Article: Culturally Responsive Classroom Management Strategies

Culturally Responsive Classroom Management Strategies

By: Metropolitan center for urban education

An educator, that takes on the responsibility to create a culturally response classroom, is bound to be challenged by behaviour problems. It is essential to implement classroom management strategies to ensure the classroom climate fosters learning. It is suggested a positive classroom climate is when the most effective teaching takes place as it provides all students with the opportunity to learn. It is important to understand that students are capable of controlling their behaviour, thus, an educator must support students in taking ownership, making choices and brainstorming and implementing strategies for conflict resolution. Scholars identify the key elements that an educator must address from their position in order to create a culturally responsive classroom. The key elements are recognizing one’s own cultural lens and biases, having knowledge of students cultural backgrounds, awareness of broader social, economic and political context, willingness to use cultural appropriate management and commitment to creating a positive classroom community.

Professionals were able to identify key components that educators need to focus on, however, there is no reference to the role of the student. The research is founded on student-directed management; therefore, the role of student is crucial. There needs to be more research on the impacts of different classroom strategies on students, especially for ELLs. It is evident that in order to have a classroom in which all students, including ELL, classroom management needs to a part of an educator’s pedagogy.

Culturally Responsive Classroom Management Strategies. (2016) (1st ed., pp. 1-10). New York. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

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Peer Relationships

As an TC of the SEL cohort I have learned the importance of creating a classroom climate in which students are able to build safe and strong peer relationships. We analyze the theory behind this notion and brainstorm strategies to implement, however, when faced notion in reality is not as easy as it may seem.

Today, the class was instructed to get into pairs for a collaborative activity. The pairs would then be matched with another pair to make a group. There are about six students who are struggling or “behind”. These students decided to work together. No other pair or student was really willing to work with those students. Observing from the side lines I was so surprised. I saw this as an indirect way of creating a class hiearchy which separated the “high” and “low” students.

I could not help but think if the class climate was different would this still happen? Is it even the classroom climate or is it something else? How would I tackle this situation if I am faced with it in my practicum?

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Our LAST GAME!

School spirit was running high today. It was our last game, which was also a home game. The girls were so excited. They were ready to play.

This whole season I have taught my team the importance of sportsmanship and to channel their energy into their skills and the game instead of becoming physically aggressive. However, looking at the teams energy I was concerned they would not be able to do so. I just had to wait and see what happened as I could not really do much before.

Before every team both coaches greet one another and address any concerns we may have. I was quite surprised to learn that another school/coach was saying my team was aggressive. From what I recall, every game I made sure my team was playing a game not a wrestling match. We were even complimented for the way we played so to hear this comment I did not know how to take it.

We lost our game, however, my team was happy. They played such a strong game. The opponents were great as well. Both teams were making basket after basket. It was an intense game. The parents were happy to see the skill improvement in the team. They were impressed with the game as well so as a coach I was very content.

Part of me wishes I could do more for the team, unfortunately, time was a constraint.

Looking at the teams drive to play, myself and another teacher were thinking of a boys vs. girl games for the grade 7 teams. Let’s see how this plays out!

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Alice and the Wonderland- Field Trip

Today there was a lot of excitement in the class as there was a field trip. The class was driving over to North Delta Secondary to watch Alice and the Wonderland.

This was my second field trip with the class. My main concern or something I was questioning was the behaviour management of the class. How would the student behave especially where there were not as many parents around to help out. Overall, the students did a great job. There were not complications to mishaps, however, I feel there could have been a different approach for behaviour management. As a member of the SEL cohort we are instructed to take an empathetic approach when dealing with students, but how would that work in this case? What would you say to the students to ensure they listen? Is it necessary to have some sort of negative repercussion associated for any disobedience?

I had a hard time wrapping my thoughts around these questions.

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A compliment for Annieville

Today was a good game. We did not win the game, but that is okay. As a team we achieved a very important goal.

