriate behavior. edness and community, and to avoid marginalizing In some cultures, for example, making eye contact and disparaging students. A map of the world, for is a sign of respect, while in others respect is com- example, can highlight students’ countries of origin. municated by maintaining an averted gaze. Teach- A sign or banner can welcome students in the differ- ers may expect children to sit quietly and “listen ent languages they speak. Posters can depict people when someone is talking,” but some African Amer- of various cultural groups (although care must be ican students may be accustomed to a more active, taken to avoid stereotypical representations such participatory pattern of behavior (“call-response”). as Mexicans sleeping under large-brimmed som- To avoid the possibility of confusion or mis- breros). Children’s individual photographs can be understanding (which can then lead to unnecessary mounted on poster board and then used to create a disciplinary interventions and antagonism), teach- jigsaw puzzle, reinforcing the idea that everyone ers need to be explicit about their expectations, comes together to form a whole. In elementary engage students in discussions about the class classrooms, the literacy corner can prominently norms, model the behavior we expect, and provide display books that promote themes of diversity, opportunities for students to practice. Consider the tolerance, and community, such as Crow Boy (Yash- following example: ima, 1983), The Sneetches and Other Stories (Dr. Because Ms. Frank values collaborative learning, she Seuss, 1989), The Crayon Box That Talked (DeRolf, places her students’ desks in clusters and encourag- 1997), and Chrysanthemum (Henkes, 1991). es them to help one another. But she spends a lot of In addition, the physical setting can promote time at the beginning of the year explaining to her social interaction and prosocial behavior. Desks second graders exactly what that means. She takes pains to distinguish between helping and doing the arranged in clusters, for example, allow students work for the other person. She and her students role to work together on activities, share materials, have play different situations; for example, Ms. Frank pre- small-group discussions, and help each other with tends she doesn’t know how to do a math problem assignments. Because racial and ethnic differences and asks a student for help. Then she asks the class, can lead to name-calling and teasing, the physical “Was that good help? Was that explaining or was environment can reinforce the importance of being that doing the work for me?” Ms. Frank and her students also talk about when it’s not permissible to kind and tolerant. Students can drop brief notes help one another. She explains that sometimes work about acts of kindness they do or witness into a has to be done independently so that she can see “kindness box,” from which the teacher periodically what people know how to do on their own. 271 THEORY INTO PRACTICE / Autumn 2003 Classroom Management in a Diverse Society Ms. Frank realizes that it’s important to be colleagues. While the Haitian teachers stressed the absolutely explicit about the norms for helping in fact that they cared for the children and had their her very diverse classroom. Some of her children best interests at heart (e.g., “The adults here like have cultural roots in individualistic cultures; it is you, they want you to be good children.”), Bal- likely that the values of individual effort and self- lenger frequently referred to children’s internal sufficiency have been deeply engrained, so these states (e.g., “You must be angry.”). Moreover, she children may resist her efforts to encourage peer tended to stress the logical consequences of chil- assistance. In contrast, the children from more col- dren’s behavior (e.g., “If you don’t listen, you lectivist cultures (e.g., African, Asian, Hispanic, won’t know what to do.”), while the Haitian teach- and Native American) have probably been taught ers articulated the values and responsibilities of the value of providing assistance to others; they group membership and stressed less immediate con- may find it difficult to resist helping their peers, sequences, such as bringing shame to one’s fami- even when they are directed to work independently. ly. Once Ballenger had identified these differences in control statements, she made a deliberate effort Communicating with students in culturally to adopt some of the Haitian discourse style. Or- consistent ways der in her classroom improved significantly. Culturally responsive managers recognize that differences in discourse style can have a direct effect Creating caring, inclusive classrooms on students’ behavior. Delpit (1995), for example, When teachers and students come from dif- points out that Black children and children from work- ferent cultural backgrounds, planned efforts to cross ing-class families are more accustomed to straight- social borders and develop caring, respectful rela- forward directives from authority figures (“Sit down tionships are essential. From the very first day of and get to work.”) than to the “politeness formulas” school, teachers can set the tone by greeting stu- (Manke, 1997) and indirect discourse strategies dents at the door with a smile and a warm, wel- (e.g., “Sally, would you like to sit down?”) typi- coming comment. Greeting second language cally used by middle-class White teachers. If teach- learners with a phrase in their native language can ers choose to use these indirect discourse strategies, be especially affirming. Teachers can also forge they need to provide students with explicit lessons positive relationships with students by sharing sto- on how nondirective verbal interventions are actu- ries about their lives outside of school, learning ally “code” for direct commands. about students’ interests and activities, inviting Sometimes, teachers may decide to modify dis- them to make choices and decisions about class course styles so that their communications are con- activities, and listening to their concerns and opin- sistent with students’ cultural backgrounds. Cindy ions. It is critical that teachers deliberately model Ballenger (1999), for example, was an experienced respect for diversity—by