Undergirding Theory Of Classroom Management

How is it that a student can be disruptive and disconnected in one classroom and be a respectful and engaged student in another classroom? The difference is the educational practices of the classroom teachers. The same student but different teachers with different values, beliefs, strategies and practices. In today’s classrooms teachers face overwhelming demands and challenges from students, parents, administrators and society as a whole. They are expected to know pedagogy, curricular content, develop engaging learning opportunities that meet the needs of diverse students and use a variety of instructional strategies to increase student learning gains, all while simultaneously developing personal relationships with students that are daily

Culturally responsive education practices in the literature are generally divided into two major areas, culturally responsive teaching and culturally responsive classroom management. This paper will explore culturally responsive teaching and culturally responsive classroom management as reflected in the literature. This paper will begin by presenting the theories and key elements comprised in culturally responsive teaching and culturally responsive classroom management. The next section will present an analysis of the similarities and differences that were reflected when the two areas are compared to one another. This section will also address the question, Are these actually two distinct areas of educational practice or simply one area that integrates these key elements together to produce one framework of culturally responsive education practices? The final section will present some concluding thoughts and explore the question, “Is implementing culturally responsive education practices, really just good teaching and managing? In other words, are culturally responsive teaching and culturally responsive classroom management actually separate and distinct concepts from the concept of effective, responsive, quality teaching that is applicable to all students in all classrooms and in all

As some Asian students smile and laugh as a result of their lack of understanding or confusion often called “ritualized laughter” (Brown, D., 2004). This behavior is an attempt to maintain harmony and avoid challenging authority, confrontation or competitive situations. This ritualized laughter is often seen in Japanese, Korean, Chinese, Korean, Taiwanese, and Cambodian students (Brown, D., 2004). It is simple see to how this ritualized laughter could be interpreted as disrespect if a teacher was unaware of the student’s culture. Hispanic parents expect their children to be quiet and obedient in school (Weinstein, 2003). This quiet and obedient behavior could easily be interpreted as not engaging, not caring or withdrawn. Cultural misjudgments occur regarding African American students being too loud as a sign of defiance. Building relationships with each student and gaining knowledge regarding their cultural beliefs, values and experiences, assists in avoiding misjudgments that can be quite disheartening and damaging to students. Creating culturally responsive learning environments and building responsive relationships are essential to effective culturally responsive teaching. What are the critical elements of culturally responsive classroom management reflected in the