1. Culturally Responsive Teaching
Nate and John

2. Utley, et. al 2002
“every one of us needs to learn and practice from a culturally competent perspective.”
“multicultural education (MCE), supports the human relations approach by teaching students to learn how to respect each other, how to get along with others, and how to develop positive self-concepts by using a curriculum that is culturally responsive to the culture, language, and learning styles of students.”
However, there are barriers to implementing Multicultural approaches: principals and teacher development, parent involvement, issues pertaining to PBS and multicultural approach

3. Brown, 2007
“Teachers must develop a knowledge base for CRT by acquiring detailed, factual information about the cultural particularities of specific ethnic groups. In addition, they must develop caring, consciousness, communication, and a sense of community within their classrooms (Harriott & Martin, 2004).”
“CRT has been defined many times and in many ways, but Nieto (2004) defined it as a method that “necessitates inclusion and authenticity” (p. 353), emphasizing that all people, especially teachers, should learn about and respect themselves, one another, and all other people in honor of their many diverse cultural characteristics.”

4. Weinstein and Crawford
When it comes to redirecting of students, Crawford is of the mindset of a more of a general approach. He wants us to have these tools (cues, redirection, take a break, etc.) in our tool bag in order to succeed at teaching our students, no matter their culture.

5. Discussion
1. What does "culture" mean in the context of students from diverse backgrounds?
2. What does it mean to be "culturally responsive"?
3. What are "cultural and experiential filters"?
4. How does one apply these concepts to supporting a learning environment in an urban classroom? [Note: If you have material on these issues from other classes you are currently taking or have taken, I encourage you to include them]
5. review, compare, and contrast the perspectives among Utley, et al., 2002 and Brown, 2007, with Weinstein (2015) and Crawford (2009).

6. Resources
Utley, C.A., Kozleski, E., Smith, A., Draper, I.L. (2002). Positive behavioral support: A proactive strategy for minimizing behavior problems in urban multicultural youth. Journal of Positive Behavior Interventions, 4(4),
Brown, Monica R.. "Educating all students: creating culturally responsive teachers, classrooms, and schools.(Diversity Dispatch)." Intervention in School & Clinic. Sage Publications Inc
Weinstein, C. S., & Novodvorsky, I. (2015). Middle and secondary classroom management: lessons from research and practice. New York, NY: McGraw-Hill Education.
Crawford, L., & Hagedorn, C. (2009). Classroom discipline: guiding adolescents to responsible independence. Minneapolis: Origins Developmental Designs.