Classroom Culture

1. Classroom Culture RSMAS TA Training August 20, 2012 Holly Perryman

3. Classroom Culture What is it? • The process of instilling certain universal values and behavioral expectations in your student to: • Promote their well-being • Facilitate learning • Ensure future success

4. Classroom Culture What is it? Why is it important? A classroom culture of trust and acceptance is the foundation for establishing an environment which students are empowered and comfortable with: Providing feedback Learning from mistakes Aiming to maximize potential • The process of instilling certain universal values and behavioral expectations in your student to: • Promote their well-being • Facilitate learning • Ensure future success

5. How is Classroom Culture Developed? Establish a culture of acceptance and trust by: • Model acceptance and respect as students offer ideas to improve the classroom culture or learning • Act upon students’ suggestions to reinforce the value of student input • Encouraging students to participate and engage in process thinking and active listening

6. How is Classroom Culture Developed? Establish a culture of acceptance and trust by: Promote Active Listening by: Promote student participation: asking volunteers / pick students randomly Individual group responses (e.g., Students answer questions with provided answer cards) • Model acceptance and respect as students offer ideas to improve the classroom culture or learning • Act upon students’ suggestions to reinforce the value of student input • Encouraging students to participate and engage in process thinking and active listening http://uminntilt.wordpress.com/2011/09/26/listen-up-strategies-to-promote-active-listening-as-part-of-lectures-presentations/

7. Building and Maintaining a Positive Learning Environment • Be prepared for each class and dress appropriately • Establish relationshipswith the class by attending class and learning & using the student’s names • Be consistent with expectations stated on syllabus • If you make changes, tell the class and provide a rational • Begin class by “grounding”, a brief introduction to transition the class to the days lesson • Announcements/A funny story/etc.

8. Building and Maintaining a Positive Learning Environment • Get everyone’s “voice in the room”;promotes active listening • “What do we talk about last time” • “Discuss with your neighbor thoughts/questions/problems with the reading” • Think about lesson objectives and how to appropriately get them across • Maybe changing venues would facilitate the lesson • Encourage student interaction with you and each other

9. Building and Maintaining a Positive Learning Environment • Frequently ask for student input • At the end of class, have students write down feedback on a piece of paper for various questions, e.g., “What went well today?”, “How was the pace?” • Show the students you are reading and considering their feedback (e.g., take a minute the next lecture to talk about their comments) • Provide closure with every lesson • For example: “Next time we will…”, “Please read …”, etc.

10. Culture in the Classroom • The system of shared • Beliefs • Values • Customs • Behaviors • Artifacts

11. Culture in the Classroom • The system of shared • Beliefs • Values • Customs • Behaviors • Artifacts • To engage students, reach out to them in ways that are culturally and linguistically responsive and appropriate • Be aware of the cultural assumptions/stereotypes brought into the classroom that may hinder interconnectedness • Develop an appreciation for diversity an promote equality and mutual respect among students

12. Culture in the Classroom • The system of shared • Beliefs • Values • Customs • Behaviors • Artifacts • To engage students, reach out to them in ways that are culturally and linguistically responsive and appropriate • Be aware of the cultural assumptions/stereotypes brought into the classroom that may hinder interconnectedness • Develop an appreciation for diversity an promote equality and mutual respect among students Test yourself for hidden bias!

13. Common Cultural Misunderstandings • Students not making eye contact • A sign of respect in some cultures • Students who may have limited English may avoid speaking, so nod and smile to indicated understanding • They may not be understanding at all • Students may refrain from speaking • A sign of respect in some cultures

14. Common Cultural Misunderstandings • Students not making eye contact • A sign of respect in some cultures • Students who may have limited English may avoid speaking, so nod and smile to indicated understanding • They may not be understanding at all • Students may refrain from speaking • A sign of respect in some cultures • Personal space • Working in groups Vs. working individually • Culturally acquired learning style to “mimic” / see what has been done • Attitudes about time • Make your attitude obvious the first day

15. General Strategies • Recognize any biases or stereotypes you may have absorbed • Treat each student as an individual, and respect each student for who he/she is • Do your best to be sensitive to terminology • Rectify any language patterns or case examples that exclude or demean any groups

16. General Strategies • Use terms of equal weight when referring to parallel groups • Use both he and she during lectures, discussions and writing, and encourage students to do the same • Recognize that your students may come from diverse socioeconomic backgrounds • Refrain from remarks that make assumptions about your student’s experiences/backgrounds/family/religion/etc. • Recognize any biases or stereotypes you may have absorbed • Treat each student as an individual, and respect each student for who he/she is • Do your best to be sensitive to terminology • Rectify any language patterns or case examples that exclude or demean any groups

17. Lessons • Why classroom culture is important and how to incorporate it into your lecture • Promoting active listening as well as a positive learning environment • Embracing culture in the classroom and acknowledging common misunderstandings • General strategies for avoiding stereotyping

18. Sources http://www.montgomeryschoolsmd.org/info/baldrige/staff/classroomculture.shtm http://tilt.colostate.edu/tips/tip.cfm?tipid=136 http://www.shenet.org/arongen/sfarenell/P12.htm http://www.tolerance.org/activity/culture-classroom http://www.tolerance.org/activity/test-yourself-hidden-bias www.pbisaz.org/files/CultureintheClassroom_06..ppt http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/diverse.htm http://www.ajarn.com/blogs/steve-schertzer/creating-classroom-culture/ https://implicit.harvard.edu/implicit/demo/selectatest.html http://nadabs.tripod.com/culture/

19. Classroom Culture RSMAS TA Training August 20, 2012 Holly Perryman