expressing admiration for preschool teacher who expected to have little dif- a student’s bilingual ability, by commenting en- ficulty with her class of 4-year-old Haitian chil- thusiastically about the number of different languag- dren. To her surprise, however, her usual repertoire es that are represented in class, and by including of management strategies failed to create a respect- examples and content from a variety of cultures in ful, orderly environment. Since her colleagues— their teaching. Finally, it is important to remember all Haitian—were experiencing no difficulty with that caring also involves communicating high expec- classroom management, Ballenger had to conclude tations and holding students accountable for high- that the problem “did not reside in the children” quality academic work. Consider what Vinh, an (p. 32). She began to explore her own beliefs and 18-year-old Vietnamese student, has to say about practices with respect to children’s behavior and teachers who praised his limited English: to visit other teachers’ classrooms to examine their My English is not good. And she say, “Oh, your “control statements.” Eventually, Ballenger was English is great!” But that’s the way the American able to identify several key differences between culture is. But my culture is not like that.... If my her own style of discourse and that of her Haitian English is not good, she has to say, “Your English is 272  Weinstein, Curran, and Tomlinson-Clarke Culturally Responsive Classroom Management not good. So you have to go home and study.” And about name-calling and put-downs through drawings she tell me what to study and how to study and get and paintings; have open meetings on name-calling, better. But some Americans... they just say, “Oh! You’re doing a good job! You’re doing great! Ev- teasing, and bullying, and discuss appropriate and erything is great!” Teachers talk like that, but my inappropriate responses. culture is different.... They say, “You have to do better.” (Nieto, 1994, p. 408) Working with families In addition to establishing caring, respectful Communicating and collaborating with fami- relationships with students, culturally responsive lies is an integral, but challenging component of classroom managers work to create a sense of com- effective classroom management. When teachers munity. This means anticipating the cultural con- and families come from different cultural back- flicts that are likely to arise and promoting positive grounds, the challenges are even greater. For ex- relationships among students. Beginning-of-the- ample, some families may not perceive direct year activities can direct students’ attention to the involvement in schooling to be part of their role as ways they are similar and different. The common parents. Asian-American families generally hold game, Find Someone Who (e.g., Find someone high expectations for their children’s academic suc- whose parents come from another country. What’s cess; nonetheless, they tend to view educational one tradition or custom that person has learned matters as the province of the school (Fuller & from his or her parents?), for example, can include Olsen, 1998). Similarly, Latinos greatly value ed- items relating to race, culture, and linguistic back- ucation, but they typically perceive their role in ground (Sapon-Shevin, 1999). “Morning meetings” schooling as limited to ensuring their children’s (Kriete, 1999) build a sense of cohesion by allow- attendance, instilling respect for the teacher, and ing students to begin each day by greeting each encouraging good behavior (Chrispeels & Rivero, other by name, sharing news, and doing a group 2000). Culturally responsive classroom managers activity. Cooperative learning activities can high- consider the possibility that a lack of direct in- light students’ unique talents if tasks are designed volvement reflects a differing perspective about to require multiple abilities (e.g., reading, writing, parental responsibility, rather than a lack of com- computing, building models, spatial problem solv- mitment to their children’s education. ing, drawing, creating songs, public speaking). Each In addition, teachers and parents may have of these situations can be enhanced if teachers make divergent expectations about what constitutes ap- a point of explaining how it contributes to the goal propriate school behavior. European American of building community. teachers, for example, may expect children to be Finally, culturally responsive teachers recog- active participants in class discussions—to ques- nize that teasing and bullying are common reac- tion, debate, and state their own opinions. In con- tions to perceived differences among peers and that trast, parents from traditional Asian and Latino these behaviors destroy the possibility of commu- backgrounds may expect students to be quiet and nity. We need to be alert to hurtful comments about obedient, not to contradict the teacher, and not to race and ethnicity, body size, disabilities, sexual ask questions (Scarcella, 1990). Cary (2000) de- orientation, dress, use of languages other than En- scribes the kinds of conflicts that can occur when glish, and socioeconomic status. We also need to home and school cultures collide. In one situation, make it clear that disrespectful speech and slurs— the Mexican father of a kindergarten boy disap- even when used in a joking manner—are absolutely proved of his son’s domestic play in the house- unacceptable. This means intervening if we hear a keeping area. In another, a father from Pakistan student use a hateful epithet (e.g., “That word hurts asked his daughter’s fifth-grade teacher to ensure people, so you may not use it in this classroom.”). that the girl was never seated next to a boy. Cary In addition, we can implement reflective activities explains how the conflicts were resolved: designed to raise awareness. Students can read fic- In both examples, each father had strong, culturally tion that relates to the topic of harassment; con- based, heart-felt concerns. So did the teachers. In duct surveys about bullying; depict their feelings the end, there were no perfect, everybody-wins-big 273 THEORY INTO PRACTICE / Autumn 2003 Classroom Management in a Diverse Society solutions. But there