Contributed by:
Responsive Classroom Management validates and affirms:
• Effective Attention Signals
• Participation and Discussion Protocols
• Infusion of movement
• Extended Collaboration Opportunities
1.
Responsive Management
Pro-Active Teacher Moves:
Teaching Smarter not Harder
Program for Standard English Learners
Academic English Mastery Program
1
2.
Five CLR Pedagogical Areas
Infusing Situational
Appropriateness with
Language and Behavior
(Responsive
Language)
Creating an
Inviting Learning
Environment for
Student Success
(Responsive
Environment)
2
3.
Classroom Management
101
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4.
How might you prevent this?
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5.
Objectives
Define Culturally Responsive
Classroom Management
Build capacity around the Three Rs
and Effective Classroom
Management
Explore the purposeful use of
Attention Signals and Protocols
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6.
Standards Connections
“To build a foundation for college and career readiness,
students must have ample opportunities to take part in a
variety of rich, structured conversations—as part of a
whole class, in small groups, and with a partner. Being
productive members of these conversations requires that
students contribute accurate, relevant information;
respond to and develop what others have said; make
comparisons and contrasts; and analyze and synthesize a
multitude of ideas in various domains.”
Common Core Standards Book, College and Career Readiness Anchor Standards for Speaking and
Listening, page 20
7.
What is Culturally
Responsive
Classroom
Management?
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8.
Numbered Heads
Think- Ink:
“What do you think
culturally responsive
classroom management
looks like?”
•At the signal do a whip
around to share responses
• Be prepared to share one
characteristic as a table group
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9.
CLR REV
IEW
“CLR is the validation and affirmation of the
home (indigenous) culture and home language
for the purposes of building and bridging the
student to success in the culture of academia
and mainstream society (Hollie, p. 23).”
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11.
Create Instructional Range
IE W
RE V
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12.
The Big Picture
“The objective of Cultural and Linguistic
Responsiveness (CLR) is to increase student
engagement and decrease management issues
with responsive strategies and activities (Hollie, p. 23).”
12
13.
• Intensive social skills training
Adapted from:
• Individual behavior management plans
Targeted/ • Parent training and collaboration
Sprague & Walker, Intensive • Multi-agency collaboration (wrap-around)
(High-risk students) services
Individual Interventions • Alternatives to suspension and expulsion
(3-5%) • Community and service learning
Selected • Intensive social skills training
(At-risk Students) • Self-management programs
• Parent training and collaboration
Classroom & Small
Group Strategies • School based adult mentors
• Increased academic support and practic
(10-20% of students) • Alternatives to out-of-school suspension
• Community and service learning
• Effective academic support
Universal • Social skills training
(All Students) • Positive, proactive discipline
• Teaching school behavior
School-wide, expectations
Culturally Relevant • Active supervision and
monitoring
Systems of Support • Positive reinforcement systems
(75-85% of students) • Firm, fair, and corrective
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discipline
14.
Validate Affirm Build & Bridge
Validate: Making legitimate that Affirm: Making positive that
which the institution (academia) which the institution (academia)
and mainstream media have made and mainstream media have made
illegitimate culturally and negative culturally and linguistically
Build: Creating the connections Bridge: Creating opportunities for
between the home situational appropriateness or
culture/language and the school utilizing appropriate cultural or
culture/language through
linguistic behaviors
instruction (teaching necessary
skills) for success in school and the
broader social context
HAND OUT
15.
Responsive Classroom Management
Validates and Affirms
• Effective Attention
Signals
• Participation and
Discussion Protocols
• Infusion of movement
• Extended Collaboration
Opportunities
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16.
The Three Ps and Rs
for Effective
Classroom
Management
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17.
Culturally Responsive
Management
• Teachers who are intent on incorporating CLR into
their classroom management system should
subscribe to the Three Ps.
Positive
Proactive
Preventive
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18.
Culturally Responsive
Management
• CLR does not replace ineffective classroom
management.
Find out
what it
RAPPORT means to
me!
RESPECT
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20.
Rally Table
• What do you do to build rapport,
relationship and respect?
• What evidence do you have that your
management style supports the Three Rs?
Each participant will take turns passing their
response to the prompt, building upon the
response making a contribution until time is
called.
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21.
Three Rs in Action!
