Presentation on theme: "Culturally Responsive Classroom Management"— Presentation transcript:
1 Culturally Responsive Classroom Management African American StudentsByDr. Mack T. Hines III1
2 PURPOSEThe purpose of this presentation is to provide research validated strategies for building positive behavior within African American students. ENGAGED ENCOURAGED EMPOWERED EXPRESSIVE2
3 *Anthony *Latoya Dirk *“The Problem” *“The Look” “The Issue” See Notes 3
4 JUST CAUSE DISCIPLINARY 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 usedin African American culture to create an environment ofdiscipline with African American children.*Skills to translate knowledge into specific responses toconflict with African American students.Disposition to process the emotionality of teacher-student6
7 RESPONSE SKILLS SETVerbal, Vocal, and Visual uses of Power andCommunication to redirect African American studentsVerbal-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
11 On Cue Our attention to the world is based on three cues: Spatial-orientation to environmentObjects & Materials-details about the environmentAffective-emotions & feelings within the environmentCulture socializes our approaches to responding to these cues.
12 On Cue African Americans pay more attention to the Result1. 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.African Americans paymore attention to theemotions and feelingsin the environmentthan other cues.
13 Ms. Robinson Anthony, I do not have problems. I have never had problems. I just have students whomake mistakes that become problems.The problem with this situation is that you want tobelittle other students in this classroom.Because I care for all of my students, whichalso includes you, I will always protect themfrom being ridiculed by other students, which alsoincludes you.
14 Ms. Robinson “Anthony, she is a smart student. And let me say one other thing-You are smart, too-Sosmart until I know that you understand mewhen I tell you that you can not and will notmake fun of any student in this classroom.You won’t do it because you know that Iexpect more and will get better from youthan what you are showing me.”
15 VERBAL (What do your words say?) Key StatementsVerbal(Words)How is directness and/or relatedness usedin the statements?Statement(s) A“Anthony, she is a smart student.”“And let me say one other thing-Youare smart, too-So smart until I know thatyou understand me when I tell youthat you can not and will not make funof any student in this classroom.”Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
16 VOCAL (What does your voice convey?) Key StatementsVocal(Voice)What type of tone would you use to conveysincerity?Statement(s) A“Anthony, she is a smart student.”“And let me say one other thing-Youare smart, too-So smart until I know thatyou understand me when I tell youthat you can not and will not make funof any student in this classroom.”Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
17 VISUAL (What does your face mean?) Key StatementsVisual(Face)What type of facial expression/demeanorwould you use to show seriousness?Statement(s) A“Anthony, she is a smart student.”“And let me say one other thing-Youare smart, too-So smart until I know thatyou understand me when I tell youthat you can not and will not make funof any student in this classroom.”Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
18 COMMUNICATION OF POWER POWER OF COMMUNICATION KNOWLEDGECOMMUNICATION OF POWER POWER OF COMMUNICATIONWhat Students Say1818
19 Q/A QUESTION What is the significance of power and communication ANSWERPower andcommunicationare anchored byauthority andemotions,which have relationalimplications inBlack culture.QUESTIONWhat is thesignificanceof power andcommunicationwith regards toaddressing behavioralsituations withAfrican Americanstudents?19
20 Black CultureBlack 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 III20
21 “Because I am the teacher, ACTING WITH AUTHORITYFigure of Authority“Because I am the teacher,I am the authority.”CertificationTitleAuthoritative Figure“Because I can show authority, I am the teacher.”QualificationTemperament21
22 Basis Spirituality Harmony Affect Verve Communalism Orality Movement Expressive IndividualismSocial Time Perspective22
23 emphasizes social bonds and responsibilities. HARMONY COMMUNALISMEmphasis oninterdependentconnectedness thatemphasizes social bondsand responsibilities.HARMONYEmphasizing wholenessbecause of believing thathumans and nature areone.23
24 ORALITY A preference for aural modes of communication. AFFECT Expression that iscentered on a heightenedsensitivity towardsemotional cues andexpression.ORALITYA preference foraural modes ofcommunication.24
25 MOVEMENT EXPRESSIVENESS A stylized, rhythmic way ofmoving and expressing one’s self.25
28 Animation/Expression Power & CommunicationAnimation/ExpressionTurn TakingDirectnessVolume
29 You SawA. 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 Lisa Delpit “Other People’s Children” PowerLisa 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” Mack Hines Consulting, LLCCommunicationDr. 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.Complete what we see activity.333333
34 Animation/Expression Power & CommunicationAnimation/ExpressionTurn TakingDirectnessVolume
35 RESPONSES TO CONFLICT React Emotions Symptomatic Power Embarrass Figure of AuthorityReactEmotionsSymptomaticPowerEmbarrassConfrontTellCOERCEASSIMILATIONAuthoritative FigureRespondExpectationsSystematicPurposeEmpowerConveyTeachCOOPERATEACCOMMODATION35