Redefining Classroom Management
“Developing and
implementing culturally responsive classroom management is a frame of mind
more than a set of predetermined skills, actions, ideas, or strategies”
(Milner, Cunningham,
Delale-O’Connor, & Kestenberg, 2019, p. 27)
This quote is the opposite of what I always thought of classroom
management. If I had been asked, my definition of classroom management
would have fallen under the skills, actions, ideas, or strategies
umbrella. What were your pre-reading concepts of classroom management?
Developing this mindset can only occur through reflective teaching practices and honoring students' cultures, experiences, knowledge, and diversity.
The cultural differences between teachers (predominantly white women) and students (an increasingly diverse population) creates an incongruity that can "serve as a roadblock for academic and social success" (Milner et al., 2019, p. 20). As the authors of These Kids are out of Control discussed, classroom management in many schools is defined by uneven punishment referral patterns, teacher and student dissonance, and institutional and systemic barriers.
When students are sent out of the classroom to the office, they are losing learning opportunities. In fact, Noguera (2003) found that “those most frequently
targeted for punishment in school often look—in terms of race, gender, and
socioeconomic status—a lot like smaller versions of the adults who are most
likely to be targeted for incarceration in society” (p. 343, as cited in Milner et al., 2019, p. 18). The school-to-prison pipeline shows up again...
The growing demographic divide between teachers and students means that they do not "ascribe the same meanings and intentions to student behavior" (Milner et al., 2019, p. 16). Delpit (2006) gives an example of this when she discusses the difference in 'commands' given by white and black teachers/parents. White teacher/parents couch their commands in a question format. To the culturally informed, this is still clearly a command. Can you pick up the crayons? = Pick up the crayons. However, to those outside of the culture, it is seen as a question which the listener can interpret how s/he wishes. I think you can see how this could create problems in the classroom. A well-intentioned white teacher asks a student of color Would you like to read a story now? When the student interprets that as a choice and responds negatively it is seen as disrespectful. Have you seen instances in classrooms where student 'misbehavior' is a result of a misunderstanding? What was the outcome?
The traditional, stereotypical depiction of teachers as harsh taskmasters (I'm looking at you, Snape) who demand complete and unquestioned obedience to arbitrary rules does not work in today's multicultural world. Milner and his colleagues (2019) point out that "too often students are looked upon as the sole problem, when teachers actually contribute to conflicts that occur in the classroom" (p. 17). It takes a lot of humility and courage to recognize that you, the teacher, could be contributing to the problem. As Delpit (2006) says, “to put our beliefs on hold is to cease to exist
as ourselves for a moment—and that is not easy. It is painful as well, because
it means turning yourself inside out, giving up your own sense of who you are, and
being willing to see yourself in the unflattering light of another’s angry gaze” (p. 39). We always talk about teaching our students to 'be the bigger person' in conflict resolution or when faced with a problem, but can we model that in our classroom management? When we see the students as the problem and the teachers as wronged, that only promotes the status quo. When a teacher says my way or the highway, they are perpetuating the power structures of the classroom. Traditionally, teachers have been the ultimate authority in their classroom through the nature of their title. Unfortunately this viewpoint dehumanizes and disempowers students.
“Because teachers typically have good intentions, the
differential treatment teachers display is located in their subconscious, and
they are not able to critically examine these conceptions and consequently
behaviors because they are not necessarily aware that they exist. In order to
examine these implicit thoughts and consequently moves, teachers must work
deliberately to bring them into their consciousness”
(Milner, Cunningham,
Delale-O’Connor, & Kestenberg, 2019, p. 27)
- How do we create spaces where students and teachers learn and develop over time together in order to construct the kinds of learning communities that propel all in the community to be whole and to read their full capacity?
- How can we move from equal treatment to equitable treatment?
- What are some ways you can "rethink and reimagine who 'controls' and 'owns' classroom space?" (Milner et al., 2019, p. 17)
- How can you show students through your classroom management, set up, rules, etc. that they are a valued and integral part of the classroom community?
- As Delpit (2006) says, what can we do to truly hear those who have traditionally been voiceless and disempowered?
I'll leave you with this quote from Delpit (2006, p. 46), which stuck with me:
“It is those with the most
power, those in the majority, who must take the greater responsibility....To do so takes a very special kind of listening,
listening that requires not only open eyes and ears, but open hearts and minds."
____________________________
References
Milner IV, H. R.,
Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2018). “
These Kids Are Out of Control”: Why We Must Reimagine” Classroom Management”
for Equity. Corwin Press.
Delpit, L. (2006). Other
people’s children: Cultural conflict in the classroom. The New Press.
