Culturally Responsive Classroom Management presentation by Lori Chamberlund

1. BTSA- Culturally
Responsive Classroom
Management
March 18 and 20 ,2014

2. Culturally responsive classrooms specifically acknowledge
the presence of culturally diverse students and the need
for these students to find relevant connections among
themselves and with the subject matter and the tasks
teachers ask them to perform.
Winifred Montgomery, Teaching Exceptional Children, Vol. 33. No. 4, pp.
4-9 (Council for Exceptional Children)

3. 5 Ways to Create Culturally
Responsive Classrooms
Understand
Your own
Cultural
Identity
Know Your
Students Well
High
Standards
and
Expectations
Build on
Students’ Life
Experiences
Create a
Classroom
Learning
Community

4. What is Culture?
Bridging Cultures in Our Schools: Reading
Individualism vs. Collectivism Framework
Culturally Responsive Classroom Management
Strategies– Examples of 5 Essential Elements
AGENDA

5. What is Culture?

6. What is Culture?
On each post-it, write one element of culture.
Share at your table.
Walk to other tables, reviewing their post-its.

7. Surface Culture vs.
Deep Culture
Sort post-its placing those aspects of culture
that are highly visible above, vs. those that
are not easily apparent below.

9. CORE
VALUES
ATTITUDES &
BELIEFS

10. Culture is to humans, as
water is to fish! --Dr. Wade Nobles

11. Bridging Cultures- Table 1
INDIVIDUALISM
(Representative of
Prevailing U.S. Culture)
1. Independence & individual
achievement
2. Promoting self-
expression, individual
thinking, personal choice
3. Egalitarian relationships & flexibility
in roles (e.g. upward mobility).
4. Physical world as knowable apart
from its meaning for human life.
5. Associated with private
property, individual ownership
COLLECTIVISM
(Representative of Many
Immigrant Cultures)
1. Interdependence and group
success
2. Adherence to norms, respect for
authority , elders group
consensus
3. Stable, hierarchical roles
(dependent on gender, family
background, age)
4. Understanding the physical
world in the context of its
meaning for human life
5. Associated with shared property,
group ownership

12. Article:
Bridging
Cultures
“.”
!
?
Bridging Cultures

13. Culture is like the air we breathe, permeating all we do.
And the hardest culture to examine is often our own,
because it shapes our actions in ways that seem
second nature.
What feels “normal,” Small (1998) reminds us, is molded
by deeply ingrained social habits and ways of valuing
we’re scarcely aware of.
--From Bridging Cultures in Our
Schools
The Invisibility of Culture

14. Sources of Potential Home-
School Conflict
INDIVIDUALISM
1. Child as an individual
2. Independence
3. Praise (to promote self-
esteem).
4. Cognitive skills
5. Oral expression
6. Parent’s role includes
teaching
7. Personal property
COLLECTIVISM
1. Child as part of the group
2. Helpfulness
3. Criticism (to achieve
normative behavior)
4. Social Skills
5. Listening to authority
6. Teacher’s role includes
socializing
7. Sharing

15. All instruction is culturally responsive.
The question is:
To which culture is it currently
oriented?
-- Gloria Lansing-Billings

16. Culturally Responsive
Classroom Management
Recognition of one’s
own Cultural Lens & Bias
Knowledge of Students’
Cultural Background
Awareness of Broader
Social , Economic &
Politcal Context
Ability and Willingness
to Use Culturally
Apropriate
Management Strategies
Commitment to Building
a Caring Community

17. 1- Recognition of One’s Own
Cultural Lens and Bias
Reflecting on the article,
What might be a way that your
classroom management reflects
your cultural upbringing?
Personal Identity Story
Culture Proficiency Scale

19. 2- Knowledge of
Your Students’ Cultural
Backgrounds
Explore Literature from
Different Cultural Perspectives
Students share their stories,
*3 Things in a Bag * I am Poems *
 Home Visits
Culturally Proficiency Receptivity Scale

24. 0.92
0.7
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Home Visit Non
Home Visit
10th Grade Class
Attendance
Richmond High Home Visits
2008-09

25. 0.58
0.68
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
CAHSEE
ELA
CAHSEE
Math
10th Grade Class CAHSEE
Home Visit
Non Home
visit

26. 0%
5%
10%
15%
20%
25%
30%
Home
Visits
Non
Home
Visits
10th Grade Referrals for Behavior
Referrals

27. 3- Awareness of Broader
Social , Economic & Political
Context
How does an Individualist Culture vs. a
Collectivist culture play out in classroom
management practices?
In regards to classroom
management, examine how current
discipline policies and practices might
discriminate against certain children.

30. 4-Ability and Willingness to
Use Culturally Appropriate
Management Strategies
Visuals, signs, pictures reflecting the
students, their culture and their work.
Classroom arrangements, group
activities/ collaboration
Clear explicit, expectations
 Classroom Agreements & Procedures

38. Don’t spend all of your time reinforcing classroom rules,
Practice procedures until they become routine,

39. 5- Caring Community
 Show an interest in students as individuals–
Personal Relationships for Trust
Establish School to Home Relationships.

40. The brain’s primary job is to
scans its environment for
threats.
The social brain is 20 times
more focused on negative
comments and actions than
on positive ones.
The Negativity Bias
Experiences like being criticized, ostracized, or
labeled are like Velcro and compliments and positive
actions are like Teflon.
--Rick Hanson, Psychologist, Author
Hardwiring Happiness

41. The Value & Importance of
Relationships– Rita Pierson

42. “At the end of the day people won't remember
what you said or did, they will remember
how you made them feel.” ― Maya Angelou

43. The Value & Importance of
Relationships– Rita Pierson

45. Closure
Summary
BTSA-- Culturally Responsive Classroom
Management Article and Complete
Cultural Receptivity Scale

47. http://www.pthvp.org/