Challenge: What approaches to classroom management are integral to the development of a culturally responsive learning environment?
My Current Practice - Where I am and Where I Want to be!
As I make a transition to a new school, an aspect of my practice that I would like to focus on and enhance would be that of effective classroom management. Starting at a new school within a new community, among new colleagues and culturally diverse students, makes determining how to foster a sense of inclusivity through positive classroom management a daunting task. According to Carrington (1999), “inclusive education is about responding to diversity and being open to new ideas, empowering all members of a community and celebrating di€fference in dignified ways” (p.259). Berry (2006), builds on this definition of inclusive classrooms by highlighting the importance of valuing student voices, sharing authority, building positive interpersonal relationships, enhancing the presence of relevant resources and facilitating high levels of acceptance and expectations for all students (p.491). In order to do this, the classroom environment needs to be a safe and structured place - a place in which students understand the expectations, feel respected and show respect towards the teacher and their peers.
My previous school community is very different from the one in which I will be working. My past experience regarding classroom management and inclusivity was within a Canadian International School located in Malaysia. The school community was composed of students from over 40 different countries, most of whom were from Malaysia, Korea, Indonesia, Japan, and Iran. 90% of the teachers employed by the school were Canadian. I will be making a transition into an International School that teaches the International Baccalaureate Curriculum with a German language track. The majority of the teachers are from Germany with a few from Canada, United States, Australia and the U.K. The student population is largely German with many from the United States that would be considered “third culture kids”. The context in which I will be teaching will impact my approaches to classroom management.
As defined by Brislin (1990), in the article The Challenge of Nurturing Intercultural Competence in Young People, written by Cushner (2015), “culture refers to widely shared ideals, values, formation and use of categories, assumptions about life and goal-directed activities that become consciously or subconsciously accepted as ‘right’ and ‘correct’ by people who identify themselves as members of a society” (pg. 11). In an international school setting, these frequent interactions between members of different cultures, create “Intercultural dimensions and influences in a wide range of contexts” (Cushner, 2015, Pg.8), including “the manner in which children approach learning and teachers approach teaching” (pg.8)
My current practice regarding classroom management has not required extensive work on my end. Having worked within a community comprised of cultures that revere those in the field of education, acquiring the respect of the students is an innate part of their culture. When having to deal with issues of respect among the students, my current approach focused on building a strong sense of community within and beyond the walls of the classroom. I believe that doing this is the most important first step in fostering inclusivity and positive classroom behaviors. Some of the strategies I currently use involve taking the time to get to know each student, and making an effort to enhance the connections among the students within the classroom. Beyond fostering community, my approach to discipline involves using clear procedures for specific tasks, and an effort to exhaust gentle “warnings” within my classroom before employing the Discipline Procedure in place at our school.
Current Classroom Management Procedures
Daily Agenda on the board
Many of my Japanese and Korean students like the structure of knowing what will take place throughout the lesson. It allows them to also make notes or jot down questions they may wish to discuss at some point during the class
Collaborative Warm-up Activities
Consistent warm up activities allow students the feel safe and structured. Malaysian and Indonesian cultures are very community oriented. These activities provide structured time where they are allowed to “chat” and discuss the activity or collaborate on ideas regarding the activity
Funny Fridays
All cultures share the love of laughter! This also exposes the students to the various types of humor that exist and can serve as a window into different cultural practices - ex: if a student does not get the joke we usually have a discussion that helps to highlight some of the nuances and word choices that may be reflective of a culture that is different from their own
Collaboration Rules (moderate volume, on task, everyone has a voice and a role)
Some of my students, primarily from Japan and China like to have rules to support collaboration. This helps to ensure the activity is focus oriented and allows the collectivist cultures to engage in working towards a shared goal while providing the individualistic cultures opportunity to take ownership of their assigned role. Current Classroom Management Strategies - Gentle Warnings
Current Classroom Management Strategies - Gentle Warnings
Eye contact and body language (non-verbal)
In Asian cultures, a stern look and disappointed body language is enough to send a message across that the behavior they are displaying is not appropriate
Student name and polite request for them to stop
Personalization helps to emphasize the importance of community and recognizes that each individual is unique and has a role within the community
Students being asked to take a walk or go to the bathroom
Afternoon breaks are an important part of the culture of those living in tropical climates. Students often get restless in class and experience behavior changes. Recognizing that they may need a break or the chance to splash water on their face helps to maintain a positive classroom climate
Standing next to students that are not on task
For Korean and Malaysian students, physical contact or proximity is comforting. This approach is appropriate as a tool to remind them that you do care and you want to help them to be successful. This often works for getting them back on task and excited to show you what they can accomplish.