As a product of a parochial school system, were classroom management was managed by you filing into the classroom quietly, sitting in your chair with flat feet on the floor and hand folded on the desk as a "Sign" that you are ready to learn. The educational instruction that is reflective of my past is hard to reflect. It was just the way it was; the teacher had the power and students had none which has stopped. I think part of this was pirated from the concept of "Our classroom is our community" so; therefore we can make our own rules. Thus, the teacher makes the rules. To think that there are teachers in classrooms that "Develop a set of understanding, beliefs, and mindsets to advance equitable classroom management strategies." (P.27). It would be great to be open enough to have enough discussion with the students to understand their home rules and community atmosphere around them when developing these new governing rules. By a blending on home, community and classroom expectations could be adapted and understood by everyone.
ReplyDeleteIncreasingly more I have started to dread the notes that I am left by the teacher when I have substituted. They always provide a list of names of trusted students, ones who follow the rules and will not "lie" to the sub. Conversely, I there is a small list of names of students with IEP (Individual Educations Plans), and the final list of students that will "be a handful," which some has IEP's and some learn differently. These students are labeled as incarcerated problem students that I need to watch. I have had some notes say "If they become too disruptive send them to the office." So, I'm being instructed to send them to prison. I wish instead the notes would say "Here are the following ways to engage with said student." This would provide excellent classroom management skills for a short-term person.
This first time I had to give out an exit ticket at the end of a math class was a train wreck. I treated it as a worksheet where the students did their work but could ask a partner for help. Oops, they fully knew that this exit ticket was a mini test of knowledge and was to be done in quietly and alone. The result was a school instructional aid walked into the room to help a student and immediately started to discipline them. I was standing there like a deer in headlights, frozen and in shock. Finally, I was able to ask a trusted student, "What was going on?" and the reply was "Well, we are supposed to do this alone and quietly." The train wreck started with the teacher's note, which stated: "Hand out the exit tickets, the students know what to do." Although I did not, so this misunderstanding caused me to be embarrassed, students feeling belittled, the IA yelling at the students, and enough distrust spread around for everyone.
The voiceless within our classroom needs to allowed communicating their needs. As the teacher, this might take time and come out verballing, but more often it will be with silent actions. As the teacher, learn about the students, culture, family, traditions, and we will need to listen to these alternative points of view carefully. We must silence the majority so, to give voice to the other students. As Delpit, describes it by "Open hearts and minds" (p. 46). This allows our beliefs to be opened up to accept all others and develop a culturally responsive classroom.
Jay, I have also less-than-desirable encountered classroom management techniques for those "problem children" as a substitute. Many times, I come in, unaware of what I'm stepping into, and then unarmed (because the teacher gives no direction) with any ways to engage or interact with the disruptive student. I understand that the teacher is only trying to maintain peace in her classroom, as the substitute generally is "inadequate", so the best solution is to send the student to the office to be handled...usually by other teachers/admin that know the student. However, I would love a list of other ways to help the student BEFORE sending them to the office.
DeleteI think this comes down to the non-explicit way of communication that is so prevalent among middle-class white people/teachers. Rachel even hits on this point. The "veiled commands", generally posed as questions, aren't direct. The same can be said for sub plans - they are veiled, and mostly non-explicit, only giving us the bare minimum to survive - therefore leading to a classroom breakdown in learning.
Jay and Priscilla, I have encountered the same thing while subbing. The sub notes would say, have either student x, y, or z take the attendance to the office. They are trustworthy and can answer your questions. If student a, b, or c is unruly, just send them next door or call the office. It was discouraging to see how those kids were put in 'disobedient' boxes for the subs and given no chance to start the day with a clean slate.
DeleteTwice (that I can remember), the teacher left tips for helping certain students have a good day. One was a student with exceptionalities and the teacher left a note saying that [student] likes routine and should be warned if the daily routine would go off schedule. The other teacher left a note saying that one of the students was easily overwhelmed during large group activities and could be allowed to sit at their desk/in the break area or take a 5 minute break in another classroom. These two notes were helpful in that they gave me proven ways to assist the child in getting the most out of their day. And I don't think it took the teacher that long to write the note into the sub plans.
Jay, I completely agree with your sentiments on the notes teachers leave for subs! If I see a note about sending a student to the office for acting out, I make a special effort now to find ways to praise them for exhibiting positive behavior. Oftentimes, they’re so used to being labeled as a troublemaker, that receiving positive attention goes a long way. Though, I do occasionally get in trouble if, as the reading, Other People’s Children, mentions, I, “act as a chum” (p. 35). I’ve started realizing that this sends the wrong message. Some days I worry I’m being too nice, other days, that I’m being too mean. I haven’t quite figured out that balance yet of making my expectations clear in a firm yet respectful way. As Priscilla and Rachel both mentioned, I definitely need to be more conscious of the subtle cues I’m sending to my students that I’m not even aware of.
