Responsive Classroom Management

Evelyn S. Soriano

Understand and describe as the methods they use for culturally responsive classroom management with respect to Culturally Responsive Factors (developing personal relationships, creating caring learning communities, establishing a business-like learning environment, establishing congruent communication processes and, teaching with assertiveness and clearly stating expectations). Regarding developing personal relationships teachers identified three methods, which included welcoming and greeting student’s daily, genuine conversations about personal interests, and connecting students to curriculum. Regarding creating caring learning communities, teachers identified three methods, which included collaborative learning, learning about the curriculum, and self monitoring.

Regarding creating a business-like environment, teachers identified three methods, which included every student has a role, every student experiences success, and soft skills. Regarding congruent communication processes, teachers identified three methods, which included praise students, reprimand in private, no judgment, value them, and be present. Regarding teaching with assertiveness and clearly stating expectations, teachers identified three methods, which included expectations are the same for all, model behavior/expectations, and self-reflection. There were five areas of focus based on the data. The five areas included: (a) relationships of trust, (b) collaboration, (c) student selfworth, (d) teachers’ words and actions, and (e) teachers modeling behavior and expectations. These areas were key to creating a culturally responsive classroom.

The matter of classroom management has been a quandary for administrators and a point of frustration for many teachers. No matter the grade level or location, every teacher faces classroom management challenges to one degree or another. Although many teachers come from graduate programs that prepare them well for the philosophical and subject matter competencies, most are not trained in classroom management, which can result in a colossal struggle for both the teacher and students. The significance of this becoming more important than ever with the constant demographic changes that are taking place in schools . The need for continued improvement in the way of classroom management strategies, more specifically in culturally responsive strategies, is imperative.

Defined as teachers describe the methods they use for culturally responsive classroom management with respect to culturally responsive classrooms. Working on the problem of classroom management when it comes to educators’ cultural responsiveness for decades. Talk with Teachers,” due to his concern on children were being treated and educated. Diverse Students were coming into schools needed to change, indicating that they themselves were wrong as human beings realized early on that classroom management was much more than simply discipline and instruction but included all factors to address the whole child.

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The author is Master Teacher II at Santa Rita Elementary School, Division of

Pampanga