Culturally Responsive Classroom Management

Authored by: Gwendolyn Cartledge , Ya-Yu Lo , Claudia G. Vincent , Porsha Robinson-Ervin

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch21

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Abstract

The overall goal of classroom management is to minimize disruption so that teachers can teach and students can learn; a well managed classroom is traditionally defined as an orderly environment that facilitates student engagement (Emmer & Stough, 2001; Marzano, Marzano, & Pickering, 2003). Establishing an “orderly environment” can pose challenges in multicultural classrooms, since the term seems to imply that all individuals populating the environment share a common understanding of what constitutes order and how it is maintained through individual action. Similarly, “student engagement” assumes positive and trusting peer as well as student–teacher relationships and a common understanding of what it means to be on-task and academically engaged. An emerging body of literature focuses on addressing these challenges by merging the principles of classroom management with the principles of cultural responsiveness.

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