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 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. 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 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. 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. 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 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). 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 Constraints to enacting CRCM strategies My own preconceptions and biases 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) 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) 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) 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 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. 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 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. 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.