EMSTAC
Elementary & Middle Schools
Technical Assistance Center
CULTURALLY RESPONSIVE
CLASSROOM MANAGEMENT
THE ELEMENTARY AND MIDDLE SCHOOLS
TECHNICAL ASSISTANCE CENTER
EXPERT ONLINE CHAT EVENT
WITH DR. BRENDA TOWNSEND AND DR.
GWENDOLYN WEBB-JOHNSON
March 5, 2002 - 3:00 - 4:00
EMSTAC
1000 Thomas Jefferson St., Suite 400
Washington, DC 20007-3835
Emstac@air.org
CULTURALLY RESPONSIVE CLASSROOM MANAGEMENT
03/05/02
3:00 p.m. - 4:00 p.m., EST
Facilitators:
Dr. Gwendolyn Webb-Johnson, University of Texas
Dr. Brenda Townsend, University of South Florida
About the Facilitators
Dr. Gwendolyn Webb-Johnson
Gwendolyn Webb-Johnson is currently an Assistant Professor of Special
Education at the University of Texas at Austin. She teaches classes in
behavior management, individual differences, characteristics of learning
disabilities and behavior disorders, and multicultural education. She spent 3
1/2 years at Texas A&M University where she served as a member of the
curriculum and instruction and special education departments. She also
served as the Director of the Office for Culturally Diverse Student Services
and Research.
Dr. Webb-Johnson collaborates with school districts throughout the country
to facilitate professional development that assists them in developing
culturally responsive instruction and classroom management. Utilizing the
research base in multicultural education, she has developed culturally
affirming teaching and management strategies based on the dimensions of
African American culture. Her topics and research are related to (a)
developing and sustaining culturally respectful, relevant, and responsive
pedagogy; (b) constructing improved outcomes for students demonstrating
behavioral disorders; (c) confronting and systematically addressing the
disproportionate representation of African American learners in special
education; and (d) promoting the recruitment and retention of teachers of
color.
Dr. Brenda Townsend
Dr. Brenda L. Townsend is an Associate Professor in the Department of
Special Education at the University of South Florida. In 1995, she developed
Project PILOT, the first of several initiatives that prepares African American
men for urban special education teaching careers. As a result of that
initiative, 31 African American men have graduated and are teaching
children with special needs. She also directs the Chrysalis
Program that targets African American women, Hispanic men and women,
and European American males to teach urban children with special needs.
Dr. Townsend is also the recent director of a national outreach and technical
assistance project that enhances the urban school research capacity of
faculty and graduate students in minority institutions. She co-authored a
constructive behavior management text and has several book chapters on
schooling issues related to African American children. Her scholarship also
centers on the disciplinary practices to which African American learners are
disproportionately subjected, issues around ethics, power, and privilege, and
strategies for African American students with academic gifts and talents. In
sum, Dr. Townsend has delivered myriad presentations and workshops for
teachers, administrators, and family members on enhancing African
American students' success by affirming their individual and cultural
differences and developing culturally responsive pedagogy.
The following is the unedited transcript from the chat event
Chat Master
On behalf of EMSTAC, I would like to welcome Dr. Townsend and Dr. Webb-Johnson.
We feel honored to have you host our online chat on Culturally Responsive Classroom
Management. For those of you who are less familiar with their work, Dr. Townsend has
delivered a myriad of presentations and workshops for teachers, administrators, and
family members on enhancing African American students' success by affirming their
individual and cultural differences and developing culturally responsive pedagogy. Dr.
Webb-Johnson experience is related to developing and sustaining culturally respectful,
relevant, and responsive pedagogy; improved outcomes for students demonstrating
behavioral disorders; and the disproportionate representation of African American
learners in special education. Before we open it up for discussion, is there anything that
either of you would like to say before we begin?
Charity Welch
There are many terms used in the field such as Culturally responsive, culturally relevant
and culturally sensitive. Can you help me to distinguish between the terms and how can
a practitioner, (teacher) gain greater clarity of how to use this information for instruction.
Dr. Townsend
Thanks for the invitation. Gwen and I are most excited!
Dr. Webb-Johnson
You raise a very good point. Each of those terms is used interchangeably, but they are
not synonymous.
Dr. Townsend
Hi Azaidi
Charity Welch
What is culture? And what are some differences between the terms. Is there a
hierarchy, that is, is one more powerful than another?