- Become aware of culture clashes - for classroom management, recognizing what clashes of cultures could potentially arise is imperative to facilitating a positive, safe and structured classroom. Becoming aware can allow for teachers to “begin to expect and to look for differences in thinking and behaving when they interact with culturally different people...allowing educators to first think cultural difference and respond accordingly” (p. 205)
- Gather information about your students - include parents and other educators in a network that can be used to better understand students’ classroom difficulties in relation to their cultural background.
- Spend time reflecting on teaching practices - reflecting demonstrates a willingness and a curiosity to learn about their students. It shows a recognition that you can learn from your students as much as they can learn from you.
Additionally, recognizing and attempting to understand the various cultural differences that exist among the students in my class has helped me to adapt my approach depending on the student (cultures that are uncomfortable with proximity, direct or indirect eye contact, physical contact, etc).
What I hope to enhance regarding my classroom management practice, is my awareness of new cultural practices that exist among my students and how they inform new approaches to classroom management. Moreover, I would like to learn effective strategies that enable a positive and safe environment in which students can learn.
What do the Experts in the Field Say?
Eliminating Cultural Bias
Chamberlain (2005) emphasizes the importance of recognizing that the way an individual thinks and acts is dependent on their cultural perspective. He argues that it is “equally important to recognize the vast diversity within cultural groups” (p. 197) and that failing to recognize these cultural difference can run the risk of stereotyping people. Additionally, it is important to recognize “how we view our own cultural ways of thinking and doing in relation to the cultural ways of others (p. 197). Chamberlain recommends that teachers develop cultural consciousness, which involves truly wanting to listen to and accept others’ viewpoints and experiences. Furthermore, teachers need to become aware of their own cultural background in order to “recognize the arbitrariness of all cultures’ ways of doing things and seeing the world” (p.205). This idea of recognizing one’s own cultural bias, is also shared by the Steinhardt School of Culture (2008), who suggests strategies such as: writing a personal identity story to explore one’s own identity and assessing where you fit on the Cultural Proficiency Receptivity Scale, which is a tool designed for self-reflection that enables teachers to review their school policy and practices. Chamberlain (2005) goes on to list several strategies teachers can use to avoid cultural bias. Of these strategies, here are the ones that resonated with me the most:
- Degree of Directness: some cultures prefer getting right to the point while other cultures may perceive that as rude
- Level of Emotionality: some cultures demonstrate dramatic emotions, while others work to contain their emotions
- Degree of Movement: some cultures use their body to enhance meaning while others perceive that behavior as boastful or inappropriate
- Verbal Turn Taking: some cultures speak over one another while others see that as a rude interruption
- Expressions of Consideration: some cultures show consideration though tolerance while others refrain from behaviors that might offend
- Attitudes Towards Personal Space: some cultures find closeness as comfortable and appropriate while others see it as uncomfortable and inappropriate
- Attitudes Towards Sharing: some cultures emphasize communal property while others place value on individual ownership.
- Perceptions of Authority Figures: some cultures see age as an authority while others see the position and others still see it as an earned behavior.
- Demonstration of Respect: some cultures use eye contact, others look down. Some ask critical questions while others see that as disrespectful.
- Response to Management Styles: some cultures see permissive as a way to encourage self-expression while others see that as a weakness.
- Clear Teaching Procedures: maintaining structure and consistency with classroom expectations is important for effective classroom management. When students know the rules, understand the “why” behind the rules and are given the opportunity to demonstrate this understanding, teachers are effectively preventing any need for managing poor behaviors.
- Non-Verbal/Visuals: not all students respond well to verbal instructions. Providing students with a visual representation of what the expectations are will help to enhance understanding and should prevent the need for managing poor behaviors
- Providing Choice: when students are acting in a way that does not adhere to the classroom expectations, instead of punishing them, provide them with a choice. The choice generally involves following the appropriate behaviors or suffering the consequence of not doing so. Ex: Johnny is talking with his desk partner when he is supposed to be doing independent work. Give Johnny a choice “ you can continue to sit where you are and work independently (expectation) or you can sit at the back of the class and I will come help you there (consequence).
- Developing Positive connections: 2 X 10 - a strategy of allowing “difficult” students two minutes of your time (with the goal of connecting with them beyond the material) for 10 days. The aim is to deepen your bond and understanding of one another.
Lynch (2012), parallels some of Chamberlain's ideas, placing an emphasis on creating a “caring, nurturing the bond with [one's] students; such that they think twice about jeopardizing their relationship with the instructor by making behavioral decisions” (p.1). Additionally, Weinstein (2004) notes that teachers need to “become aware of the ways individual prejudices based on the norms of dominant groups become institutionalized” (p. 31). We need to examine the ways that current practice and policies within school communities may be reinforcing discrimination. We can reflect on who is being disciplined most often, what the behaviors are, that are leading to disciplinary action and ask ourselves if these behaviors are being misinterpreted based on our own cultural bias.
