Teaching & Professional Practice

TEACHR Culturally relevant approaches to classroom management

Elvin Gabriel Senior Lecturer, Department of Educational and Counselling Psychology, Andrews University, Berrien Springs, Michigan, USA Carole Woolford-Hunt Senior Lecturer, Department of Educational and Counselling Psychology, Andrews University, Berrien Springs, Michigan, USA Lionel Matthews Senior Lecturer, Behavioural Sciences Department, Andrews University, Berrien Springs, Michigan, USA

Summary One of the most challenging issues in Students from various cultural backgrounds may multicultural education concerns classroom experience cultural dissonance when teachers management. Techniques and approaches to and educational administrators from the classroom management, which in the past have mainstream culture misconstrue, misinterpret reflected the values, norms and beliefs of dominant or simply disregard their cultural patterns cultures must be modified to meet the academic, of learning, behaviour and communication. sociocultural, developmental, moral and ethical Cultural Due to changing demographics worldwide, needs of ever-increasingly ethnically diverse school sensitivity is cultural diversity is the norm for many schools populations. achievable today. It is therefore imperative that teachers “ and educational administrators become through an Sociocultural issues in classroom empathic aware of the variances and unique qualities management grasp of how and characteristics of the groups, cultures In order to avoid problems of culturally irrelevant each group and languages represented in their schools. classroom management techniques, teachers feels, thinks, This article specifically highlights important must be culturally sensitive and culturally literate. acts and sociocultural issues in classroom management Cultural literacy may be achieved through a thorough reacts and presents effective strategies for managing knowledge of the history, social patterns, customs, multicultural classes. Implications for Christian mores, family characteristics, values and educational teachers are addressed. challenges of ethnic and racial groups. Cultural illiteracy may pose serious threats to the health and ”Changing world demographics well-being of students. Teachers may be attempting It is evident that we are living in an ethnically and to solve problems which do not exist, or may fail culturally diverse world. Pluralistic countries such to notice problems which do exist, or may use as the United States, Canada, the United Kingdom, culturally ineffective strategies to deal with problems South Africa, France, Australia, Holland and New which may arise.1 Such teacher attitudes may be Zealand are continuing to experience an influx of attributed to ethnocentricism, cultural tunnel vision, immigrants. These countries are therefore faced racism, prejudice or ignorance. These attitudes may with the challenges of providing opportunities for trigger feelings of alienation, anger, helplessness, these groups to be meaningfully included in the normlessness and distrust among affected students. sociopolitical, cultural and educational systems These feelings may ultimately lead to externalising and structures, while at the same time, creating behaviours (i.e., overt aggression, destruction of avenues for maintaining the uniqueness of each school property, violence towards others, defiance) group’s cultural patterns. Diversity also demands or internalising behaviours (i.e., depression, anxiety, further restructuring and modification of educational withdrawing from school and classroom activities, systems and processes, and further revision of extreme fears). educational policies and philosophies to reflect Cultural sensitivity is achievable through an multicultural parameters and contexts. empathic grasp of how each group feels, thinks,

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acts and reacts. Teachers may accomplish this school and classroom? task by developing an awareness of their cultural • How often do social relationships develop assumptions, values, prejudices and biases, and in among students from different racial or so doing, seek to eradicate stereotypical behaviours, ethnic backgrounds in my classroom and attitudes and responses. In this connection, it is in the school? What is the nature of these especially important that teachers remain open to relationships? learn as much as possible from their interactions • In what ways do I make my instructional with students. Teachers are the foundational building program responsive to the needs of the diverse blocks in the construction of a strong classroom and groups in my classroom? / or school community, where respect and tolerance • What kinds of information, skills and resources for cultural and ethnic differences are demonstrated do I need to acquire to effectively teach from a and valued. multicultural perspective? • In what ways do I collaborate with other Prerequisite skills for managing multicultural educators, family members, and community Diversity of classrooms groups to address the needs of all my students’ Addressing the management of diversity in the students?2 “backgrounds classroom starts with the training and education of demand that the teachers. Teacher education programs need to Armed with the increased sensitivity this self- teachers place a greater emphasis on embedding multicultural knowledge brings, teachers can then move forward become applications and implications in professional to the next step of getting to know the cultures of enlightened and practical courses and activities. This will the students in their classroom. The kinds of cultural about how increase knowledge and understanding of how context knowledge that are essential for teachers to cultural culture strongly influences children’s and teachers’ learn include the cultural and linguistic backgrounds teaching behaviours, attitudes and thought processes. In of their students, which can serve to promote the and learning turn, this may ultimately motivate them to construct “multilingualism and multiculturalism of all the influences and implement culturally relevant instructional and students and the teacher”.3 the manner management strategies. Knowledge and awareness of the social, in which An essential component of the training and cultural and religious practices of the countries children education of teachers is an exploration of their own from which their students have emigrated can aid respond to cultural and ethnic background. A cultural self- teachers in understanding how these practices have classroom assessment, such as the one listed below, is strongly influenced students’ behaviours, attitudes, lifestyles expectations recommended. Such an exercise gives teachers an and thought processes. Teachers should take the opportunity to critically analyse and evaluate their opportunity to know each country’s geographical prejudices and their scope of knowledge concerning location and have some knowledge of the languages culture and diversity. spoken4 since country of origin and language are so ” important to children’s sense of identity. Cultural assessment questionnaire Teachers and administrators can even go the • What is my definition of diversity? extra step and learn to greet children in their native • What is my ethnic background? language. This type of cultural context knowledge • What is my cultural background? may be used by teachers as a way of demonstrating • Do the children in my classroom and school an openness and willingness to learn about come from diverse cultural backgrounds? aspects of culture that are important to students • What are my perceptions of students from and their families.5 Additionally, cultural context different racial and ethnic groups, with knowledge should also be considered essential language or dialects different from mine, or in the development of curricular innovations and with special needs? applications that are culturally inclusive. • What are the sources of these perceptions (e.g. friends, relatives, television, movies)? Useful strategies for managing multicultural • How do I respond to my students, based on classes these perceptions? The special feature in managing a multicultural • Have I experienced others making class “is the heterogeneity or multiplicity of students’ assumptions about me based on my cultural background”.6 This is evident in schools in membership in a specific group? How did I Australia and New Zealand where many students feel? from varied ethnic, racial and religious backgrounds • What steps do I need to take to learn about attend. Such diversity of students’ backgrounds de- the students from diverse backgrounds in my mand that teachers become enlightened about how

