1. Excerpts taken from Culturally Responsive Classroom Management Assignment for EDUC 490 Fall 2005

2. Acknowledgement of Student Diversity “Cultural Content Knowledge” Preconceptions – Relatively low awareness of language, socioeconomic, sexual orientation, and disability issues. Relatively high awareness of race and gender issues. Preconceptions – Relatively low awareness of language, socioeconomic, sexual orientation, and disability issues. Relatively high awareness of race and gender issues. Experiencing Experiencing No language, sexual orientation, or disability knowledge gained from my classroom. No language, sexual orientation, or disability knowledge gained from my classroom. Most students that I would guess are from low socioeconomic status are underperforming relative to their peers. They are well-mannered but quieter in general. They do not show much initiative in their learning such as taking advantage of re-testing or after-school help. Most students that I would guess are from low socioeconomic status are underperforming relative to their peers. They are well-mannered but quieter in general. They do not show much initiative in their learning such as taking advantage of re-testing or after-school help. Enquiring Enquiring No specialized instruction or culturally-creative expression emphasized No specialized instruction or culturally-creative expression emphasized Examining Examining Demographic and socioeconomic breakdown provided on previous slide Demographic and socioeconomic breakdown provided on previous slide Reflection Reflection I am seeking out the quiet students (regardless of gender, class, etc.) as well as those who are struggling with the material. I try to be encouraging without pressing them to respond in ways that are either culturally inconsistent or outside of their comfort zone. But I do want them to know that I care. I am seeking out the quiet students (regardless of gender, class, etc.) as well as those who are struggling with the material. I try to be encouraging without pressing them to respond in ways that are either culturally inconsistent or outside of their comfort zone. But I do want them to know that I care.

3. Organizing the Physical Setting Posters – Black History, Women In Science Posters – Black History, Women In Science Seating chart based on student choice Seating chart based on student choice Students select lab groups Students select lab groups Suggest maps or posters celebrating countries of origin and languages (Weinstein et al., 2003) Suggest maps or posters celebrating countries of origin and languages (Weinstein et al., 2003) Suggest bulletin board for student photos/interests Suggest bulletin board for student photos/interests Suggest replacing 2-person tables with 5-person “islands” with orientation favoring interaction Suggest replacing 2-person tables with 5-person “islands” with orientation favoring interaction

4. Creating Caring, Inclusive Environments My mentor greets students as they enter and wish them will as they depart My mentor greets students as they enter and wish them will as they depart He also moves about the room while students are working, offering personal assistance along the way. He doesn’t just stand in one location and wait for someone to ask a question or come to his desk because many times, these are the best students or those from privileged backgrounds. By roaming the classroom, I have observed that quieter students and those who are struggling feel “safe” to ask for help. He also moves about the room while students are working, offering personal assistance along the way. He doesn’t just stand in one location and wait for someone to ask a question or come to his desk because many times, these are the best students or those from privileged backgrounds. By roaming the classroom, I have observed that quieter students and those who are struggling feel “safe” to ask for help. One of our students was killed in a car accident earlier this year. My mentor suspended the lesson for the day upon the announcement and allowed students to console each other. He also attended the memorial service. He also attends activities including football games and the homecoming dance. I participated along side him and I see the benefits every day – students who feel valued and cared for. I believe that it shows in their school work and in their satisfaction with the class as many of their parents indicated during parent/teacher conferences. One of our students was killed in a car accident earlier this year. My mentor suspended the lesson for the day upon the announcement and allowed students to console each other. He also attended the memorial service. He also attends activities including football games and the homecoming dance. I participated along side him and I see the benefits every day – students who feel valued and cared for. I believe that it shows in their school work and in their satisfaction with the class as many of their parents indicated during parent/teacher conferences. No evident threats to class community No evident threats to class community My mentor has provided an effective model for me to follow in my own classroom My mentor has provided an effective model for me to follow in my own classroom

5. Creating Caring, Inclusive Environments High expectations were communicated day one by emphasizing attention to homework being closely connected with academic success. His test-retake policy preceded by a review session and another practice test before the re-take demonstrates a desire to help students succeed. As a result, 93% or students in this difficult course earned an “A” or “B” during the first marking period.