DeleteJay, I can completely relate when remembering the experiences of attending a parochial school and all of the rules and regulations that followed. Sitting quietly with hands folded on your desk signifying you were ready to learn (some teachers even asked for prayer hands). Man, I remember those days. I can't even recall how many times "Honor Thy Mother" was used as an extension of "honoring thy authority." But I think you make a really valid point when you turn it around to think back on the things we DON'T want to become as teachers, and instead getting to know the students and giving them a voice in the classroom. You're right when mentioned that blending home and community rules into the classroom might be beneficial for the students, especially when they can compare the situations and reason with why it is important to behave certain ways for certain places. I think we can build on from the way we were taught in the condescending manner in which Catholic school operated, and use that to empower how we will embrace all of the students in our classroom.
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ReplyDeleteRachel, I also grew up in a more narrow-minded, teacher-centered school system and time (as Jay), so much of what we read directly challenged long-held beliefs. It is difficult for me to think of classroom management as a "frame of mind" when it has often been displayed as "skills, actions, ideas, or strategies" (Milner, Cunningham, Delale-O’Connor, & Kestenberg, 2019, p. 27). Even as a Title 1 assistant, the type of classroom management I observed followed the 4 ideas you mentioned - mostly skills or actions. Mostly managed by teacher control (albeit through veiled commands and commands in forms of questions).
ReplyDeleteYou asked "What are some ways you can "rethink and reimagine who 'controls' and 'owns' classroom space?"...and I would love to discuss this in our class. I am having trouble letting go of long-held beliefs of how classroom management should be, and feel that many teachers have relinquished so much control that we have crossed the line into having no authority at all. We have tried so hard to accommodate that we remove any authority, in "an attempt to reduce the implication of overt power in order to establish a more egalitarian and nonauthoritarian classroom atmosphere" (Delpit, p. 36).
However, I do want my students to feel invested in and have ownership of the classroom space. And I think the answers to my conflicting perspectives are found in what we have been learning since the beginning of our program - creating meaningful relationships, showcasing my strong belief that all students are capable of learning and high achievement, establishing high standards, and engaging my students through culturally relevant instruction (p. 36).
Priscilla, I appreciate your openness in considering the difficulty of rethinking and reimagining classroom ownership. In theory, letting students be co-owners of the classroom is simple. But in practice, it is much more complicated. When I wrote this question (and thought about my answer), I thought of one of our textbooks from Dr. O's class (I think Taberski) where the teacher explicitly wrote about why and how she arranged her classroom for and with students' academic and social success in mind. This was a novel concept at the time, but thinking about it in this context makes a lot of sense. With different students every year, it makes sense that the same set-up would not work.
DeletePriscilla, I liked your post and honesty towards classroom ownership. Imagining classrooms where students have just as much control as teachers seems impossible to me. I know from our training here at IUPUI and many other examples we seen, that it is not. I blame a lot of this feeling to my experience in school kind of like you and Jay. Teachers had the control, definitely not the students. It's going to be a constant work in progress for myself to adapt or get away from those practices I'm accustomed to. I can say that being around the students at Enlace has made me dedicated to achieving a culturally responsive and effectively managed classroom. I know by asking posing questions and giving my students time to reflect will help them steer the classroom in the right direction. It is my goal to bring fresh ideas and strategies that will culturally navigate the lesson plans. It seems easy saying it, but I am definitely nervous on how my students will react to this type of classroom and student learning. One that I'm not used to seeing.
DeleteDoug, I used to feel very similar to you, that imagining a classroom where students have as much control as teachers used to seem impossible and uncomfortable based on our own experience. I agree that creating the environment in your classroom where you give students power is definitely a work in progress. I think in our program we have discussed many things we can do to empower our students in our classroom and beyond. Like we discussed in social studies, giving your students the power to be democratic citizens of their class and society from the very start is a great way to go about this. It is very important to be clear and upfront early to give your students time, and you time to emphasize your trust in them.
DeleteRachel, I think the quotes you pulled out are some of the same ones that resonated with me, too. Delpit's chapter brings to light some really compelling arguments about the culture of power and how that might be enforced in the classroom with our implicit messages and explicit perception of "disrespect." The last premise that Delpit mentions about how those in power are less aware of their power really stuck with me, because it is hard to talk about power and privilege. "Acknowledging personal power and and admitting participation in the culture of power is distinctly uncomfortable", and it truly requires a lot of reflection and introspective work on not becoming defensive if we forget about the power we hold as white teachers (Delpit, 2006, pg 26). Milner et. al. quotes Noguera when saying "disciplinary practices in schools often bear a striking resemblance to the strategies used to punish adults in society [...] schools rely on some form of exclusion or ostracism to control the behavior of the students" (Milner et. al., 2019, pg. 18). And as you mentioned, with an increasing population of diverse students, the majority of teachers being white poses many problems if those white teachers don't recognize and acknowledge the culture of power they belong to.
