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Each One, Teach One: Supporting Novice Educators’ Development of Equitable Classrooms

This article explores the importance of culturally responsive classroom management and provides strategies for novice educators to create equitable learning environments. Topics covered include recognizing cultural biases, understanding students' cultural backgrounds, awareness of social and economic contexts, using culturally appropriate management strategies, and building caring classroom communities.

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Each One, Teach One: Supporting Novice Educators’ Development of Equitable Classrooms

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  1. Each One, Teach One:Supporting Novice Educators’ Development of Equitable Classrooms Alexandria Harvey, M.Ed. University of Florida

  2. Check-in question • What is something positive you do in your classroom that reinforces appropriate behavior?

  3. Objectives • Participants will understand the need for equitable classroom management principles • Participants will learn about culturally responsive classroom management principles • Participants will learn about evidence-based culturally responsive classroom and schoolwide interventions

  4. Why are equitable classrooms important?

  5. A closer look at the demographics Source: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development

  6. Shelby county discipline data

  7. Shelby county discipline data

  8. Shelby county discipline data

  9. Cultural misunderstandings • Classrooms are operated via traditional, dominant cultures • Cultural misunderstandings and clashes occur when teachers misinterpret culturally and linguistically diverse students • When culturally and linguistically diverse students don’t comply during these clashes, inappropriate discipline often occurs

  10. Culturally responsive classroom management • CRCM is an approach to running classrooms with all children (not simply for racial/ethnic minority children) in a culturally responsive way • More than a set of strategies or practices. CRCM is a pedagogical approach that guides the management decisions that teachers make (Metropolitan Center for Urban Education, 2008)

  11. Culturally responsive classroom management • Recognition of One’s Own Cultural Lens and Biases • Knowledge of Students’ Cultural Backgrounds • Awareness of the Broader, Social, Economic and Political Context • Ability and Willingness to Use Culturally Appropriate Management Strategies • Commitment to Building Caring Classroom Communities Weinstein, Tomlinson-Clarke, and Curran, 2004

  12. Recognition of One’s Own Cultural Lens and Biases • It is vital to think about where your assumptions, attitudes, and biases come from when thinking about your students, as they shape the way you interact and treat them in aspects (including how you interpret their behavior) • Implicit bias tests • Reading material on white privilege (White Privilege: Unpacking the Invisible Knapsack, by Peggy McIntosh • Using self-reflection tools such as the Cultural Proficiency Receptivity Scale

  13. Knowledge of Students’ Cultural Backgrounds • Understanding cultural and ethnic backgrounds can provide teachers with knowledge pertaining to certain traditions, rules, behaviors, and even possible learning styles of their students • During this process, it is important not to essentialize and make stereotypes • Allow for projects that allow students to explore their cultural backgrounds and family history • Home visits • Stay current on the literature of the backgrounds of students represented in your classroom

  14. Awareness of the Broader, Social, Economic and Political Context • Stay attuned to the political, social, and economic situations in your community • These issues more than likely attribute to the behaviors that occur within the classroom • Engage students in discussion around current events • Form groups with colleagues to discuss local structures and policies to see how they may possibly impact student behavior

  15. Ability and Willingness to Use Culturally Appropriate Management Strategies • Ways in which classroom are setup and operated can actually promote or block equal access to learning • It is important to consider ways in which the physical environment is arranged to promote learning for all • Use of world maps • Signs in various languages • Representation of various cultures on pictures throughout the setting • Pictures of the students • Diverse books • Desk arrangement

  16. Commitment to Building Caring Classroom Communities • How we treat students and how they treat each other are key indicators to success in the classroom • It is important that students feel welcome and safe in their own classrooms • Smile :-) • Foster an environment of respecting various perspectives • Ask for feedback about your teaching • Greet students DAILY • Learn about your students’ interests outside of the classroom • Attend students’ events

  17. activity

  18. DISCLAIMER This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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