After the game came to an end. The coaches from the other team came over and complimented our team for having great sportsmanship and skills. The coaches expressed how they had not played against such a good group of girls in a very long time.

After hearing that it did not phase me that we did not win. I was so proud of our team. It was such a liberating experience.

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We WON our FIRST home game!

I was so nervous today. It was our first home game and we had a lot of spectators. I was so nervous for the team. I could tell the team was nervous as their family and friends were watching the game.

I encouraged the girls to play as if no one was watching. I advised them to keep focused on the court and my voice on the side lines.

The game was intense. It felt like every time our team made a basket the opposing team made two baskets. The girls were getting tired, but they refused to give up. The girls continued to thrive. They were constantly moving around to get open to get the ball. They were getting in the huddle for the rebounds. They had their hands up on during defence. The girls were implementing everything they were learning.

With all the girls hard work we WON our first game. I can not explain the emotions or the moment of when the girls were celebrating. I was so proud of them.

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Getting our heads back in the game.

After last weeks game it was hard to get back into the team.

In today’s game I was a little hesitant and unsure how to bring my teams spirit back up. I knew I could not let them down. We started the game with a lot of laughter and encouragement. The team just wanted to have fun.

We lost the game, however, I could sense my team were more motivated to win a game. The competition was fuelling their need to thrive. As a coach I was really happy to see that. I just hope we win our next game, especially, since it is a home game.

Let’s see what the next game has in store

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Week Five:Understanding culture or overcoming stereotypes?

It is evident that culture is not a celebration, but a lived experience. Thus, the importance of integrating it into the classroom and using it has a lens to understand our students.

In order to address the notion of cultures in the classroom it is important to first address the cultural assumptions and stereotypes that are brought into the class.

As an educator it is important to look for such assumptions, address them, reflect upon them and then move forward with a new perspective as a class.

In order to complete such a task it is crucial for us, as educators, to ask questions and challenge societal norms. Only such an approach will call for changes to take place or else it will be swept under the rug as something too sensitive to teach or discuss.

In seeking answers this is where the curriculum has a huge part. The curriculum that we teach need to honour culture and differences, thus, being a part of one’s teaching pedagogy.

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Loosing focus as a team!

Today was quite the game!

My main goal as a coach is to make sure my team is having fun and having good sportsmanship. At the beginning of every game I was tell my team “We treat other how we want to be treated not how they treat us!”

This game my girls were loosing focus. The opposing team was very aggressive. At one point of the game one go my girls was elbowed on the court. She was in tears. Her parent stepped in and was very upset with how the other team was playing. Looking at this my team was starting to become aggressive. At the same time I had to stop coaching and support my injured team member along with the parents concern. I was a crazy few minutes. I had to call an extra time out. We collected as a team and I reminded the team of the type of team we are. We cannot loose focus!

We finished the game on a good note, but I could tell me team was not as happy as they usually are. I hope I did not disappoint them as their coach.

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Bringing music into the classroom

Today was very interesting. I took on a lesson which outside my comfort zone. I wanted to take on a challenge. I was open to failure. I wanted to know how I would manage a class when I would be taking a risk.

We moved the class from the classroom to the all purpose room as the students would be making music with their bodies and then using rhythm sticks and hand drums.

My purpose was to introduce music as a strategy to deal with stress for better mental health. At first we explored what stress is? How it effects us? How we can manage stress? What factors cause stress? Once the carousel activity was complete we as a class made music. We played different rhythms using our feet, hands, and thighs. I modelled and then the students followed.

We then moved on to the rhythm sticks and hand drums. This is where it got a little crazy. I allowed the students to explore the instruments so that when I modelled the rhythm they would all be engaged. Half the class was engaged and wanted to work at different and more difficult, but the other half was occupied by goofing off.

I did not let that bother me (so I think it did not bother me). I did not move on until the whole class was ready. Some of the students actually stepped in tried to get students to pay attention.

At then end of lesson. We debriefed as a class and decided we would try this again.

I was happy with this weeks lesson versus the disaster last week!

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