Classroom Management Techniques and Their Effect on Students
Learning
MDL 4002 - Classroom Management: Middle Childhood
University of Cincinnati
May 28, 2024
Introduction
Education allows students to navigate power systems and decide how
to participate as a citizen of the world (Hammond & Jackson, 2015).
This learning occurs when students pay attention, feel challenged, and
connect to their culture and community (Hammond & Jackson, 2015).
As such, teachers must utilize effective classroom management and
hold students accountable for their behavior. Culturally responsive
classroom management (CRCM) challenges teachers to reflect on
their privilege, encourage the power of student voice, and recognize
when traditional classroom management conflicts with students’
cultures (Weinstein, Tomlinson-Clarke, & Curran, 2004). This paper
has three primary goals. First, it explains how, through CRCM,
teachers create equitable classrooms using precise directions and
positive narration, instead of subjective bias. Second, it describes how
teachers foster positive student behavior and personal responsibility
through reward and consequence systems (Weinstein et al., 2004).
Finally, it illustrates how teachers must create a classroom of care for
their most challenging students (Weinstein et al., 2004).
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
Precise Directions and Positive Narration
CRCM is essential because an equitable classroom begins with precise
directions and positive narration. Precise directions give students a
clear idea of the expectations during an assignment and how to be
successful at it. Furthermore, they minimize the possibility of
students’ misinterpretation and a teacher’s biased response. My
mentor teacher delivers six precise directions at the start of each class
by stating: students line up along the hallway wall; when I release
you, enter the class at a level one voice; take a direct route to sit in
your seat; open your computer to begin today’s catalyst; work in your
seat for five minutes at a level 0 voice; if you do not follow directions,
you will be told to do it again. Furthermore, any interpretable
directions were discussed and presented to the class at the beginning
of the year. These precise directions have set in place the beginning of
the class routine and allow the students to know exactly what is
needed to receive participation points (Salazar & Lerner, 2019).
Positive narration after a student has followed precise directions
builds students self-confidence, reinforces behavior that is needed for
learning, and allows students to know their teacher is noticing them
and caring about their success. My mentor teacher delivers positive
narration during times of classroom transition by, first counting down
from three to get attention, then thanking each student who has arrived
at voice level zero and put their eyes on him. Every time he does this,
the student responds with a smile on their face, realizes the teacher has
noticed them, and transition times minimize (Salazar & Lerner, 2019).
Consequence and Reward Ladder
This section presents the use of two distinct individual reward and
consequence systems by Beacon Network Schools (BNS), LiveSchool
and In-Class Behavioral Support. LiveSchool designates students
points for exhibiting the five BNS character traits: curiosity, integrity,
kindness, leadership, and perseverance. Furthermore, students lose
points for being tardy, wearing an improper uniform, or not bringing
their school ID to class. Students have access to LiveSchool to track
their points and can use
them to purchase privileges. When a student veers from the agreed-
upon norms, teachers implement In-Class Behavioral Support. First,
teachers use a nonverbal cue to engage the student. Second, the
teacher individually consults with the student about their behavior.
Following, the teacher will send the student to the back of the room
for a five-minute reflection break. After the break, the teacher must
conference with the student. If the student’s behavior reignites, the
teacher refers the student to the Student Center. Last, the teacher that
gave the referral must have a restorative conversation with the student
by the end of the day. The reward system of LiveSchool signifies to
students their positive character traits, but it appears subjective. On
the other hand, the consequence systems of LiveSchool and In-Class
Behavioral Support follow CRCM by creating a predictable and
proactive management system (Salazar & Lerner, 2019). Students
know explicitly what actions will lose them points and what behavior
will elicit consequences. Most students respond well to these systems
and use them as personal motivators to adapt and focus their actions
on learning. However, a small percentage of students respond to them
detrimentally.
Challenging Students
Teachers must approach students with care and specific positive
affirmations when working alongside the percentage who are not
motivated by classroom management ladders. Weinstein et al. (2004)
demonstrate that, if youth do not feel cared about, they cannot care
about school. This section presents how CRCM shapes my short term
and long term steps to student behavioral improvement. The steps I
use for in-the-moment improvement get delivered as stated: I
approach the student and kneel next to them; I ask, “How are you
doing today?” and engage in active listening; I express the quality of
their voice and display no intention of removing this ability; I point
out how their current behavior is negatively impacting their
classmates and their community power, not the individuals they wish
to defy; I end by asking the student if they understand my explanation,
if they will allow their classmates and themselves to gain access to
power, and if they are open to working as a team in developing
effective ways to disturb the intended target in unjust systems? In a
follow-up conversation, the student and I discuss the long term benefit
of formulating their voice, alongside their community, to shape
systems. I ask the student if their actions achieve their intended result
and if their actions ever put them in harm. I express my care for their
safety and their learning. I push them to think critically about ways we
can work together on their defiance, and I inform them I will create
access to understand the functioning of systems of power. I ask if we
can agree to me holding them accountable when their behavior is
disrupting the unintended target, I inform them I will answer their
pushback and questions as honestly as I can and last, I tell them I will
always be there for them. This approach utilizes four essential
components of CRCM. First, it acknowledges the unjust set up of
systems (Weinstein et al., 2004). Second, it supports student voice in a
broader social and political context (Weinstein et al., 2004). Third, the
student understands that the teacher still holds them to high
expectations (Salazar & Lerner, 2019) . Fourth, it creates a classroom
of caring, where the student feels the teacher’s care, and classmates
care about each other (Weinstein et al., 2004).
Conclusion
This paper has presented three CRCM teaching techniques that engage
students in learning, develop them as citizens, and create an equitable
and excellent classroom (Salazar & Lerner, 2019). First, precise
directions and positive narration minimize teachers implicit bias.
Second, reward and consequence ladders set up students to engage
attentively and become personally responsible for their learning. Last,
a caring classroom builds rapport with the most challenging students
by acknowledging their voice and developing a sense of collectivism.
Based on CRCM’s ability to create equitable classrooms, it becomes a
teacher’s duty to utilize CRCM in order to be a contributor to an
equitable world.
