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Culturally Responsive Classroom Management for Equity

This module explores Wisconsin's framework for equitable, multi-level systems of supports, with a focus on culturally responsive classroom management. Learn about acknowledgement systems, non-contingent and contingent attention, and creating positive relationships with students.

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Culturally Responsive Classroom Management for Equity

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  1. Module 3: Acknowledgement Systems Section 1: Terminology and Building Relationships

  2. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

  3. This Module is Specifically Connected to These Key Features:

  4. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: Learn the Wisconsin PBIS Network’s definition of classroom acknowledgement systems Distinguish between non-contingent and contingent attention Understand the importance of using non-contingent attention to create relationships with students Do: Evaluate use of contingent and non-contingent attention

  5. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

  6. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 3 and Trauma Sensitive School Module 10 Safety Review Tool

  7. What the Research Says Current classroom management practice… is now more about understanding the class as a social system, than pupil behavior and discipline. (May Britt Posthom, 2013) The classroom is an ecology… A teaching approach that is person-centered uses practices that create a sense of belonging and responsibility as a way to maintain productive learning communities. (Doyle, 2009) Know yourself and your students… Teachers who have knowledge about themselves and their pupils have a foundation on which good relationships can be built. (Milner and Tenore, 2010)

  8. Protective Factor: Trusting Relationships McCoy, Katherine. 2017 Wisconsin Youth Risk Behavior Summary Report. Madison: Wisconsin Department of Public Instruction, 2018.

  9. Protective Factor: Sense of Belonging at School McCoy, Katherine. 2017 Wisconsin Youth Risk Behavior Summary Report. Madison: Wisconsin Department of Public Instruction, 2018.

  10. Positive Culture—Relationships Using Hattie’s Barometer of Influence, what effect size do you predict for student-teacher relationships on achievement? Staff, learners, and families have positive relationships creating a strong sense of identity and belonging with the school and district. .72

  11. Positive Culture—Relationships

  12. Terminology Acknowledgement systems Contingent vs. non-contingent attention Acknowledgement (non-contingent) Specific positive feedback (contingent)

  13. Acknowledgement • Is the act of attending to, recognizing or noticing; • builds relationship by communicating the worth of an individual; • affirms and validates • Is non-contingent Non-contingent = Unconditional

  14. Specific Positive Feedback • Is given contingent or dependent on desired behavior occurring • makes that behavior more likely to occur in the future; • one of the most powerful tools for influencing pro-social behavior. • Is Important in building cultural capital in students • Bottom line: Providing feedback to students • ↑ desired behaviors • ↓ time spent correcting behavior

  15. Activity 3.1: Think and Share • Individually, list as many examples as you can of both non-contingent and contingent attention that are presently in place in your classroom. • Identify: • When do you use each type? • Students that may require more attention to develop a relationship. • Discuss in small groups Reflection: 5 min; Discuss: 10 min The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

  16. Why is Relationship Important?Every Opportunity Video

  17. Positive Teacher-Student Relationship • Enables students to feel safe and secure in their learning environments • Positively impacts their social and academic outcomes • Improve academic achievement and social emotional adjustment for low-income students • Associated with positive academic and social outcomes for elementary and high school students

  18. Know yourself... Know your students! Brief video clip: culturally responsive classroom management Equity: Wisconsin’s Model to Inform

  19. Engage the Family! • How do you learn more about your students? • Their strengths, and challenges? • Their culture?

  20. Activity 3.2: Think and Share on Family Engagement • Individually, read over the rubric and assess yourcurrent practices In a small group, discuss: • How can you move to a higher level of family engagement? • Share ideas for family engagement. Reading: 5 min; Discuss: 10 min The materials for this activity can be found in Resource Packet for Module 3: Acknowledgement Systems

  21. Check Your Understanding Which of the following are true statements about non-contingent attention? (Click on each statement to reveal answer) • Non-contingent attention provides specific, positive information about a student’s performance. • Non-contingent attention is dependent on the demonstration of desired behavior. FALSE • Non-contingent attention builds relationships with students. TRUE • Non-contingent attention has a positive impact on social and academic outcomes. TRUE FALSE

  22. Self-Reflection • Complete the self-reflection checklist items for this module. • Identify one or two areas that you would like to improve Reflection The checklist can be found in Resource Packet for Module 3: Acknowledgement Systems

  23. Making the Most of Your Learning: Use KASAB! Skills 2 by 10 4 Versions of Family-School Partnerships Knowledge Relationship Building Through CR TSS: Chapter 10 Trauma Sensitive Safety Review Tool Missouri Video: Attention Aspirations How can improving the relationships help you meet your goals/dreams as a teacher? Attitude Equity: Wisconsin’s Model to Inform Culturally Responsive Practice VABB Newsletter Behavior Use PLC’s for support Family Engagement TFI rubric

  24. Wrapping Up: Twin Circles Identify 2 – 3 strategies you will put into place when you return to the classroom.

  25. Acknowledgements Learning Forward (learningforward.com) Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

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