A. Zaidi
Hello there! It's great to have you on!
Dr. Webb-Johnson
It appears that culturally responsive is a more effective term. Being sensitive can denote
a hierarchy asking for sympathy. To be responsive is to provide a catalog of responses
that address specific concerns.
Dr. Webb-Johnson
Being relevant centers around the context of the learner environment: the school, the
community, and the home.
Culture is our way of knowing and perceiving the world in and around us. It is the
patterned interactions, artifacts, customs, and communication modes of a people.
Charity Welch
Can persons from different ethnic groups have the same culture? If so, explain please.
Thanks for the earlier responses.
Dr. Townsend
To add to what Gwen says, culturally responsive is my preferred term because it implies
action. It shows that some things have been manipulated in the teaching learning
interaction as a result of the cultural capital that learners bring to the learning
arrangement.
Dr. Webb-Johnson
Yes, they can. Culture is about socialization. For example, an African American child
raised in Japan, by a Japanese family would learn the cultural customs and behaviors of
that Japanese family.
Dr. Townsend
Certainly, Charity. There is a shared set of values and beliefs among many individuals
who are connected by life chances or circumstances.
Charity Welch
Does culture affect learning styles? Can you provide some examples?
Dr. Townsend
That is, there is a culture of poverty that may cut across ethnic groups. There is a
culture that may be common among individuals living in a certain geographical region,
etc.
A. Zaidi
Would you mind explaining what you mean by a "culture of poverty"?
Dr. Townsend
There is a growing body of literature on learning styles that are commonly observed
among groups. For example, African American learners are likely to have learning
styles and preferences that other groups may not. There is
Dr. Webb-Johnson
Yes, culture does effect learning styles. You are socialized to develop certain
preferences. For example, children of color are often more field sensitive than European
American Children. The are more holistic in their learning styles, and they are impacted
by the modes of learning defining particular situations. A teacher might explain a math
problem and zero in on the mechanics. A child of color might persist in wanting to know
the purpose for the problem.
Dr. Townsend
A strong need for movement and rhythm. Boykin's work on verve is clearly an example
of this.
Charity Welch
The title of this session is Culturally Responsive Classroom Management. What does
that mean in practical terms?
Dr. Webb-Johnson
Poverty can be viewed as a "culture." There are systems understood by those who
experience poverty. But we have to be careful in assuming that everyone experiences
different degrees of poverty in the same way.
Dr. Townsend
Other style differences can be seen in task orientation, stage-setting, and so on. The
ways that children tell or write stories is another area of stylistic differences. African
American children engage in "branching" or telling stories in a far less direct way than
dominant culture children do.
Dr. Webb-Johnson
In practical terms, it means meeting children where they are behaviorally and taking
them where they need to go as we facilitate their becoming contributing members of our
ever-changing society.
Dr. Webb-Johnson
To be more technical - Culturally responsive classroom management (CRCM) is the
orchestration of classroom instruction and curriculum to embrace, affirm, and extend
culturally socialized behaviors to support effective academic and social skill outcomes
among all learners. It is an educator’s proactive methodology that acknowledges and
respects cultural differences that may impact the delivery and receipt of a quality
education. It is a process that honors the integrity and strength each child brings to the
classroom. It challenges teachers’ attitudes about classroom behavior and their
responsibility in effectively managing classrooms so that all students develop in
affirming environments.
Dr. Townsend
Paulo Friere has written on the culture of poverty.
A. Zaidi
Thanks.
Dr. Townsend
Culturally responsive classroom management is also about dealing with
Charity Welch
In other words culturally responsive instruction considers the child's cultural context and
builds on those. Correct? How can an educator operationalize proactive methodology?
Dr. Townsend
Issues of power, control, and privilege
Dr. Webb-Johnson
An educator can definitely be proactive. First he/she must know they children they
serve. They must understand the family and community dynamics and they must values
the worth of that learner.
Dr. Townsend
CR instruction incorporates cultural behaviors and artifacts in the learning situation. It
also means helping students to "code-switch" to more situation-specific behaviors by
not devaluing their customs.
Dr. Webb-Johnson
Put simply, We can not teach what we do not know.
We have systematically avoided the issue of behavior from a cultural perspective.
Dr. Townsend
I agree with Gwen, you must know the children and families with whom you serve and
you must honor their expertise (i.e., parents, students, and community members.)
