Culturally Responsive Classroom Management

1. Culturally Responsive Classroom Management African American Students By Dr. Mack T. Hines III 1

2. PURPOSE The purpose of this presentation is to provide research validated strategies for building positive behavior within African American students. ENGAGED ENCOURAGED EMPOWEREDEXPRESSIVE 2

3. *Anthony *Latoya Dirk *“The Problem” *“The Look” “The Issue” 3

4. JUST CAUSEDISCIPLINARY MOMENTS • Moments that foster disciplinary removal of African American students from the class because of a conflict with the teacher. • Because subjectivity defines the extent to which student behavior warrants disciplinary action, teachers decide which behaviors are “Just Cause” for reprimand and removal. 4

5. CULTURALLY RESPONSIVE DISCIPLINARY RESPONSES Relational approaches to using race and culture as a guide to building positive behavior within African American students. 5

6. QUESTION What does it take to use race and culture as a guide to respond to African American students? Knowledge about how power and communication are used in African American culture to create an environment of discipline with African American children. *Skills to translate knowledge into specific responses to conflict with African American students. Disposition to process the emotionality of teacher-student conflict with African American students. 6

7. RESPONSE SKILLS SET Verbal, Vocal, and Visual uses of Power and Communication to redirect African American students • Verbal-Using specific words to communicate a specific message. • Vocal-Using the words to consistently maintain expectations. • Visual-Maintaining a demeanor that communicates an authoritative way of expecting the best behavior. 7

8. VERBAL(What do your words say?)

9. VOCAL(What does your voice convey?)

10. VISUAL(What does your face mean?)

11. On Cue Our attention to the world is based on three cues: • Spatial-orientation to environment • Objects & Materials-details about the environment • Affective-emotions & feelings within the environment Culture socializes our approaches to responding to these cues.

12. On Cue African Americans pay more attention to the emotions and feelings in the environment than other cues. Result 1. African Americans are better able to distinguish the emotions and nonverbal communication of faces in situations. 2. African Americans have a strong tendency to direct their attention towards the emotions, expressions, and feelings of people.

13. Ms. Robinson Anthony, I do not have problems. I have never had problems. I just have students who make mistakes that become problems. The problem with this situation is that you want to belittle other students in this classroom. Because I care for all of my students, which also includes you, I will always protect them from being ridiculed by other students, which also includes you.

14. Ms. Robinson “Anthony, she is a smart student. And let me say one other thing-You are smart, too-So smart until I know that you understand me when I tell you that you can not and will not make fun of any student in this classroom. You won’t do it because you know that I expect more and will get better from you than what you are showing me.”

15. VERBAL(What do your words say?)

16. VOCAL(What does your voice convey?)

17. VISUAL(What does your face mean?)

18. KNOWLEDGE COMMUNICATION OF POWER POWER OF COMMUNICATION 18

19. Q/A QUESTION What is the significance of power and communication with regards to addressing behavioral situations with African American students? ANSWER Power and communication are anchored by authority and emotions, which have relational implications in Black culture. 19

20. Black Culture Black people expect leaders to act with authority to acquire authority. “Act With Authority” Use of interpersonal characteristics and communication to establish authority. “Communication” Direct use of words to give and seek understanding of others in an authentic, relational way. (c) 2011 Mack T. Hines III 20

21. ACTING WITH AUTHORITY • Figure of Authority “Because I am the teacher, I am the authority.” • Certification • Title • Authoritative Figure “Because I can show authority, I am the teacher.” • Qualification • Temperament 21

22. Basis Spirituality Harmony Affect Verve Communalism Orality Movement Expressive Individualism Social Time Perspective 22

23. COMMUNALISM Emphasis on interdependent connectedness that emphasizes social bonds and responsibilities. HARMONY Emphasizing wholeness because of believing that humans and nature are one. 23

24. AFFECT Expression that is centered on a heightened sensitivity towards emotional cues and expression. ORALITY A preference for aural modes of communication. 24

25. MOVEMENT EXPRESSIVENESS A stylized, rhythmic way of moving and expressing one’s self. 25

27. What did you see?

28. Power & Communication • Animation/Expression • Turn Taking • Directness • Volume

29. You Saw A. Two people who will not change their style of relating to others during conflict.

30. You Saw B. Their way of handling conflict is influenced by the culture in which they grew up in for the longest time.

31. You Saw C. Emotions are universal, but the way in which they convey them is culturally determined.

32. Power Lisa Delpit “Other People’s Children” • Issues of power are enacted in classrooms. • There are codes and rules for participating in power. • The rules of the culture of power are a reflection of the rules of the culture of those who have power. • If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 32

33. Communication Dr. Mack T. Hines III “The Skin They’re In” 1. Communication is the cornerstone of all classrooms. 2. Different codes and rules for communication exist between people from different racial groups. 3. Failure to understand the racial differences of communication creates negative perceptions of other people. 33

34. Power & Communication • Animation/Expression • Turn Taking • Directness • Volume

35. RESPONSES TO CONFLICT Figure of Authority React Emotions Symptomatic Power Embarrass Confront Tell COERCE ASSIMILATION Authoritative Figure Respond Expectations Systematic Purpose Empower Convey Teach COOPERATE ACCOMMODATION 35

36. THANK YOU! www.mackthines.com hines1971@yahoo.com 36