ReplyDeleteOne of your last questions stuck with me: "How do we create spaces where students and teachers learn and develop over time together in order to construct the kinds of learning communities that propel all in the community to be whole and to reach their full capacity?"
I think there are many ways we can begin to do this in the ways we inform ourselves. Getting to know our students, and being an active member of their community are really great ways, but in order to understand the cultures of power that encapsulate the community we might have to dig deeper. Reading and keeping ourselves informed about the disparities that are happening to members who are silenced in the community and showing up at spaces that need help or volunteers can also help us become more aware of the structures that surround that community. Embracing humility and recognizing when we are wrong or are reverting back to old ideals that perpetuate the cycle or power are critical, but also really hard. But I think if we show up and advocate for each of our students by getting to know them and how they learn, that is the most important ways we can create those spaces.
Emma, I agree completely with your response to Rachel's question: How do we create spaces where students and teachers learn and develop over time together...
DeleteTaking the process of creating a community with your students outside of the classroom and outside a school setting is so valid. By showing our students we are human too, then they see the barrier placed between us being broken down. "Embracing humility and recognizing when we are wrong" -- I think your point is so vital to the connection that has to happen between teachers and students. Educators should not be afraid to make mistakes and show their flaws in front of their students.
Emma, I agree that having discussions about power and privilege are uncomfortable. It is like we have a poisoned inheritance of ill gotten gains. I agree that showing up and advocating are positive ways to use our privilege. Listening to voices and points of view different from our own is crucial. Delpit wrote about POC that may not share enthusiasm of so-called new, liberal ideas (Delpit, 1988). Reading that was a light bulb moment that made me realize is still have so much to learn. She wrote that 30 plus years ago about political positions I consider "progressive"!
DeleteEmma, I also liked the quote you pulled out: "Acknowledging personal power and admitting participation in the culture of power is distinctly uncomfortable", and it truly requires a lot of reflection and introspective work on not becoming defensive if we forget about the power we hold as white teachers (Delpit, 2006, pg 26). It's so true that this is an uncomfortable topic for those in power. I think starting/continuing these conversations takes both a level of humility and of security. Humility because you may have to confess that you were in the wrong. Security because feelings of insecurity tend to reveal themselves in authoritarian teaching styles. I'm still trying to figure out how to balance those two seemingly opposite feelings.
DeleteEmma, I really resonated with your thoughts on culture of power and recognizing our place within it as white teachers. When Delpit discussed the premise that "those with power are frequently least aware of- or least willing to acknowledge- its existence" (p. 26) I was immediately convicted. If you were to ask me before this program if I was positioned in a place of power I probably wouldn't have recognized it, but just like the idea of "colorblindness" that would be detrimental to my students. If we don't call attention to the reality of our society's dominant culture and ignore the inequities we won't be setting our student's up for success in the world. This is something I know I will continually have to bring to the forefront of my personal reflection, especially as someone who grew up in a mostly white, middle class community and thrived. Being aware of my privilege and position in the culture of power will be crucial, as Delpit mentions, "I further believe that to act as if power does not exist is to ensure that the power status quo remains the same" (p. 39). In addition to being aware of the culture of power we also need to be diligent in understanding our students' communities, personalities, and motivations, because otherwise this can lead to misunderstandings and miscommunications that cause a divide between myself and my students. "Teachers and students do not always ascribe the same meanings and attentions to student behavior, and this inconsistency can contribute to the alarming punishment referral patterns" (Milner et. al., 2019, pg. 16). Milner reiterates what we have been taught time and time again in this course that really getting to know our students and taking time to develop an authentic and trusting relationship is crucial to making sure they succeed and are set up for academic success in our classrooms.
DeleteClassroom management has always been something that I thought would be the most difficult aspect to handle as a new teacher. Being a substitute, I feel that this is all I do everyday. However, after being at the same schools more and more, and getting to know the students, the less I have to worry about the kids 'acting up.' I have even found that when I take the extra ten minutes in the morning to learn the names of the students, they see that I care about them and want to get to know them individually from the start.