Dr. Townsend
Hi Darren
Dr. Webb-Johnson
We generally expect all children to behave the same way in school. This expectation is
unrealistic, and it does not meet the needs of all children.
Dr. Townsend
We have also avoided power and privilege in schools as social arrangements.
Hi H. Corwin
Dr. Webb-Johnson
And hi H. Corwin
Charity Welch
Please explain further Dr. Townsend about power and privilege.
Dr. Townsend
We don't have enough conversations on how schools privilege some and disenfranchise
others.
Phoebe
Can you give some specific examples of how schools privilege some and
disenfranchise others?
Dr. Townsend
There is a book from the 70s--Helen Goldner? Who says that from the time we are
kindergartners, we are labeled as teacher's pets, nobodies, and troublemakers.
Phoebe
As well as examples of how teachers can be aware of this in their classrooms and
schools?
Dr. Webb-Johnson
Gifted and talent programs are a good example. Children of color are underrepresented
often because teachers do not know how to access of view their gifts. So some are
privileged to have wonderful opportunities in school programs, while some are resigned
to days of worksheets.
Dr. Townsend
The premise is that whatever category we are assigned, that is how school personnel
will interact with you. Jim Patton and I held some focus groups with gifted African
American students.
Dr. Townsend
They often told us that when they did something wrong in their schools, they were not
penalized because they were branded as being gifted. Yet, when their peers in typical
classes engaged in the same behavior, they were made to suffer the consequences.
Dr. Webb-Johnson
Teachers have to be careful of their labels of children. For example, a talkative Hispanic
learner may be viewed as sassy or a busy body. Every time she raises her hand, the
teacher might begin to make that decision before she truly hears what she has to say.
Dr. Webb-Johnson
Good example Dr. Townsend.
Dr. Townsend
I can think of many examples of privilege versus being marginalized. There are whole
schools now that are being labeled as, "low-performing."
Dr. Webb-Johnson
"Good" teachers often do not want to be a part of those schools
Dr. Webb-Johnson
That should be good
Charity Welch
Sorry I was disconnected. Dr. Townsend can you share some of what you learned from
the gifted students about our school culture.
Dr. Townsend
I think that some accountability movements are relegating whole schools to remediation
based on their test scores. Using curricula of remediation is disenfranchising those
students on grand scales.
Dr. Webb-Johnson
Those low-performing schools are often in culturally diverse neighborhoods.
Dr. Townsend
Absolutely.
Phoebe
Is there a book or article that you suggest that can help teachers recognize labels and
judgements that they have internalized about their students?
Or a series of self-awareness materials you can recommend?
Dr. Webb-Johnson
Gifted students of color say that they are asked to give up their racial or ethnic identity
because they are gifted.
Dr. Townsend
Phoebe, I would suggest going way back to the teacher expectation studies (Rosenthal
and Jacobean and risk studies). Those studies are still played out in schools in this
millennium.
Charity Welch
There is much discussion about assessment. What should we do to ensure that our
assessments and the assessment processes are culturally responsive?
Dr. Webb-Johnson
Gary Howard has a fantastic book on White teachers teaching students of color. It is in
the reference list we have prepared.
Dr. Townsend
I think we have to take a comprehensive approach to assessment.
Dr. Webb-Johnson
The work of James Banks, Geneva Gay, and aLisa Delpit also assists in our selfawareness of difference.
Dr. Townsend
It is not just about one or two strategies. Assessments should be authentic, they should
involve multiple people across the settings in which children interact (i.e., home
community, and schools. Assessments should be socially valid. Simply put, they should
assess those skills that are relevant to children's quality of life. We must also remember
that effective assessment informs and impact instruction. If outcomes don't change the
assessment was probably unresponsive.
Dr. Webb-Johnson
Impacts
Charity Welch
It sounds like culturally responsive practices (i.e. assessment, instruction) must consider
cultural context, which leads to the family. Can you provide some strategies for making
the connection between home and school?
Dr. Townsend
There should be persons with expertise in understanding those learners' cultural frames
of reference.
Dr. Townsend
Assessments should be dynamic and be informed by stakeholders in the varied settings
in which learners interact.
Dr. Webb-Johnson
First of all we must learn to respect the integrity of the family.
Phoebe
Can you also give some more examples of how a test developer can make an
assessment more culturally responsive?
