CULTURALLY RESPONSIVE CLASSROOM MANAGEMENT
Dahlgren, Aaron Ross
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Classroom management has a great impact on student achievement, an impact that is larger than that of either socioeconomic status, motivation or student intelligence (Weinstein, Tomlinson-Clarke, & Curran, 2004). In diverse settings, classroom management is even more critical because of some of the existing inequities (Milner, 2012). Research suggests that the beginning of the school year is the most important time for establishing culturally responsive classroom management practices. The purpose of this study was to examine culturally responsive classroom management in a diverse classroom. Drawing from the research on Culturally Responsive Classroom Management, Culturally Responsive Pedagogy, Funds of Knowledge, Social and Emotional Learning and Teacher Identity Development, I describe the practices used by an effective teacher in a diverse elementary school during the first six weeks of the school year. The data for this study was collected through observations, artifacts and interviews of the teacher and students in this classroom. The study provides a clear picture of how respect, classroom design, consistency, intentionality, trust, caring, transitions, cultural responsiveness, high expectations and communication, demonstrated with a focus on team approach leading to autonomy, happen in a classroom. The study shows how a teacher creates a setting of caring and success, centered on teamwork, for students in the classroom.