My Theme Song:
Song Title: Uptown Funk
Lyrics That Most Represent you:
“Don’t believe me just watch”
Artist: Mark Ronson feat.
Bruno
Mars
Explanation: Actions speak
louder
than words
HAND OUT 21
22.
Integration of Technology
bit.ly/MYANTHEM
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23.
More than just a survey…
Create class playlists
Make references to play during musical Present lyrics as
to students’ shares or during examples of
favorite shows transitions
between activities figurative language,
when discussing use for call and
character and
response
conflict
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25.
“I've learned
that people will
forget what you
said, people will
forget what you
did, but people
will never forget
how you made
them feel.”
Maya Angelou
26.
Use of Attention
Signals &
Protocols
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27.
What are Attention Signals?
An attention signal is an agreed upon verbal or non-
verbal cue used to bring back students to focus when
they are engaged.
To clarify directions
To transition during the lesson
To bring the lesson to a close
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28.
Change
Change it
it Up!
Up!
Boys and
girls! Let’s
get quiet! Flick the
It’s time to
I’ll wait… end math and
lights for
start quiet
Language
Are you Arts. Clap-
ready? Readers Clap-
Yes, are… Clap-Clap
we’re Leaders Clap
ready! Clap-Clap
29.
Protocols for Engagement
• Explicit, structured norms for participating in
whole group discussions
• Decreases cultural misunderstandings and
validates a variety of cultural behaviors and
practices
• Communicates high expectations for
participation and accountability
• Opportunities to practice situational
appropriateness
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30.
Purposeful use of Protocols
HAND OUT 30
31.
Cultural Learning Behaviors
Cultural LearningBehaviors Strategies
Sociocentric/Interpersonal Protocols for Discussion, morning song (while they socialize and prepare for the
day), non-volunteer Participation Protocols (equity and inclusiveness)
High movement Give One/ Get One, Tea Party, Silent Appointment, Musical Shares, Inner Outer
Circle, Corners, Circle the Sage
Cooperative/Interdependent Numbered Heads Together, Put Your Two Cents In, Three Step Interview, Jigsaw,
Team-Pair-Solo, Partners, Send-a-Problem, Roundtable, Round Robin
Brainstorming, Whip Around, Train, Give a Shout Out, Call and Response, non-
volunteer Participation Protocols (equity and inclusiveness)
Highlighting/Performance Corners, Roll ‘ Em, Train, Pick-a-Stick, Circle the Sage, Numbered Heads Together,
Whip Around, role plays, poetry slam, speeches
Musical/Auditory Call and Response, Musical Shares, Give a Shout Out, chants, rhymes
Overlap Give a Shout Out, Numbered Heads Together, Corners, Tea Party (some greetings)
Purpose-driven Participation Protocols, visual organizers depicting unit activities, Thinking Maps,
explicit direct instruction, Morning Report/Daily Agenda, real-world connections
and applications
Inductive Visual organizers, Thinking Maps, frontloading
Field dependent Visual organizers, Thinking Maps, frontloading, accessing prior knowledge, personal
connections, culturally and linguistically responsive literature/text/content,
Personal Thesaurus, Personal Dictionary, thematic instruction
HAND OUT 31
32.
Video Example
• As you watch the video
Teacher Moves Student Moves
of a responsive
classroom, take notes of
your observations on
the graphic organizer
provided.
• Remember the video is
edited for the sake of
time.
HAND OUT 32
33.
Protocols in Action
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34.
Get Started!
Identify 3-4 new protocols that you will use on
a consistent basis
Post explanations of the Participation and
Discussion Protocols in a prominent area
Introduce and teach the protocols with low-
content, high-interest activities that focus on
the structures of the protocols
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36.
Discussion Question
At your table group, please discuss the following
question regarding your vignette.
•Which strategies might assist the teacher with
increasing student engagement and decreasing
management issues?
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38.
Let’s Recap…
Which What will be
strategies my next steps?
can I use?
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39.
Plan Deliver Reflect Cycle
Plan
Act Do
Check
40.
Start CLR Now!
Be determined and prepared to go
responsive when necessary
Start with 3 attention signals and 3
movement activities that go across the
instructional range
Build a community of acceptance, respect of
diversity (ALL), and tolerance with
meaningful activities, rituals, and infusion
into your daily instruction
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