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cultural teaching and learning influences the manner cultural sensitivity, knowledge, skills and attitudes to in which children respond to classroom expectations. facilitate their learning.12 A child’s meaningful participation in the activities of The process of infusion, which integrates content his / her classroom is highly dependent on how he / and process, involves using ethnic and cultural she perceives his / her roles and functions within that materials to develop mastery of general academic learning environment. Four important elements that and subject matter skills. For example, teaching need to be woven into the framework of classroom reading skills such as comprehension, vocabulary management approaches are as follows: (1) a and inferring meaning may be achieved through supportive, nurturing classroom environment; (2) the ethnic novels, poetry, stories and folklore; patterns physical design of the classroom; (3) instructional of ethnic migration and settlement might be used relevance; and (4) collaboration among school and in teaching geographic directions, and locations; community personnel. and mathematical skills such as ratio, percentages, A A supportive, nurturing classroom environment proportions and probabilities may be derived from supportive, enhances relationships among teachers and looking at ethnic and gender employment trends.13 “nurturing students, and is a strong antidote to indiscipline, In addition to instructional approaches, teachers classroom intolerance, indifference, prejudice and bigotry. This must also learn about the brilliance the students environment type of environment can be created from the first bring with them ‘in their blood’. enhances day of school by teachers “greeting students at the relationships door with a smile and a warm, welcoming comment Until they appreciate the wonders of the cultures among and communicating with second language learners represented before them—and they cannot do that 7 without extensive study, most appropriately begun teachers and with a phrase from their native language”. Teachers in college courses—they cannot appreciate the students, can also instil in students’ minds that they all can potential of those who sit before them, nor can they and is a succeed. Such expectations, with encouragement, begin to link their students’ histories and worlds to strong will help students feel that they are being supported the subject matter they present in the classroom.14 antidote to in their efforts.8 indiscipline, Teachers cannot successfully implement cultural- intolerance, When students know that you care for them and ly responsive classroom management techniques that you are looking out for them, it makes all the indifference, difference in the world. Students then feel valued without effective support systems. Collaboration prejudice regardless of their characteristics and are more among school and community personnel is vital. and bigotry likely to participate actively in the classroom.9 Teachers can assist each other by establishing instructional and classroom management guidelines Respect and tolerance for culturally diverse that are culturally and ethnically relevant. They can groups may be enhanced by the physical design of also enlist the support of professionals, such as ”the classroom. Classroom displays could include a school psychologists, counsellors, social workers map of the world that identifies the countries from and behavioural intervention specialists who which the students or their parents emigrated, and clearly understand the contexts and dynamics of signs and banners welcoming students in their multicultural education and diversity. language. Arranging desks or tables in clusters School administrators can also be involved creates opportunities for students to work together in by working with teachers to create a school small groups on class assignments and activities.10 environment that emphasises respect and tolerance This type of interaction creates an atmosphere in for cultural differences. which interpersonal relationships are conceived and nurtured. Bulletin boards can highlight the social, Administrators are the primary role model for the teachers and the students; having them participate technological, political, scientific and educational in what the students are working on validates contributions of culturally and ethnically diverse the importance of the work that the students are individuals or groups. The media corner should doing.15 contain books, magazines, DVDs, CDs and videos that highlight multicultural issues, experiences and Communicating with parents is essential to the traditions.11 success of any classroom management system. Instructional relevance enhances the classroom Teachers can send “newsletters to all families management functions of teachers. This is providing an overview of culturally-responsive achievable when teachers become culturally curriculum goals, classroom activities and selected responsive in their classroom interaction and student-written stories and poems”.16 Through instruction strategies. Children who do not belong parent-teacher conferences, teachers can gain to mainstream middle-class culture are at risk of additional insights from parents on how students’ educational failure if their teachers do not have the families influence and / or shape their behaviours

