9/16/2022
CULTURALLY RELEVANT
CLASSROOM MANAGEMENT
Eureka Unified School District
September 16, 2022
Dr. Jessica Miller
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UBUNTU – I AM, BECAUSE YOU ARE
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HOUSEKEEPING
• Come as you are
• Attention Signal – Love,
Empathy/Action
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AGENDA
Mindset
Action
One Hour!!! AHHHH!!!
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AGREEMENTS
Engage
• Stay engaged
Expect
• Expect to experience discomfort
Speak
• Speak your truth
Grace
• Grace with others, grace with ourselves
Recognize
Respect
• Recognize intent vs impact
• Respect Confidentiality
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CONNECT
In your table groups:
What do you think culturally responsive classroom management looks like?
Elect a spokesperson
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Classroom management refers to those
activities of classroom teachers that
create a positive classroom climate within
which effective teaching and learning
can occur (Martin & Sugarman, p.9, 1993)
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CULTURALLY RESPONSIVE CLASSROOM
MANAGEMENT
• Seen in student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution
• CRCM is operationalized in the routines of the
classroom
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THE IMPORTANCE OF CULTURE
Conflicts are likely to occur when
teachers and students come from
different cultural backgrounds
The combination of interpreting
behaviors through singular cultural lens
and instructional quality contributes to
disproportionality
Classroom management becomes an
important tool in the arsenal of reducing
and preventing disproportionality.
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THE INTERNAL WORK
CRCM is a pedagogical approach that guides the management decisions that teachers
make.
CRCM is a natural extension of culturally responsive teaching
Educators must recognize their biases and values
Educators recognize that the goal of classroom management is not to achieve compliance
or control but to provide all students with equitable opportunities for learning
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FIVE STEPS
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RECOGNITION
OF ONE’S OWN
CULTURAL
LENS AND
BIASES
CR Educators explore and reflect
upon where their assumptions,
attitudes and biases come from
CR educators work to understand that
how they view the world can lead
them to misinterpretation of
behaviors and inequitable treatment
of culturally different students
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WHAT CAN I DO?
Read and discuss
Write
• Read and discuss
Peggy McIntosh’s
(1988) work on white
privilege and male
privilege.
• Write a personal
“identity story” to
explore how their
identities have been
socially constructed
and how they fit into a
multicultural world.
See
• See where you fit on
the Cultural
Proficiency
Receptivity Scale
(Lindsey, Roberts,
Campbell-Jones,
2005).
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STUDENT FOCUS GROUP
• https://slideplayer.com/slide/17131070/
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KNOWLEDGE OF STUDENTS’ CULTURAL
BACKGROUNDS
Educators need to
become
knowledgeable of
students’ cultural
backgrounds
Gaining general
knowledge about
a cultural or
ethnic group
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WHAT CAN I DO?
Form
• Form study groups to read culturally responsive literature that reflects the
identities of the students in their classrooms.
Work
• Work with their students to develop family history projects in which
students explore their cultural backgrounds and share them with the class.
Conduct
• Conduct home visits and consult with parents and community members to
gain insight.
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AWARENESS OF THE BROADER, SOCIAL,
ECONOMIC AND POLITICAL CONTEXT
Addressing social
issues such as racial
inequality and poverty
if conditions in urban
schools are to
significantly improve.
The educational system
reflects and often
perpetuates
discriminatory
practices of the larger
society.
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WHAT CAN I
DO?
Form
Form a study circle to examine structures
and policies and whether you are fair to
everyone.
Look
Look at what they see as inappropriate
student behavior and discuss if they are
incidents of student resistance to what they
see as an unfair system
Create
Create a “critical/social justice classroom”
grounded in the lives of children that
involves dialogue, questioning/problemposing, critiquing bias and attitudes and
teaching activism for social justice
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Educators reflect on the ways that classroom
management practices promote or obstruct
equal access to learning.
COMMITMENT TO BUILDING CARING CLASSROOMS
Creating a physical setting
that supports academic and
social goals,
These practices include:
Establishing and
maintaining expectations
for behavior,
Working with families
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World maps that highlight students’ countries of origin.
Signs or banners can welcome students in the different
languages they speak.
Posters can depict people of various cultural groups
WHAT CAN I
DO?
Children’s individual photographs can be mounted on poster
board and then used to create a jigsaw puzzle, reinforcing the
idea that everyone comes together to form a whole.
Display books that promote themes of diversity, tolerance
and community.
Desks arranged in clusters allow students to work together
on activities, share materials, have small-group discussions,
and help each other with assignments.
Set up a “kindness box” where students can drop brief notes
about acts of kindness they do or witness and periodically
read one
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WHAT ELSE CAN I DO?
Establish clear
expectations for
behavior that students
understand
Engage students in
discussions about the
class norms.
Model the behavior
they expect
Provide opportunities
for students to practice.
Be aware of
inconsistency in
application of
consequences.
Communicating and
collaborating with
families is an important,
but challenging part of
classroom management.
