Ask any veteran teacher and they will tell you that the stronger the relationship with the student, the less likely behavioral problems will erupt in the classroom. Good relationships equal good classroom management, pure and simple.
We are all born, raised and enveloped in culture, and it is central to learning. It informs how we communicate with each other, the way we receive information and helps shape the thinking process of groups and individuals.
Identify thoughtful classroom setup and structure that honor student experience; establish norms for shared inquiry and dialogue; establish how to create social-emotional learning safety in the classroom; and analyze behavior management practice to ensure value-based components.
Educators today hear a lot about gaps in education – achievement gaps, funding gaps, school-readiness gaps. Still, there's another gap that often goes unexamined: the cultural gap between students and teachers.
Educators possess different philosophies and styles for their teaching. Some work from an authoritarian perspective, leveraging their power as the teacher to control student behavior and dictate classroom participation. Others employ a more democratic approach, sharing power with students and supporting them in managing their own behaviors.
Motivated students want to learn and are less likely to be disruptive or disengage from the work of the classroom. Motivation stems from numerous factors: interest in the subject matter, perceptions of its usefulness
Materials Copy of Questions for Reflective Practice for each participant Framework At its best, facilitative mediation creates positive multicultural spirit and climate, emphasizes careful, respectful listening, and
Positive Behavioral Interventions and Supports (PBIS) is an approach to help students improve their difficult behavior. It's based on an understanding that teachers don't control students, but instead seek to support them in their own behavior change process.
Social Justice Standards: The Teaching Tolerance Anti-bias Framework is a set of 20 anchor standards and 80 grade-level outcomes organized into four domains—Identity, Diversity, Justice and Action—that reflect the desired impact of successful anti-bias and multicultural education on student personal and social development. The standards provide a common language and organizational structure: Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe.
Read the Newest Issue of ‘Learning for Justice’ Magazine!
In promoting diversity and fighting racism, inclusive education programs forged pathways toward building equitable societies. Now, as our nation confronts multiple assaults on democratic values, we hold firm in the fight to protect—and to expand—democracy through social justice education.