ReplyDeleteHow can we move from equal treatment to equitable treatment? In response to this question, I wanted to pull a quote from the 'The Kids Are Out of Control' chapter. "When will we rethink and reimagine who 'controls' and 'owns' classroom space? To be clear, no one -- no human being -- deserves to be controlled, and educators' propensity to attempt to control others is a serious concern that must be reimagined," (pg.17). I think the idea that teachers are the ones always in control and hold the power in the classroom is one of the largest culprits to having issues with classroom management. One small example of challenging this would be instead of saying 'my classroom,' change it to 'our classroom.' Another one is simply being a student yourself -- whether it be sitting on the floor with them or completing an assignment along side them, they see you working with them instead of them working for you.
Whenever we sit on the floor as a group for subbing, every time the students bring me a chair to sit on - so that I am physically higher up from them. They are always shocked and excited when I push the chair aside and sit along side them on the floor. I think the smallest gestures like that show the students that we are on the same team.
Tori, I like how you related this to substitute teaching. I have had similar experiences with classroom management as a sub. The first time was a train wreck. I had no clue what i was doing and the second graders could smell the fresh meat. Overtime, I have been able to use the talk moves to have conversations within the classrooms. I learned how to use Management by walking around, which I used as a Camp Director. I like the shorter walks to the desk in a classroom.
ReplyDeleteI was introduced to a class during their recess once. As I was following the mass of students into the school, a student in front of me, step on top of a freshly planted flowering plant, on purpose. This student happened to in the classroom I was subbing within. I took time to talk with him about it and he denied doing it. Until i said, Really!. Then his smile changed. I share this story because "too often students are looked upon as the sole problem" (p. 17). From recess the next class was silent reading. This same student picked three buddies to sit with and started to talk instead of reading. I went it asked the to separate and do what your teacher expects. Now, I had a chose to yell, or force separate them. Instead, i gave them the option and went to the opposite corner of the room and sat down next to other students. I decided i should model what i expect and what better way then pick up a book and start reading. Soon, the room went to a whisper and I could here the whispering. "Where is the sub?", "Wait, he's reading a book?" Then, heads popped up to see me sitting at the back table with other students reading a book. The class went completely silent.
I could have made this one student the sole problem for the afternoon, but instead i gave them the control. This process of creating congruence opportunity really paid off for the rest of the day.
The reading for this week, was particularly relevant to my experience subbing today. I think you make a great point that, many forms of discipline dehumanize and disempower our students. Today, I was in a class that was comprised of 99% black students. The class had been labelled as a “bad” class. One of the students wasn’t at school that day, because they’d been suspended. Two of our other students were sent home, mainly because they weren’t listening. (I was not the one who made the decision to send them home!) In, These Kids Are Out of Control, they discuss how discipline and office referrals negatively impacts students of color’s ability to succeed longterm in school. They suggest that it’s always better to keep students in school, than to send them out of class or home. I'm starting to see how important this sentiment is. The class became calmer after the second little girl was sent home, but at what cost?
ReplyDeleteI think one of the main ways to create positive learning environments, is to show your students that you genuinely care about them as an individual and as a learner. I subbed for another class in the same school. In that class, the teacher left a thoughtful note on the whiteboard for her students that ended with "I believe in you and love you". Her class was a pleasure to sub for, probably because they had a supportive teacher who fostered a positive learning environment. Contrarily, the teacher I subbed for today, left no sub plans, and according to other teachers, does not challenge the students to do work on a daily basis. It was clear that she’d given up on them. One of her students told me, he no longer wanted to be in that class. I wondered what a difference it would make if those students had a teacher who believed in them and allowed them to be equal partners in the learning process. I believe that, only then, can you have successful classroom management that’s effective throughout the school year.
Rachael, good post! Reading your blog was interesting for me because I kept thinking of times when I had to manage kids. I’ve never subbed before and have only had our field experiences as practice. I learned first-hand working with my student Derek that management skills are very critical. If you don’t have effective practices in place or are not used to handling adverse situations, it certainly will hurt the learning outcomes of everyone in the class. My school experience was very traditional and was often “my way or the highway.” Mainly, I’ve only had experience from sports. My coaching style is very similar to what we don’t want to see in the classroom. When I ask for something from my team or players, I except it fully and demand results. I know this is not the approach in the classroom. It will take an extra effort and persistence of culturally relevant strategies for me to effectively manage my classroom. I will mention one last comparison to sports. My best seasons or teams always had a positive coach-player relationship. On the flip side, I’ve seen many teams and players fail from coaches and players not seeing eye to eye from having misunderstandings of expectations from the beginning. Research literature has shown that the teacher-student relationship is one of the most essential elements in classroom cultures that promote student learning. (Milner et al., 2019, pg. 18) The passage from These Kids Are Out of Control, “When teachers allow students to showcase their strengths, students become more curious, and they take intellectual risks in the classroom” (Milner et al., 2019, pg. 14) speaks to me about confidence. Most classrooms today that aren’t managed effectively do not promote a culture that grows confidence and allows students to take risks. This results in a stagnate learning and more behavioral issues in the classroom.
