1. Managing a Classroom for Science Learning. Reading Assignment Chapter 12 in Teaching Science to Every Child: Using Culture as a Starting Point

2. Maslow's Hierarchy of Needs Maslow’s theory maintains that a person does not feel a higher need until the needs of the current level have been satisfied. Maslow's basic needs are as follows:

3. Implementing Maslov’s Hierarchy in the Classroom Self- Actualization Provide challenges Encourage autonomy Esteem Feedback Acknowledge success Social Introductions Interact with students Inclusive activities Safety Maintain a safe, non-threatening atmosphere Create a comfortable environment Physiological Room temperature Pacing/Breaks As educators, it is our responsibility to meet the five basic levels of needs in the classroom.

4. Definitions Classroom Management: the set of strategies used to ensure a productive, harmonious learning environment Classroom Organization: the ways teachers structure time, space, and classroom interactions to promote learning Discipline: any action taken by the teacher to directly control student behavior Punishment: a form of discipline entailing either withdrawing a privilege or subjecting the student to unpleasant consequences Culture: the shared values, beliefs, and ways of knowing and living of a group Culturally Responsive Classroom Management

5. Management and Organization: Part of Culturally-Responsive Pedagogy

6. To support diverse recognition: Provide multiple examples Highlight critical features Provide multiple media and formats Support background context To support diverse strategies: Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill To support diverse affective learning: Offer choices of context and tools Offer adjustable levels of challenge Offer choices of learning context Offer choices of rewards Culturally Responsive Classroom Management

7. Urban middle school students have spoken-out on effective school practices. They prefer RIGOR. Raise your expectations. Involve your students. Guide your students. Open -end your activities. Rigorous Engagement

8. ELEMENTS OF COOPERATIVE LEARNING Under certain conditions cooperative efforts may be more productive than individualistic efforts. Those conditions are: Clearly perceived positive interdependence Considerable face-to-face interaction Clearly perceived individual accountability and personal responsibility to achieve the group’s goals Frequent and regular group processing of current functioning to improve the group’s future effectiveness