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Classroom Organization and Management
ED 200.11
Resources:
Classroom Management Resource Notebook
Classroom Management for Secondary Teachers
Session Four
Topic: Culture, Instruction and Learning About Students
HOUR ONE
Culminating Group Presentations
 The culminating activity for the last session will be group presentations and
individual presentations.
 Review the Spending Time to Save Time Portfolio Task. Go to the “Spending
Time to Save Time Worksheet” in the task. This was a task you were to complete
in Orientation.
 You will present your procedures and routines to a group of 3 or 4 interns next
week. You will also explain how you establish and maintain those procedures
and routines.
 If you have not completed the STTST you should complete the worksheet with
information about procedures and routines you are currently using.
In the box below provide an example of a procedure or routine that you wrote up in one
way on your original STTST but have changed or planned to change for your classes.
Provide and explanation for the change.


After you present to your group, each person will answer the following questions:
1. “What are 3 things that I’ve learned?”
2. “What are 2 things I will use?”
3. “What is one question that I still have?”
Those interns who are currently attending Orientation will turn in their STTST at
a later date.
How to Map a Unit (continuing with SBI instruction):
 Use HO 5 on pages 40of the Resource Notebook: Planning the Unit of
Instruction to explain how a unit is based on standards-based instruction.
 HO 5 (bull’s eye graphic organizer demonstrates the connections in standardsbased instruction:


HO 5 or “bull’s eye graphic organizer” demonstrates the connections in
standards-based instruction:
A: The “eye” center circle “A” is the content standard to be taught and measured
(summative assessment, two day end of unit assessment)
B: Subordinate standards related to accomplishing the content standard
C: Formative assessments reminder: All activities are regarded as formative
You will receive additional, detailed information on SBI in their Methods class.
Defining Culture
 This class discusses culture as a student characteristic and examines how it will
impact the classroom environment.
 You have the obligation to meet the needs of individual learners. The instruction
(curriculum + methods) and policies (classroom organization + management you
put into effect will help English learners achieve access to the core curriculum.
Therefore, instruction and policies must build on or connect to the cultures of
your students as a way of providing a bridge or scaffold for students to understand
the academic content.
In the box below discuss how you see culture impacting your classroom environment.

Please turn to “Culture” on page 42 of the CM Resource Notebook. Review the
elements of culture. Culture is the sum total of a person’s lifestyle (e.g., laws,
rituals, beliefs, values, food, music and language) that binds a group of people
together and is transmitted from one generation to the next.
 Explain that academic achievement is tied to language and culture. Students
cannot learn academic content unless they understand the language and cultural
context.
In the box below please share some of the ways your students’ culture has influenced
your instructional planning.
HOUR TWO

Have interns turn to “Contrast Values” on page 43 in the CM Resource
Notebook. Some students come from an individualist culture (western culture)
and some come from a collectivist culture (eastern culture).
Describe which values you relate to most and explain why.

The list demonstrates the need for cooperative learning in the classroom if
teachers are going to plan instruction that connects to the cultures of their
students. The goal is to have a multicultural classroom that provides equal access
for all students.
 Culture goes beyond ethnicity and generational poverty, middle class, and
wealthy are also cultures that must be understood in order to plan instruction and
establish policies in the classroom.
In the box below please come up with five points on how the hidden rules of generational
poverty might influence classroom rules and procedures.
What Teachers Need to Learn about Their Students
In the box below list three (3) reasons for discussing student characteristics in a
classroom management class
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

One of the artifacts of your WBTCD Portfolio task is CA TPA Task 2, Step 1. The
focus of that TPA is learning about your students. We are going to examine
many of the aspects of the student characteristics you are asked for.
In the handout received in this class turn to “Manifestations of Culture” excerpted
from the CLAD Handbook.
Review the salient points as you read:
o Just as the teacher was uncomfortable with Maria, so is Maria
uncomfortable with some of our cultural norms.
o Our job as teachers is to guide students to an understanding of the cultural
norms of school life and design instruction/policies that are culturally
responsive.
o Teachers must be aware of their own cultural values and how they may be
at odds with the home cultures of students.
o Stereotypical beliefs about cultural and linguistic disadvantage, cultural
mismatch, and lack of positive parental values as a cause of low
achievement on the part of minority students perpetuate racism.
o Teachers must take responsibility for their own growth and personal
development if the courses they take are going to have any lasting effect.
o Growth and development comes when teachers move from a position of
ethnocentrism (in which one’s own culture is the prism through which all
other cultures are judged) and ethnorelativity (in which one is able to see
other cultures on their own terms).
o Becoming aware and overcoming ethnocentrism is only the beginning.
The hardest part is overcoming the need to maintain the status quo in order
to receive those subtle rewards.
o Skills and responsibility of an educator includes: 1) understanding
diversity, 2) struggling for equity, and 3) promoting achievement
In the box below discuss two of the salient points from the section
HOUR THREE
Task 2
 The following activity will illustrate how the CA TPA 2, Step 1 is integrated into
WBTCD and how both impact instructional practice and student achievement.
Retrieve CA TPA 2, Step 1.
In the box below set up three columns with the headings “What, Methods, Why &
How”. Fill in the information after you examine Step 1 of CA TPA 2.
o They describe what they want to learn about their students,
o The methods they will use and
o Why, and how information will be used to plan instruction.
 Read the prompts carefully.
o The information you want to learn about your students must be
information that may influence instruction.
o Describe the methods you will use and tell why.
Remember that you must get a mark of Proficient on Step 1, which means that your
response cannot be cursory, limited, or vague. There are no acceptable one-word answers.
If a box is marked “not applicable” or if we find a lot of cutting
Community Connection
 Review the “Community Connection” task. Please remember that the goal of this
task is for you to become familiar with the various communities of students.
 It is important that you select an event that will:
a) Improve/maximize student achievement and
b) Increase fairness & respect by promoting self-esteem.
If an event does not do “a” and “b” it probably is unacceptable.
 Your homework for next week is to conference with your support provider and
create a proposed log of events for Community Connection.
After reviewing the objectives for this session in your CM Resource Notebook, write
any questions/concerns you still have.
Homework Due Next Session:
 WBTCD (Complete Task organized according to required artifacts)
 Culminating Presentation Task
Intern Name:
Training Site:
Class Instructor:
Emp. #:
Assigned School:
Today’s Date:
When you are done save this document as “ED200.11 Classroom Organization and
Management, Session 4” and e-mail it to: may.osher@lausd.net