Cultural Differences and Their Influence on Student Behaviour
The Irish Center, in their Module on Developing a Comprehensive Behaviour Management Plan outlines several cultural considerations that would impact approaches to classroom management. Culture can influence a student’s behavior in regard to:
As mentioned above, getting to know your students helps to foster effective communication. Learning about the variances in cultural approaches to the above-mentioned forms of influence will help to promote empathy, equity, positive self-esteem and mutual caring and respect. Less time will be spent on managing behaviors as a result of miscommunication.
Strategies for Developing a Culturally Responsive Learning Environment
Several strategies have been listed above, however, in addition to the emphasis on creating a safe environment, below are some tools that can be used to facilitate a structured environment. According to Smith & Dearborn (2016), safety and structure are the two pillars required for effective classroom management. Some strategies that can be used to develop structure include:
Personal Reflection - Immediate Tools for Implementation
Exploring Cultural Backgrounds - Student Questionnaire
I would like to use this concept of facilitating an awareness of students’ cultural backgrounds, proposed by NYU Steinhardt (2008), by asking students to complete a questionnaire aimed at addressing behaviors that are influenced by culture. The questionnaire would address the influences outlined by The Iris Learning Center. I will be able to use this data to adapt my approach to classroom management so that it is culturally responsive. Additionally, I will use the data to complete an anonymous tally of results that I will present to the class. The idea would be to share interpretations of the data. This way the answers are private and not influenced by peers, teachers or the institution itself. It also allows individuals to share their personal anecdotes only if they want to. As the class builds their comfort level, I may have them do a project more explicitly addresses their personal/cultural differences to the class.
Responding to Invisible Subtitles
Dearborn (2016) suggests implementing a strategy she calls “ invisible subtitles”. This strategy asks teachers to take a moment to reflect on why a student is acting in a particular way and to assume the best - that all students want to learn appropriate behavior and that all students want to learn- before carrying out disciplinary action. She hypothesizes that in taking the time to provide “subtitles” for their actions, you are more likely to address the root cause of the behavior rather than respond in a reactionary manner. With an awareness of cultural differences and their influence on behavior, coupled with responding to the “invisible subtitles” we are more likely to manage a class more effectively.
References & Resources
Berry, R. W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the
Language of Community in an Inclusion Classroom. American Educational Research Journal, 43(3), 489-529.
Brown, D. (2004). Urban teachers’ professed classroom management strategies: Reflection of Culturally Responsive Teaching.Theory into Practice, 39(3), 266-289
Burnette, J. (1999). Strategies for Teaching Culturally Diverse Students. Teacher Vision. Retrieved from: https://www.teachervision.com/teaching-strategies/strategies-teaching-culturally-diverse-students?page=2
Carrington, S. (1999). Inclusion needs a different school culture. International Journal of
Inclusive Education, 3(3), 257-268.
Chamberlain, S. (2005). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention in School and Clinic, 4(40), 195-211.
Clairmont, R. (Dec 11, 2014). Inclusive Practices in Your Classroom(video file). Retrieved from :
https://www.youtube.com/watch?v=00sRVmZa_zg
Cushner, K. (2015). The challenge of nurturing intercultural competence in young people. The International Schools Journal (34)2: 8-16.
Helen, F. (2004) Belonging, identity and Third Culture Kids Life histories of former
international school students. Journal of research in international education, 3(3), 319-338
Lynch, M. (February 15, 2012). Classroom Management in a Culturally Responsive Environment. Retrieved from: http://www.huffingtonpost.com/matthew-lynch-edd/classroom-management-in-a_b_1153384.html
NYU Steinhardt (October 2008). Culturally Responsive Classroom Management Strategies. Metropolitan Center for Urban Education. Retrieved from: http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf
Smith, R., Dearborn, G. (2016). Conscious Classroom Management II: Unlocking the Secrets of Great Teaching. Retrieved from: http://www.consciousteaching.com/book-ccm/
The Iris Center (2017). Classroom Management: Developing Your Own Comprehensive Behaviour Management Plan. Peabody College Vanderbilt University Nashville, TN 37203. Retrieved from: https://iris.peabody.vanderbilt.edu/module/beh2/cresource/#content
Weinberg, M. (2009). LGBT - Inclusive Language. The English Journal, 98(4), 50-51.
Weinstein C., Tomlinson-Clarke S., & Curran M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55(1), 25-38.
Zimmermann, K. (January 23, 2015). German Culture: Facts, Customs, and Traditions. Live Science. Retrieved from: https://www.livescience.com/44007-german-culture.html
Images Retrieved from:
Cultural diversity: https://www.goconqr.com/en/blog/culturally-responsive-teaching-4-ways-integrate-students/
Experts: http://www.the-experts.com/
