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Culturally Responsive Classroom Management
African American Students
ByDr. Mack T. Hines III
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PURPOSEThe purpose of this presentation is to
provide research validated strategies for
building positive behavior within African
American students.
ENGAGED ENCOURAGED
EMPOWERED EXPRESSIVE
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*Anthony *Latoya Dirk
*“The Problem” *“The Look” “The Issue”
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JUST CAUSEDISCIPLINARY MOMENTS
• Moments that foster disciplinary removal of African American students from the class because of a conflict with the teacher.
• Because subjectivity defines the extent to which student behavior warrants disciplinary action, teachers decide which behaviors are “Just Cause” for reprimand and removal.
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CULTURALLY RESPONSIVE DISCIPLINARY RESPONSES
Relational approaches to using race and culture as a guide to
building positive behavior within African American students.
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QUESTION
What does it take to use race and culture as a guide
to respond to African American students?Knowledge about how power and communication are usedin African American culture to create an environment ofdiscipline with African American children.
*Skills to translate knowledge into specific responses toconflict with African American students.
Disposition to process the emotionality of teacher-studentconflict with African American students.
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RESPONSE SKILLS SET
Verbal, Vocal, and Visual uses of Power and
Communication to redirect African American students
• Verbal-Using specific words to communicate a specific message.
• Vocal-Using the words to consistently maintain expectations.
• Visual-Maintaining a demeanor that communicates an authoritative way of expecting the best behavior.
VERBAL(What do your words say?)
VOCAL(What does your voice convey?)
VISUAL(What does your face mean?)
On CueOur attention to the world is based on three cues:
•Spatial-orientation to environment•Objects & Materials-details about the environment•Affective-emotions & feelings within the environment
Culture socializes our approaches to responding to these cues.
On Cue
African Americans pay
more attention to the
emotions and feelings
in the environment
than other cues.
Result1. African Americans are better
able to distinguish the emotions and nonverbal communication of faces in situations.
2. African Americans have a strong tendency to direct their attention towards the emotions, expressions, and feelings of people.
Ms. RobinsonAnthony, I do not have problems. I have
never had problems. I just have students who
make mistakes that become problems.
The problem with this situation is that you want to
belittle other students in this classroom.
Because I care for all of my students, which
also includes you, I will always protect them
from being ridiculed by other students, which also
includes you.
Ms. Robinson“Anthony, she is a smart student. And let me
say one other thing-You are smart, too-So
smart until I know that you understand me
when I tell you that you can not and will not
make fun of any student in this classroom.
You won’t do it because you know that I
expect more and will get better from you
than what you are showing me.”
VERBAL(What do your words say?)
Key Statements Verbal(Words)
How is directness and/or relatedness usedin the statements?
Statement(s) A
“Anthony, she is a smart student.”
“And let me say one other thing-You
are smart, too-So smart until I know that
you understand me when I tell you
that you can not and will not make fun
of any student in this classroom.”
Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
VOCAL(What does your voice convey?)Key Statements Vocal
(Voice)What type of tone would you use to conveysincerity?
Statement(s) A
“Anthony, she is a smart student.”
“And let me say one other thing-You
are smart, too-So smart until I know that
you understand me when I tell you
that you can not and will not make fun
of any student in this classroom.”
Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
VISUAL(What does your face mean?)
Key StatementsVisual(Face)
What type of facial expression/demeanorwould you use to show seriousness?
Statement(s) A
“Anthony, she is a smart student.”
“And let me say one other thing-You
are smart, too-So smart until I know that
you understand me when I tell you
that you can not and will not make fun
of any student in this classroom.”
Statement(s) (B)“You won’t do it because you knowthat I expect more andwill get better from you than whatyou are showing me.”
What type of facial expression/demeanorwould you use to show seriousness?
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KNOWLEDGE
COMMUNICATION OF POWER
POWER OF COMMUNICATION
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Q/AQUESTION
What is the
significance
of power and
communication
with regards to
addressing behavioral
situations with
African American
students?
ANSWERPower andcommunicationare anchored byauthority andemotions,which have relational implications inBlack culture.
(c) 2011 Mack T. Hines III20
Black Culture
Black people expect leaders to act with authority to acquire authority.
“Act With Authority”
Use of interpersonal characteristics and communication
to establish authority.
“Communication”
Direct use of words to give and seek understanding of
others in an authentic, relational way.
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ACTING WITH AUTHORITY• Figure of Authority
“Because I am the teacher,
I am the authority.”
• Certification
• Title
• Authoritative Figure“Because I can show authority,
I am the teacher.”
• Qualification
• Temperament
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Basis• Spirituality• Harmony • Affect• Verve• Communalism• Orality• Movement• Expressive Individualism• Social Time Perspective
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COMMUNALISM
Emphasis on
interdependent
connectedness that
emphasizes social bonds
and responsibilities.
HARMONY
Emphasizing wholeness
because of believing that
humans and nature are
one.
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AFFECT
Expression that is
centered on a heightened
sensitivity towards
emotional cues and
expression.
ORALITY
A preference for
aural modes of
communication.
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MOVEMENT EXPRESSIVENESSA stylized, rhythmic way ofmoving and expressing one’s self.
Communalism Harmony
Orality Affect MovementExpressiveness
What did you see?
Power & Communication• Animation/Expression
• Turn Taking
• Directness
• Volume
You SawA. Two people who will not change their style of relating to
others during conflict.
You SawB. Their way of handling conflict is influenced by the
culture in which they grew up in for the longest time.
You SawC. Emotions are universal, but the way in which
they convey them is culturally determined.
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PowerLisa Delpit
“Other People’s Children”
1. Issues of power are enacted in classrooms.2. There are codes and rules for participating in
power.3. The rules of the culture of power are a reflection
of the rules of the culture of those who have power.
4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.
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CommunicationDr. Mack T. Hines III
“The Skin They’re In”
1. Communication is the cornerstone of all classrooms.
2. Different codes and rules for communication exist between people from different racial groups.
3. Failure to understand the racial differences of communication creates negative perceptions of other people.
Power & Communication• Animation/Expression
• Turn Taking
• Directness
• Volume
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RESPONSES TO CONFLICT
Figure of Authority• React• Emotions• Symptomatic • Power• Embarrass• Confront• Tell
COERCEASSIMILATION
Authoritative Figure• Respond• Expectations• Systematic• Purpose• Empower• Convey• Teach
COOPERATEACCOMMODATION
