Establishing Expectations for Behavior

1. Establishing Expectations for Behavior • Only two explicit rules communicated on day one – wait until the person speaking finishes before speaking yourself and do not line up at the door until the bell rings because other students may still be working • Students who do not respect the self-select seating chart will lose the privilege and be moved to another desk. Enforcement has occurred with the separation of two students. • Implicit rules suggest low tolerance for active behavior associated with some African American students (Weinstein et al., 2003) due to structure of enforced rules stated above • I will probably be more relaxed in my classroom management style but I have definitely learned the importance of enforcement of whatever rules I establish.

2. Dealing with Problem Behaviors • Very few issues with classroom behavior as previously explained and the incidents that do occur suggest evidence of classism over any other issue of diversity or social identity. • I do believe that the behavioral expectations set forth by my mentor teacher conform to the dominant culture where polite respect is expected. • I hope that my more tolerant approach to classroom behavior will result in being a culturally responsive classroom manager (Weinstein et al., 2003).

3. Reflections • Constraints to enacting CRCM strategies • My own preconceptions and biases • Lack of consciousness of my own privilege and how I might use to define and enforce norms that I consider appropriate (Goodman, 2001) • Fear (e.g. avoiding taking a job with diverse cultural needs) • Inexperience – inconsistent administration of rules, lack of culturally representative response to behavioral problems, trying to be the “nice guy” when the situation calls for an authority figure (Obidah & Teel, 2001, p.59) • Possibilities or opportunities to enact CRCM strategies winter term • Although my classes tend to be well-behaved, I believe I will have to establish trust when it is “my class” (Obidah & Teel, 2001, p.61). This will be made more difficult by the natural tailing off of motivation as seniors get close to graduation. I will emulate my mentor’s policies as much as possible to present a unified position that is seamless regardless of who is teaching. Because my tendency is to be less strict than my mentor, I will have to work at this while staying within my own personality. • Personal growth in CRCM understanding during Fall term • I have surprised myself to a degree in that my approach to classroom management changes when I’m the one at the front of the classroom. I’ve noticed that I do have the capacity to be stern yet polite while staying within my personality. I am beginning to bring my biases to a conscious level (Weinstein et al., 2003) so that I can self-monitor my treatment of culturally different students.