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Introduction

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Through education, children may understand power structures and make choices about how to take part in global citizenship (Hammond & Jackson, 2015). When kids pay attention, feel challenged, and feel a connection to their culture and community, learning happens (Hammond & Jackson, 2015). As a result, educators need to control the classroom well and make students responsible for their actions.

Teachers are challenged by culturally responsive classroom management (CRCM) to consider their privilege, promote the value of student input, and identify instances when standard classroom management interferes with students’ cultures (Weinstein, Tomlinson-Clarke, & Curran, 2004). Three main objectives drive this essay. It begins by outlining how, rather of utilizing subjective bias, instructors may establish egalitarian classrooms using CRCM by giving clear instructions and encouraging narration. Second, it discusses the use of reward and punishment systems by instructors to encourage responsible conduct among their pupils (Weinstein et al., 2004). Finally, it demonstrates how educators must foster a caring environment in the classroom for their most difficult pupils (Weinstein et al., 2004).

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Directions that are Specific and Positive

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Because an egalitarian classroom starts with clear instructions and upbeat narration, CRCM is crucial. Students who get clear instructions have a clear understanding of what to anticipate from an assignment and how to do it successfully. Additionally, they reduce the chance of pupils misinterpreting, as well as a teacher’s partial answer. At the beginning of each class, my mentor teacher gives out six specific instructions, saying: line up along the hallway wall; when I release you, enter the room at a level one voice; take a direct route to your seat; open your computer to start today’s catalyst; work in your seat for five minutes at a level 0 voice; if you do not follow directions, you will be told to do it again. Additionally, the class was informed of and given any comprehensible instructions at the start of the year. The beginning of the class routine has been established by these detailed instructions, which enable the students to understand precisely what is required to get participation points (Salazar & Lerner, 2019).

Positive feedback when a student has carefully followed instructions boosts self-confidence, encourages learning-related behavior, and gives pupils the impression that their instructor is paying attention to them and really cares about their achievement. When the class is changing, my mentor teacher uses a countdown to three to grab everyone’s attention before saying “thank you” to each student who has reached voice level 0 and their eyes on him. Every time he does this, the pupil reacts by grinning and realizing that the instructor has recognized them. As a result, transition times are reduced (Salazar & Lerner, 2019).

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Ladder of Consequence and Reward

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This section describes how LiveSchool and In-Class Behavioral Support, two different individual reward and consequence systems, are used by Beacon Network Schools (BNS). For displaying the five BNS character characteristics of integrity, compassion, persistence, leadership, and curiosity, LiveSchool awards points to pupils. Students also lose points if they are late, have the wrong uniform on, or don’t bring their school ID to class. Students may monitor their points on LiveSchool and use them to buy privileges.

Teachers use in-class behavioral support when a student deviates from the established norms. First, instructors engage students with a nonverbal signal. Second, the student receives individualized feedback from the instructor on their behavior. The student will then be sent to the back of the room by the instructor for a five-minute contemplation break. The instructor and student must meet again after the break. The instructor directs the pupil to the Student Center if their conduct flares up again. Finally, at the end of the day, the teacher who made the referral must have a restorative talk with the kid.

Students’ good character characteristics are recognized by LiveSchool’s award system, although it seems arbitrary. The consequence systems of LiveSchool and In-Class Behavioral Support, on the other hand, adhere to CRCM by establishing a reliable and proactive management system (Salazar & Lerner, 2019). Students are well aware of the behaviors that will cost them points and those that will result in punishments. The majority of students react well to these systems and use them as internal motivators to change and direct their efforts toward learning. A tiny percentage of kids do, however, react negatively to them.

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Students’ Challenges

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When dealing with the portion of kids who are not motivated by classroom management ladders, teachers must approach them with caution and precise positive affirmations. Youth cannot care about education if they do not feel valued, as shown by Weinstein et al. (2004). This section outlines how my short- and long-term plans for improving student conduct are shaped by the CRCM.

The procedures I use for immediate improvement are as follows: I drop down next to the pupil and ask, “How are you doing today?” I begin by asking the student if they understand my explanation, if they will allow their classmates and themselves to access power, and if they are open to working as a team in developing effective solutions. I also express my appreciation for their voice and show that I have no intention of taking away this ability. I then point out how their current behavior is negatively impacting their classmates and their community power, not the people they wish to defy.

In a subsequent chat, the student and I talk about the long-term advantages of developing their voice and that of their community in order to influence systems. I question the student about if their activities always result in what they were meant to and whether they have ever harmed them. I acknowledge my concern for both their security and education. I challenge them to consider how we might collaborate to address their disobedience, and I assure them that I will open doors for them to get insight into how systems of power operate. I inquire as to if we can agree that I will hold them responsible when their actions are disturbing the unintended aim, I assure them that I will address their concerns and inquiries honestly, and I conclude by assuring them that I will always be there for them.

This strategy makes use of the four crucial CRCM elements. First, it recognizes how unfairly systems are set up (Weinstein et al., 2004). The second benefit is that it promotes student voice in a wider social and political environment (Weinstein et al., 2004). Third, the student is aware that the instructor still has high expectations for them (Salazar & Lerner, 2019). Fourthly, it fosters a loving environment in the classroom where students sense the teacher’s concern and care for one another (Weinstein et al., 2004).

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Conclusion

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This paper has presented three CRCM teaching techniques that engage students in learning, develop them as citizens, and create an equitable and excellent classroom (Salazar & Lerner, 2019). First, precise directions and positive narration minimize teachers implicit bias. Second, reward and consequence ladders set up students to engage attentively and become personally responsible for their learning. Last, a caring classroom builds rapport with the most challenging students by acknowledging their voice and developing a sense of collectivism. Based on CRCM’s ability to create equitable classrooms, it becomes a teacher’s duty to utilize CRCM in order to be a contributor to an equitable world.

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