Dr. Townsend
First and foremost, honor the expertise that is there. Even when it is difficult to
understand families' life choices or lifestyles, show value for their contribution to the
education of their children.
Dr. Webb-Johnson
For example, if a family uses corporal punishment to discipline their children, we can not
be so quick to say they are bad parents.
Dr. Townsend
Suspend judgment and try to understand familial or culturally based behaviors. Tests
can be more
Dr. Webb-Johnson
While a teacher might not personally agree with this form of discipline, we have to be
careful when we say it is wrong. It may not be appropriate for our classroom, but we
have to be careful. We have some teachers who will not call parents when students act
out, for fear that the child will get a spanking, but the child then persist in inappropriate
behavior in the classroom and the teacher might then conclude that the family is not
supportive.
Dr. Townsend
CR by ensuring that they tap into the knowledge and skills appropriately. More focus
should be on comparing learners to those most similarly situated and on reliability more.
If a skill is tested at school and at home, the results should be very similar. Schools
often test for skills in such an unfamiliar way that the results may be inaccurate.
Guest
Hello Guests - Thank you Dr. Townsend and Dr. Webb-Johnson for serving as guest
speakers on our chat forum today.
Charity Welch
Dr. Webb-Johnson I heard you speak of cultural considerations for diverse learners with
autism and you spoke of a child with braids whose behavior may be misunderstood as a
self-stim. behavior. Can you discuss this area because there is little information in the
literature on this topic?
Dr. Webb-Johnson
CRCM will positively impact those students who demonstrate disabilities because the
major intent and objective of this process is to honor difference as difference and not
deficit. The learner who demonstrates a disability benefits from pedagogy that respects
him/her as a cultural being and individual while also attending to cognitive, emotional,
and/or learning style differences that might be influenced by teacher and societal
perceptions of those differences. CRCM old promise in better facilitating academic and
social skill achievement and development.
Resources to teach culturally and linguistically diverse who demonstrate disabilities are
increasing. Close examination of multicultural research and strategies will assist in
teaching those who demonstrate a disability and also come from diverse backgrounds.
While the literature is limited in its specific focus on CLD and disability, there are
resources. The work of Lyn Froyen, Herb Grossman, Geneva Gay, Gloria LadsonBillings, Jackie Irvine, Asa Hilli
Dr. Townsend
You are so welcome and Gwen is now sending the answers to other questions.
Dr. Webb-Johnson
All of the info did not post. Will try again.
Dr. Townsend
jackie irvine, michele foster
Dr. Webb-Johnson
Betty Epachin, Brenda Townsend, & Kim Stoddard, Ronald Rochon, Patricia Larke,
LaVonne Neal, Audrey McCray, Donald Presswood, and provides a few examples of
culturally responsive pedagogy and it application to learners of color who teachers often
finding challenging.
CRCM holds promise in reducing disproportionality because teachers better understand
how to manage classrooms to develop talent among children rather that defining
behavioral difference as deficit. The likelihood of special education referral and
placement are reduced when teachers again embrace the integrity and strength of
children.
References:
Anderson, M. G., & Webb-Johnson, G. C. (1995). Cultural contexts, the seriously
emotionally disturbed classification and African American learners. In B. A. Ford, F. E.
Obiakor, & J. M. Patton (Eds.), Effective education of African American exceptional
learners. (pp. 153-188). Austin, Texas: Pro-ed. Boykin, A. W. (2000a). Talent
development, cultural deep structure, and school reform: Implications f
Dr. Webb-Johnson
Jessica, it is not accepting the references, what would you like us to do.
Chat Master
Could you email those references to me, and I will add them to the end of the chat
transcript--that way everyone can access them
Dr. Webb-Johnson
Will do.
Dr. Townsend
thanks, Jessica for your assistance.
Dr. Webb-Johnson
Any more questions.
Charity Welch
Thanks Drs. This has been very enlightening and I look forward to receiving those
references. I look forward to Seeing you both at CEC!!!!
Dr. Webb-Johnson
Take care
Chat Master
Are there any more questions, or should we wrap up?
Charity Welch
I think that we should wrap-up.
Chat Master
Okay, I want to thank Dr. Webb-Johnson and Dr. Townsend for facilitating this event!
I will post the transcript as soon as it is ready, and I'll send you both copies of it
Dr. Townsend
you are welcome,
Dr. Webb-Johnson
You are welcome.
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