Reflection 1
Kanieshamm
Chapter1CIE302.pptUnderstanding The Landscape of Classroom
Management
- It is difficult to discuss classroom management without deeply understanding the role of context.
- Understanding classroom management in context must be coupled with clear links to social justice.
- Social justice issues include the disproportionate office referrals of students of color, those with learning differences, and those who live below the poverty line.
- Classroom management practices must be equitable and attentive to the particulars of context.
- Student diversity is becoming greater within the U.S. context.
- Students’ life experiences and cultural practices are diverse.
- Teachers often have problems in urban settings because their life experiences do not match students’ religions, preferences, and languages.
- Teachers must build repertoires to engage with their students on the basis of the particulars of the people and the places in which they live and learn.
- Effective classroom practices should be anchored to increase student learning.
- Teachers should allow students to showcase their strengths.
Punishment Referral Patterns
- The way students are punished needs to be changed.
- Most punishment referrals originate in the classroom.
- More times than not the referrals are for students of color and students from lower socioeconomic classes.
- The time teachers spend handling behavior is time taken away from instruction.
- Teachers sometimes punish students because they misinterpret student behavior.
- Teacher-student relationships are crucial.
- Teacher-student disconnections cause conflicts.
- Good teacher-student relationships promote learning.
- Because White teachers and students of color have racialized experiences, incongruence may serve as a roadblock to academic success.
Teacher and Student Congruence
Teacher Influence
- Teachers play enormous roles in how students conduct themselves.
- Teachers must avoid distancing themselves from their students by developing knowledge about students’ home lives and cultural backgrounds.
- Because many teachers adopt color-blind ideologies, pretending they do not “see” race, they are missing important features of students’ identities.
Institutional
Barriers
- Institutional barriers make it difficult for teachers to demonstrate their care for students.
- Teachers are sometimes pressured to follow a set frame of discipline approaches.
- When this happens, it leads to an instructional approach that promotes oppression.
- Students, in turn, resist this approach, and this resistance causes disconnections.
Incongruent
Classroom
Management
- Classroom management techniques designed by White-American middle class teachers for White-American middle class students do not meet the needs of many non-middle class non-European students.
- Conflicts are likely to occur when teachers and students come from different cultural backbrounds.
- Teachers, therefore, need to implement culturally responsive practices.
Principles that Shape
Culturally Responsive Classroom Management
- Recognition of teachers’ own ethnocentrism.
- Knowledge of students’ culture.
- Understanding of the broader social, economic, and political systems in education.
- Appropriate management strategies.
- Development of caring classrooms.
