Throughout this entire year of studies, I have tied the academic language and literary concepts to culturally diverse literature - mainly focusing on African American literature of the civil rights era. Titles include Dutchman, The Emmett Till Story and A Raisin in the Sun. Even our study of the classics -- Oedipus Rex and Othello -- was approached through themes of culture and social perspective.
I have endeavored to consistently use culturally relevant materials and strategies in my classroom. Of all the Shakespeare plays, Othello is surely the most relevant to students at North Senior Academy. Although the actual field trip to see Othello at the Guthrie Theater involved some unfortunate incidents, I still believe it was a valuable and culturally relevant experience. I believe it is the type of cultural activity that, if done on a regular basis, will empower our students to succeed.
Preserve the Dignity of the Learner
In Middle and Secondary Classroom Management, Weinstein and Novodvorsky advise that teachers should always follow two guidelines when addressing any misbehavior. First, teachers should preserve the dignity of the learner. To discipline learners in a way that embarrasses them will likely escalate rather than end the misbehavior. Second - keep the lesson going with as little disruption as possible. One of the key goals of the classroom manager is maximizing learning time - that means minimizing distractions.
Teaching is a strangely demanding and difficult job. At the center of the difficulty is cultural competence. According to Weinstein and Novodvorsky, the 5 basic elements of Culturally Responsive Classroom Management are as follows:
- Recognition of one's own cultural lens and biases;
- Knowledge of students' cultural backgrounds;
- Awareness of the broader social, economic and political context;
- Ability and willingness to use culturally appropriate management strategies;
- Commitment to building caring classroom communities.
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