ReplyDeleteRachel, great post! I really like the part of your blog about misunderstanding/misbehavior. On page 34 of "Other People's Children," the author discusses the differences of white middle class mothers posing directions to their children and the way black mothers pose directions to their children. Their usually is a cultural difference in these ways. Your question, "Have you seen instances in classrooms where student 'misbehavior' is a result of a misunderstanding? What was the outcome?" made me think about my experience at work. I work in Applied Behavioral Analysis, working with children with autism. With higher functioning kids demonstrating clinically diagnosed "problem" behaviors, I have noticed myself and coworkers asking the child "Are you supposed to be doing that right now?" and questions similar to that. Now, many of my coworkers are women of color, and big ideas in ABA are supposed to be direct teaching so there isn't the option for misunderstanding, I have seen that asking questions like this can be misinterpreted by children of all races. I know my experience is a little bit different because the children are diagnosed with autism or learning disabilities, and the population of teacher and student are diverse, but my I guess my main point is that I have seen misbehavior as a result of misunderstanding.
ReplyDeleteI also really like this quote from your post. "When we see the students as the problem and the teachers as wronged, that only promotes the status quo. When a teacher says my way or the highway, they are perpetuating the power structures of the classroom. Traditionally, teachers have been the ultimate authority in their classroom through the nature of their title. Unfortunately this viewpoint dehumanizes and disempowers students." I think it is difficult for teachers to self-reflect on their authority in their classroom. I 100% agree that when teachers see students as the problem and the teacher as wronged, it only promotes the status quo and that perpetuating power structures in the classroom often happen. It is difficult to do while it is happening, but being able to reflect on your reaction to a behavior is very important to becoming a teacher that does not perpetuate a power structure in your class.
Thanks for sharing about your ABA work, Will. When I wrote that section I was thinking about when I teach Sunday school. I usually work in the 2s and 3s class and I realized I often use indirect questions when it's time to clean up or change activities--Can you put the Legos away? Can you choose a chair at the table for snack? Can we listen to directions? These 'commands' work for many of the kids (my Sunday school class is 99% white), but when they don't I often resort to more direct commands--It's time to clean up, pick up the Legos. Sit down at the table. Please be quiet and listen. I definitely agree that misinterpretation of teacher directions doesn't have to follow racial divisions.
DeleteGreat post, Rachel! In Milner et al. (2019), they mention the Skiba et. al. (2002) we read in Block I with Dr. A. Skiba et al (2002) discusses the absolute ineffectiveness of the programs and policies, specifically with regard to school discipline practices. Their results illustrate that compared to their White peers, African American and Latino students are statistically significantly more likely negatively labeled and sent to the office for behavioral problems and further, both groups are significantly more likely to receive suspensions/expulsion as punishment for the same/equivalent “problem behavior” than their White peers (Skiba et al, 2002). Rachel, you mention that classroom management in many schools is defined by uneven punishment referral patterns, teacher and student dissonance, and institutional and systemic barriers. That in fact, Noguera (2003) found that “those most frequently targeted for punishment in school often look—in terms of race, gender, and socioeconomic status—a lot like smaller versions of the adults who are most likely to be targeted for incarceration in society” (p. 343, as cited in Milner et al., 2019, p. 18), which ultimately demonstrates the school-to-prison pipeline, or “cradle-to-prison pipeline” (p. 18). You also mention Milner et al (2019) that “too often students are looked upon as the sole problem, when teachers actually contribute to conflicts that occur in the classroom,” (p. 17).
ReplyDeleteWhen I read these in text and in your post, I was reminded of a Reading Response I had written in Dr. A’s class – which included the Skiba et al (2002) and DeMarrais, K.B., & LeCompte, M. D. (1995) readings – that ‘the behavioral problems, the achievement gap, the dropout rate, and so on of the students, … were blamed on the students, the parents, the community, and the culture in general. The culture, community, home life, etc. were ALSO blamed for the overrepresentation of the minority groups in the criminal justice system. This sense and tendencies of inequity, oppression, and racism is ingrained within our institutions and society. Functionalist ideals and practices at the foundation of the educational system have long since manifested into deep-rooted, institutional oppression and racism and unequal treatment (DeMarrais & LeCompte, 1995). But even further, these tendencies and disproportionate representation of ethnic minority groups are reflective of the glaring problems within our society as a whole. As we look at the criminal justice system in our country, ethnic minorities are identically overrepresented within the correctional system. Sentencing frequency and punishment severity are disproportional – meaning, minorities / people of color are sentenced more frequently and punished more harshly for the same/similar offenses than Whites.” I think this, in a sense, although at a different level (macro/micro), goes along the lines of your point that “When we see the students as the problem and the teachers as wronged, that only promotes the status quo. When a teacher says my way or the highway, they are perpetuating the power structures of the classroom. Traditionally, teachers have been the ultimate authority in their classroom through the nature of their title. Unfortunately this viewpoint dehumanizes and disempowers students.”
