Culturally Responsive Classroom Management

Jeffrey Hayward
ED 635
Classroom management plan:
Rules:
1). Respect
-for self, others, the community, and for learning
2). Attention
-to each other, to me, and to detail
3). Try
-to explore, to do your best
4). Question
-each other, yourself, me, the material
5). Share
-yourself, your life, your views, your knowledge
Routines:
I will include discussion sections as a part of every week. This will allow the students to talk about the
material in a format where everyone is sharing. There will always be students who do not wish to talk
thus I will include graded note taking as a part of every session to allow those who dont wish to talk to
have a forum to participate and as a formative assessment. I like the idea of having a daily meeting in
which we can discuss any problems that the students or for that matter I am having with how things are
going. It would serve as a strong formative assessment and if we had created a strong sense of
community, an indicator of how the climate of the room and relationships are. I expect to have a
rigorous classroom and will expect that the students read the assigned reading and engage the material
and that will be stated that from the beginning. That said, I want to have multiple ways to engage the
material so that as many learning style are met.
Physical Environment:
I am committed to having a U-shaped configuration for the desks in my classroom. I sincerely hope that
that will be logistically possible in whatever classroom I end up. I like the communal feelings that a semi-
circle provides in that most of the students are across from other students and no one has to turn very
far to look directly at the person to whom they are speaking. Most importantly, no student is too far
from the center of action or from me (which will often be the center of action). I hope to have created a
strong enough sense of community so that students will follow the rules of the classroom out of a sense
of duty to the community. However, if that does not work, I must do my best to intervene if necessary in
order to force a safe and caring learning environment. I know that I have poor hearing so having the
students closer to me will facilitate any necessary intervention.
My classroom will have as many bookshelves as are logistically possible. There will be a certain amount
that are taken up by material that is mandated by whatever class I am teaching, i.e. textbooks or
supporting material. I will also have enriching material that supports the class, cultural inclusion, and
further interest in the material. An example would be including Native Son by Richard Wright or The
Good Earth by Pearl Buck.
Preventive Behavior Management and Motivation Techniques:
Individual students:
1). Accept that not every student will respond to a Socratic classroom model
I hope to have a classroom where learning is not me spouting facts and figures at the student but rather
all of us exploring the information together with the teacher acting as a guide through questions.
Include differing methods of exploration, including kinetic activities, will serve more students.
2). Formative assessment, in different forms, multiple times a week
Having the students engage with and synthesize the material a few times a week and turning their
efforts in allows me to assess whether they understand what we are studying. If not, then I may need to
instruct in a different manner or focus on specific students.
Full-Class:
1). Blog
I am not a particularly tech-savvy person however blogging is pretty forgiving. I plan on doing a weekly
blog to provide the entire class a sense of what is upcoming in the class and to create a method for them
to access the material multiple times if needed. This could fit in the individual student section as well
because it allows for a student to access the material at his/her own pace.
2). Daily meetings
I would like to start each class with an opportunity for students to raise any questions or concerns that
they may have about the material, my instruction or anything else that may be bothering them. It would
allow them to air any grievances or concerns, rather than fume, and would allow a greater sense of
community.
3). Emphasize beginning of year get to know you activities
While never my favorite part of any class, get to know you activities emphasize the similarities
between students and help to create a greater sense of community. They also give a jumping off point
for students to interact with each other. It is important that the teacher participate as well because
sharing about yourself humanizes you to the students and helps to create the community. It is also the
beginning of the teachers exposure to any given students background.
Levels of Consequences:
This is the tricky part, isnt it? If a student is disrespecting either me or another student, that is
completely unacceptable. However, we do not want to exclude the offending student from the
community. I think that simply calling it out as offensive or against the spirit of the laws of the classroom
would work the majority of the time. A potential problem would be if a student is sharing his or her
culture and the offense comes from a cultural or religious belief. We must allow for beliefs; however,
any sort of harassment or terms of hate are unacceptable within the classroom. If behavior is
threatening or harassing, the offending must be removed from the classroom to the office to speak with
a counselor or a principal. If the offending behavior continues, a more extreme intervention would be
necessary however, I must also reexamine my instructional methods in regards to that student.
Intervention Strategies:
1). Disallow disrespectful speech and actions, every time
Every student in the classroom has a right to feel safe and feel that their voice is heard. That is
imperative to the overall well-being of the classroom. Terms and actions that are unkind and harassing
must be identified as such every time.
2). Ongoing contact with the students parents
If a student is a constant behavioral problem, meet with the parents not only to discuss the behavioral
problems but to determine how ones own interaction with the student can be changed to better serve
the student. It may be that the student is experiencing anxiety due to a feeling of exclusion
3.) Speak with the students other teachers
See if he or she is acting out in other classes. If not, then the problem is definitely mine. A change in
instruction and interaction is needed.
4). Interact with the student and allow different forms of communication
Without putting the student on the spot, ask the student why he or she is acting out. If they do not wish
to speak face to face, as this may be intimidating, allow for them to write either an email or a letter
expressing their feelings.
Implementation Plan:
Implementation of the management plan begins on day one. I think its important that the students
have a role in the creating of a classroom community plan; however, the basic points listed above must
be a part of the end product. As stated above, I will have a commitment to the students getting to know
each other. Beyond the first week, it will be required that students participate in group discussions with
all of their classmates and listen and respect what they have to say. Daily meetings will allow airing of
concerns and grievance, which will inevitably be shared by many members of the class, and create a
sense of camaraderie and community of classmates. Beyond the meetings, I must have numerous,
frequent formative assessments to see where each student is and to reflect on methods. Intervention
should be, if at all possible, mild at first. Expression of disapproval should be sufficient for most
students. If further intervention is needed, it should remain as private as possible and be sure to express
that the students voice is integral to the community and that he or she is wanted in our community.