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and attitudes. Parents can learn from teachers how From the aforementioned examples, teachers their children are adjusting to the demands of school. can use group projects and cooperative learning techniques which foster interdependence—the Implications for Christian teachers pooling of diverse individual strengths to achieve Christian teachers who operate in culturally diverse a common goal. These management approaches school environments must be ever conscious of the enhance meaningful relationships among students opportunities and challenges presented as they seek and teachers, and engender mutual trust and open to integrate their faith with learning and instruction. communication. This goes beyond adopting teaching techniques that Christian teachers must continue to create and are facilitative of learning outcomes that predispose sustain learning environments in which all students students to respect and embrace diversity as a meaningfully participate in setting and reinforcing God-intended reality. It requires that teachers be standards and guidelines for learning and behaviour. It requires intentional and explicit about identifying particular They have a sacred obligation to demonstrate that Bible-based principles that guide their management to other teaching professionals, how to visualise teachers be techniques and strategies. students as unique individuals, created by God, who “intentional Specifically, because Christian schools are have an “object to achieve, a standard to attain that and explicit worldview driven, with specific philosophical and includes everything good, and pure, and noble”.17 about theological claims undergirding such a worldview, TEACH identifying Christian teachers will do well to justify their particular pedagogic and management styles against such Endnotes Bible-based claims. Not only will this approach facilitate faith / 1 Grossman, H. (1991). Multicultural classroom management. principles subject integration, it will also aid in helping students Contemporary Education, 62 (3), 161. that guide make the connection between their learning, 2 Bromley, K. D. (1998). Language art: Exploring connections. their man- Needham Heights, MA: Allyn & Bacon. behaviours, attitudes, and their faith. agement 3 Grossman, H. (1991). Multicultural classroom management. Cultural diversity presents both a challenge and Contemporary Education, 62 (3), 163. techniques an opportunity for Christian teachers. The challenge 4 Curran, M. E. (2003). Linguistic diversity and classroom and arises from the fact that attitudes and behaviours management. Theory into Practice, 42 (4), 338. strategies are culturally driven, and can trigger differences, 5 Ibid., 338. which may lead to conflict and misunderstanding in 6 Irwin, L., & Nucci, C., (2004). Perceptions of students’ locus of control of discipline among pre-service and in-service teachers in learning environments. With this challenge comes multicultural classrooms. Intercultural Education, 15 (1) 60. the opportunity for teachers to aid students in the 7 Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Cultural ” cultivation of Christian virtues, which will be evident responsive classroom management. Awareness into action. in behaviours and attitudes that reflect tolerance, Theory into Practice, 42 (4), 272. acceptance and respect for those who are culturally 8 Burden, P. R. (2003). Classroom management: Creating a successful learning community. New York, N.Y: John Wiley & Sons and ethnically different. Inc. For example, two constructs / concepts that 9 Ibid., 152. may be associated with the Christian worldview 10 Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). are Oneness, which emerges from our human Culturally responsive classroom management: Awareness into differences, and Interdependence, a requirement action. Theory and Practice, 42 (4), 271. 11 Montgomery, W. (2001). Creating culturally responsive inclusive for Oneness. Teachers can point students to the classrooms. The Council for Exceptional Children, 33 (4), 6. biblical concept of Oneness which is derived from 12 Nguyen, N., Coutinho, M. J., & Oswald, D. P. Multicultural differences, as exemplified by the triune God (three training for preservice special education teachers. (April 2000). separate, different individuals) constituting a single Issue Brief on Ethnicity in Special Education. Richmond: Virginia Commonwealth University. Project ACHIEVE. reality (unity, wholeness). The construct / concept of 13 Gay, G. (1994). Urban education monograph series. North Interdependence as a requirement for Oneness can Central Regional Educational Laboratory. Retrieved June 20, 2007, be linked to the biblical example of the Apostle Paul’s from http://www.ncrel.org/sdrs/areas/issues/educatrs/ leadrshp/ discussion in 1 Corinthians 12:14–15 and 25–26 in le0gay.htm. 14 Delpit, L. (1995). Other people’s children. New York: New Press. which he makes a strong case for interdependence. p.182. 15 For the body is not one member, but many. If the Bullara, D. T. (1993). Classroom management strategies to reduce racially-biased treatment of students. Journal of foot shall say, Because I am not the hand, I am Educational and Psychological Consultation, 4 (4), 367. not of the body; is it therefore not of the body?… 16 That there should be no schism in the body; but Montgomery, W. (2001). Creating culturally responsive inclusive classrooms. The Council for Exceptional Children, 33 (4), 6. that the members should have the same care one 17 for another. And whether one member suffer, all White, E. G. (1952). Education. Mountain View, California: Pacific the members suffer with it; or one member be Press Publishing Association, p. 18. honoured, all the members rejoice with it. (KJV)

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