So, your quotes drawn from Delpit (2006), “to put our beliefs on hold is to cease to exist as ourselves for a moment—and that is not easy. It is painful as well, because it means turning yourself inside out, giving up your own sense of who you are, and being willing to see yourself in the unflattering light of another’s angry gaze” (p. 39). This was definitely a quote that caught my eye as well in the reading.
ReplyDeleteAgain, this reminded me of a Reading Response from Dr. A’s class, when we covered anti-bias teaching and teaching practices. A little different, but I believe its perinate. I discussed how it is essential we are conscious of the fact we all have and must actively engage in detecting our stereotypes and misinformation we have retained and the biases and prejudices we have and work to rid ourselves of these. Unchecked stereotypes and misinformation can instill biases and prejudices. If we cannot recognize our own biases and prejudices and if we cannot face them, we are not being honest with ourselves and we are being unfair to our students. It is essential that we uncover, examine, and eliminate our own personal prejudices and discriminatory behaviors in order to become an anti-bias teacher (Derman-Sparks & Edwards 2010, p. 34). Furthermore, if we do not push ourselves towards acknowledging, facing, and eliminating our own personal biases and prejudices, we cannot be effective anti-bias teachers, and ultimately we will contribute to and thus reinforce the perpetual discriminatory and oppressive practices in place in the education system in our country. In many ways, it is what is not done – the inactions and the disinclination to raise a voice – that contributes to, preserves, and further entrenches the institutional racism plaguing our society. It may not be a direct action, however, the consequences of inaction is very real – such as, operating within the established oppressive and unjust system and thus allowing for and validating the marginalization and oppressive treatment of ethnic minority students. Milner et al. (2019), mentions this also as being a “systemic and institutionalized nature of teachers’ work in schools” (p. 23) and can/does result in a vicious cycle. Checking and addressing our own personal biases and prejudices is essential, but is only a portion of our responsibilities as educators. “Another critical task is to understand how the institutional forms of prejudice (the isms) – racism, sexism, classism, ableism, and the others – negatively affect early childhood education and the lives of the families and children we serve” (S-B & Edwards 2010, p. 34). We must identify and understand the oppression and racism at the macro-level.
As aspiring teachers, it is our responsibility and duty to recognize, understand, and remain vigilant of our personal biases and potential reservations/biases that could hinder/influence or might manifest in inappropriate facets within our classroom practices and/or community-based practices. Whether they are conscious or unconscious, biases and reservations exist within everyone, and these biases and reservations influence our everyday lives, through our decisions, perceptions, etc. whether conscious or unconscious. As such, identifying these and actively and continuously keeping them in mind (and recognizing others yet identified) is vital for us to ensure we are as fair and unbiased as possible, and that our teaching practices, activities, methodology, and pedagogy are free from our biases and unaffected by our reservations.
“Thus, classroom management is about teachers’ ability to develop culturally responsive practices that speak to the very essence of who students are. Culturally responsive practices insist that teachers think carefully and deliberately about what they are teaching, why they are teaching the content, and how they are teaching in a sociopolitical context…understand and draw on the cultural assets and vantage points of students, families, and communities,” (Milner et al. 2019, p. 24).
DeleteAcademic success can be achieved by using culturally relevant material and texts (Freeman and Freeman, 2004) that engage students with materials and ideals that are most meaningful to them (Ladson-Billings, 1995, p. 160). This, in turn, leads to higher self-confidence, self-identity, and cultural identity (Derman-Sparks and Edwards, 2016). This also provides them the necessary “literacy, numeracy, technological, social, and political skills in order to be active participants in a democracy” (Ladson-Billings, 1995, p 160). As educators, we must emphasize and require students to achieve academic success – which can only be done if we believe in our students and truly know our students can and will succeed – by drawing on and valuing the skills and abilities our students have and value, thus channeling these in academically appropriate and critical ways (Ladson-Billings, 1995, p. 160).