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COMMITMENT
TO BUILDING
CARING
CLASSROOM
COMMUNITIES
Students often make decisions of what they do in
class based on their perception of whether the
teacher cares about them
Students are more likely to succeed if they feel
connected to school and a positive, respectful
relationship with teachers helps create such an
environment.
Poor classroom management threatens school
connectedness because a poorly managed
classroom cannot provide a stable environment
for respectful and meaningful student learning
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Spend the first few weeks of school engaging students in
social games and
Establish school-to-home relationships
WHAT DO I
DO?
Teachers set the tone by greeting students at the door with a
smile and a welcoming comment
Express admiration for a student’s bilingual ability and
commenting enthusiastically about the number of different
languages represented in class and
Begin each day with a morning meeting where students greet
one another by name and discuss upcoming lessons. Yes!
This even works in middle and high school.
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THINK ABOUT THESE FIRST. WHY?
• World maps that highlight students’ countries of origin
• Posters can depict people of various cultural groups
• Projects containing baby pictures and family histories
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ANALYZE LESSON?
• https://sites.google.com/site/crmmprojectsite/Home/chapter-3--culturallyresponsive-lessons-for-students
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AN EXAMPLE
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VALIDATE, AFFIRM, BUILD, BRIDGE
VABB
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CULTURALLY RESPONSIVE
MANAGEMENT
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TALK ABOUT IT!
• What would you see in a classroom management system
based in the 3Ps and the 3Rs? What would teacher be doing
and saying? What would the students be doing and saying?
• What do you do to build rapport, relationship and respect?
• What evidence do you have that your management style
supports the Three Rs?
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WHAT DO I DO?
My Theme Song:
• Song Title: Big Love
• Lyrics That Most Represent you:
• “Everyone is following, ain’t no one leading.”
• “All that we are, all that we are made of is Big Love”
• Artist: Black Eyed Peas
• Explanation: Courageous leadership is needed for social change
and equity
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YOUR TURN
There are index
cards on your
table
Following the
example,
determine your
theme song
Turn in the
cards – We are
going to make a
class play list!
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MORE THAN JUST A SURVEY…
Make
Create
Present
Make references to students’
favorite shows when
discussing character and
conflict
Create class playlists to play
during musical shares or
during transitions between
activities
Present lyrics as examples of
figurative language, use for
call and response
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WHAT ARE ATTENTION SIGNALS?
An attention signal is an agreed upon verbal or non-verbal cue used to bring back
students to focus when they are engaged.
To clarify directions
To transition during the lesson
To bring the lesson to a close
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CHANGE IT!
I’ll Wait
Are you
Ready? – Yes!
We are ready!
Boys and girls! Let’s
get quiet! It’s time
to end math and
start Language Arts.
Readers! –
Are Leaders!
Flick the Lights
Me/You –
Together!
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PROTOCOLS
FOR
ENGAGEMENT
Explicit, structured
norms for
participating in whole
group discussions
Decreases cultural
misunderstandings
and validates a variety
of cultural behaviors
and practices
Communicates high
expectations for
participation and
accountability
Opportunities to
practice situational
appropriateness
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Cultural Learning Norms
Cultural Learning Behaviors
Strategies
Sociocentric/Interpersonal
Protocols for Discussion, morning song (while they socialize and prepare for the
day), non‐volunteer Participation Protocols (equity and inclusiveness)
High movement
Give One/ Get One, Tea Party, Silent Appointment, Musical Shares, Inner Outer
Circle, Corners, Circle the Sage
Cooperative/Interdependent
Numbered Heads Together, Put Your Two Cents In, Three Step Interview, Jigsaw,
Team‐Pair‐Solo, Partners, Send‐a‐Problem, Roundtable, Round Robin
Brainstorming, Whip Around, Train, Give a Shout Out, Call and Response, non‐
volunteer Participation Protocols (equity and inclusiveness)
Highlighting/Performance
Corners, Roll ‘Em, Train, Pick‐a‐Stick, Circle the Sage, Numbered Heads Together,
Whip Around, role plays, poetry slam, speeches
Musical/Auditory
Overlap
Call and Response, Musical Shares, Give a Shout Out, chants, rhymes
Give a Shout Out, Numbered Heads Together, Corners, Tea Party (some greetings)
Purpose‐driven
Participation Protocols, visual organizers depicting unit activities, Thinking Maps,
explicit direct instruction, Morning Report/Daily Agenda, real‐world connections
and applications
Inductive
Field dependent
Visual organizers, Thinking Maps, frontloading
Visual organizers, Thinking Maps, frontloading, accessing prior knowledge, personal
connections, culturally and linguistically responsive literature/text/content,
Personal Thesaurus, Personal Dictionary, thematic instruction
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CONNECTING
Identify 3-4 new protocols that you use or want
to try implementing.
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ADDITIONAL LEARNING
Websites, books and podcasts in the
PlayBook.
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OPTIMISTIC CLOSING
• In your table groups, use one word to
describe how you are feeling after this
professional learning.
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