were solutions, based on com- and consider how these are related to race and eth- promise and, therefore, acceptable to all parties: The nicity. For example, Black children tend to be more [kindergarten] teacher would not prohibit the boy from entering the Housekeeping Center, but neither intense and confrontational than White children; would she encourage the boy to play there. The fifth- they are more likely to challenge school personnel grade teacher would not seat the daughter permanently since they see leadership as a function of strength next to a boy, but the girl would periodically interact and forcefulness (rather than as a function of posi- with boys in pair and small group activities.... A tion and credentials); and they may jump into heat- respect for cultural differences and some critical re- flection and persistence enabled the... teachers to ed discussion instead of waiting for their “turn” ultimately fashion workable solutions. (pp. 121-122) (Irvine, 1990). Teachers who subscribe to the dom- inant culture are likely to see these behavioral pat- Another challenge that arises in cross-cultural com- terns as examples of rudeness and disruptiveness, munication with families is engaging in genuine, to respond with anger, and to invoke punitive mea- meaningful, two-way communication. Too often, sures. Alternatively, teachers who view the behav- teachers assume that poor, uneducated parents sim- iors as reflections of cultural norms are better able ply do not care, or that parents who are learning to remain calm and nondefensive and to consider a English as a second language have nothing of val- variety of more constructive options (e.g., discuss- ue to offer. Instead, teachers need to encourage ing classroom norms and the need for turn-taking families from non-English-speaking backgrounds in large groups). Indeed, they may actually come to provide insight into their children’s culture and to see the benefits of allowing intensity and pas- prior educational experiences, whether the child is experiencing any cultural conflicts, what their ed- sion to be expressed in the classroom and broaden ucational goals for the child are, whether English their definition of what is acceptable student be- is used at home, and if there are any special needs havior (see Delpit, this issue). or customs about which teachers need to be aware. Second, culturally responsive classroom man- Last, it’s essential to be sensitive to cultural agers examine the ways that race and ethnicity in- differences in communication styles. During par- fluence the use of disciplinary consequences. ent-teacher conferences, teachers from the domi- Research repeatedly shows that African American nant culture may immediately launch into a youngsters, particularly males, are disproportion- discussion of the student’s progress—especially if ately referred for behavior problems compared to meetings are scheduled 15 minutes apart. But this their majority counterparts (Cartledge & Milburn, may appear cold and unfriendly to people who are 1996). Indeed, Irvine (1990) notes that Black stu- generally accustomed to exchanging pleasantries dents are 2 to 5 times more likely to be suspended (e.g., inquiries into the health of family members) at a younger age and to receive lengthier suspen- before getting down to the business at hand (Brown sions. Lipman (1968, cited in Nieto, 2000), for & Kysilka, 2002). Likewise, European Americans example, describes a case of an African American tend to wait only a short time after asking a question, male who was given a 10-day in-school suspen- while Native Americans are generally accustomed to sion for wearing the straps of his overalls un- longer pauses. “While you’re thinking about what snapped (a common fashion trend among African you’re going to say, they’re already talking,” com- American males), while White students with holes plained one Athabaskan Indian woman (Nelson- cut in the thighs of their pants (also a fashion state- Barber & Meier, 1990; cited in Swap, 1999). ment) were not even reprimanded. Dealing with problem behaviors Conclusion Despite the best preventive measures, all Being a culturally responsive classroom man- teachers eventually have to deal with problem be- ager means more than learning a few words in a haviors in the classroom. What does it mean to be student’s native language or creating a bulletin board culturally responsive in this situation? First, cul- that highlights students’ countries of origin. It means turally responsive classroom managers reflect on being willing to reflect on the ways that classroom the kinds of behaviors they judge to be problematic management decisions promote or obstruct students’ 274  Weinstein, Curran, and Tomlinson-Clarke Culturally Responsive Classroom Management access to learning. Culturally responsive classroom Cartledge, G., & Milburn, J.F. (1996). Cultural diversity management is a frame of mind as much as a set of and social skills instruction: Understanding ethnic and gender differences. Champaign, IL: Research Press. strategies or practices. Cary, S. (2000). Working with second language learn- Teachers who are culturally responsive manag- ers: Answers to teachers’ top ten questions. Ports- ers recognize their biases and values. They reflect on mouth, NH: Heinemann. how these affect their interactions with students. They Chrispeels, J.H., & Rivero, E. (2000, April). Engaging ask themselves hard questions, such as “Am I more Latino families for student success: Understand- ing the process and impact of providing training patient and encouraging with some? Am I more like- to parents. Paper presented at the annual meeting ly to reprimand others? Do I expect African Ameri- of the American Educational Research Associa- can and Latino children to be disruptive? Do I use tion, New Orleans, LA. hair style and dress to form stereotypical judgments Delpit, L. (1995). Other people’s children: Cultural con- of my students’ character and academic potential? flicts in the classroom. New York: The New Press. DeRolf, S. (1997). The crayon box that talked. New When students violate norms, do I recommend sus- York: Random House. pension for students of color and parent conferences Dr. Seuss. (1989). 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