Culturally relevant teachers and teaching within the classroom is a crucial part of a culturally relevant pedagogy, yet a part nonetheless. Culturally relevant pedagogy involves aspects and responsibilities of teachers that go beyond the comfortable domain of the everyday classroom, involving, most notably, establishing and maintaining relationships with the students and their families, as well as relationships with community members and leaders within the communities their students live (Hyland, 2009). Hyland (2009) suggests and illustrates the hindrances and challenges to create these critical relationships, across cultural boundaries, was the aspect with which the subject of Hyland’s (2009) case study struggle significantly. The teacher believed in social justice and student empowerment, however, struggled substantially in her contradictory ideals relating to community-based practices. This struggle hindered her development and implementation of, and ultimately kept her from fully achieving her goal of establishing a culturally relevant pedagogy.
Rachel, great blog post! As a self-proclaimed Harry Potter nerd I loved your connection to Professor Snape, and really was drawn to your comment that, "the traditional, stereotypical depiction of teachers as harsh taskmasters (I'm looking at you, Snape) who demand complete and unquestioned obedience to arbitrary rules does not work in today's multicultural world." As someone who was taught and thrived in an environment where teachers were the authority and you were to be obedient to whatever they say (hence my continued problems with people in authority) this is going to be a concept that I will have to work very hard to break away from and try not to fall back into the classroom management and teaching styles I experienced in school. I liked the way Delpit showed the difference between a teacher who has earned their authority by personal efforts versus a teacher who has received an authoritative role and that is why they have authority. "Because authority is earned, the teacher must consistently prove the characteristics that give her authority...the authoritative teacher can control the class through exhibition of personal power; establishes meaningful interpersonal relationships that garner student respect; exhibits a strong belief that all students can learn; establishes a standard of achievement and 'pushes' the students to achieve the standard; and holds the attention of the students by incorporating interactional features of black communicative style in his or her teaching" (Delpit, 2006, pp. 35-36). I don't know about you but that is the kind of teacher I would like to strive to be, and if we are really looking out for the best interest and success of all of our students I would imagine this is what we all would strive for. I would much rather have this relationship with my students than have them listen to me just because I'm the teacher and I say so.
ReplyDeleteI love the Bob Ross meme! My pre-reading conception of of classroom management would have included skills, actions, ideas and strategies. Once placed it in the context of culturally responsive teaching, it requires more than these components. Getting to know students and building a community of learners that includes parents requires a combination of these aspects applied over time. To be able to respond to our students individual needs as learners, we must take more into account than those four components to work towards the success of all students. We have to consider learning styles, individual areas of strength as well as areas of push. We have to pre-assess what student know to be able to provide them with the support they need to met the overall learning objectives of units. We have to make adjustments for students that grasp the material earlier with activities that require them to do higher order thinking. There is so much to consider and keep track of! My definition of classroom management has broadened as I did not realize what all it could entail. With practice, attention, and intention we will become more skilled at incorporating the many components required for culturally responsive classroom management.
ReplyDeleteAs far as discipline in the classroom goes, I would argue almost all of it boils down to a misunderstanding of some sort. That is why is important to develop rapport with our students so that we can better understand the motives involved. I have never had a discipline issue in which I felt there was any ill intent from the student. Mostly just bad days or moments of frustration. You never know what is going on with students on a given day. Delpit states that when language is indirect it can create, “veiled commands” which may confuse students that are used to adults taking a more authoritative approach (Delpit, 1988, p. 34). I try to always give instructions clearly in direct but polite imperatives. As stated, “explicit presentation makes learning immeasurably easier” (Delpit, 1988, p. 26). When the rules or expectations are unclear it is difficult to follow them. Children have to yield to the power of adults in almost every area of their lives. Parents yield power to schools when they leave their children in their care. That places a burden on educators to be mindful of the culture of power in schools, especially as those with the most power are the least likely to notice or acknowledge power dynamics at play. As a white woman, I have to be especially conscious that there are different attitudes in different cultural groups about what makes a good teacher. As the data presented in the chapter of These Kids Are Out of Control, demonstrates starkly, students of color are disciplined at higher rates than white students for similar (or often lesser) infractions. The fact that students that receive these higher rates of discipline mirror the adults that are disproportionately incarcerated demands that we pay attention to this in our own classroom management lest we perpetuate the cradle to prison pipeline for students of color.
Working from day one to create classrooms that are collaborative means that students have a say in how they space is constructed. Activities such as asking students to help create class rules and expectations is a good example showing students they are integral to the classroom community. Providing students with choices for how to complete assignments in ways that suit their learning style but still meet the learning objective is another way to show students you value them as individuals. We have the responsibility to help students that have been traditionally disempowered to learn the cultural habitus they need to be successful. If their parents cannot transmit the codes and rules of those in power, then we must do our best to make sure they can identify who has power and how it affects them. Otherwise, secrets are being kept and time is being wasted (Delpit, 1988).