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 EMPOWERED EXPRESSIVE 2

3. *Anthony *Latoya Dirk *“The Problem” *“The Look” “The Issue” See Notes3

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 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 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
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.
African Americans pay
more attention to the
emotions and feelings
in the environment
than other cues.

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?)
Key Statements
Verbal
(Words)
How is directness and/or relatedness used
in the statements?
Statement(s) A
“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.”
Statement(s) (B)
“You won’t do it because you know
that I expect more and
will get better from you than what
you are showing me.”

16. VOCAL (What does your voice convey?)
Key Statements
Vocal
(Voice)
What type of tone would you use to convey
sincerity?
Statement(s) A
“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.”
Statement(s) (B)
“You won’t do it because you know
that I expect more and
will get better from you than what
you are showing me.”

17. VISUAL (What does your face mean?)
Key Statements
Visual
(Face)
What type of facial expression/demeanor
would you use to show seriousness?
Statement(s) A
“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.”
Statement(s) (B)
“You won’t do it because you know
that I expect more and
will get better from you than what
you are showing me.”

18. COMMUNICATION OF POWER POWER OF COMMUNICATION
KNOWLEDGE
COMMUNICATION OF POWER POWER OF COMMUNICATION
What Students Say 18 18

19. Q/A QUESTION What is the significance of power and communication
ANSWER
Power and
communication
are anchored by
authority and
emotions,
which have relational
implications in
Black culture.
QUESTION
What is the
significance
of power and
communication
with regards to
addressing behavioral
situations with
African American
students? 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. “Because I am the teacher,
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. emphasizes social bonds and responsibilities. HARMONY
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. ORALITY A preference for aural modes of communication. 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

26. Communalism
Harmony
Orality
Affect
Movement
Expressiveness

27. What did you see?

28. Animation/Expression
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. Lisa Delpit “Other People’s Children”
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”
Mack Hines Consulting, LLC
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.
Complete what we see activity. 33 33 33

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

35. RESPONSES TO CONFLICT React Emotions Symptomatic Power Embarrass
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! 36