joultysay 1O RESPONSTWITITSS

Focusing on Cultural Behaviors, Reducing Disproportionality

Special Edition

Sharroky Hollie, PhD Executive Director

Center for Culturally Responsive Teaching and l e a rta ilia

rallvresponsive.ora

-vv.culturallvresponsive.org

Classroom Practices

for Student Success

What Is The Journey To Responsiveness

1. Change Your Mindset Speak a Common Language: Defining Cultural Responsiveness

Question Your BS

Know Your Identity

Identify the Beneficiaries of Responsiveness

2. Develop Your Skillset Guard The Gatekeepers To Success

Create Continuum of Traditional Instruction and Responsive Instruction

Learn To Swim: Pool of Responsive Activities

Re-image the Learning Environment

Requires instructional

range (Traditional and

Responsive)

Validates and Affirms First

(Build and Bridges)

Increases Student

Engagement (Decrease dis engagement)

Let's Recall The Foundations of CLR

Recognize that we are all cultural beings, with our own beliefs, biases, and

assumptions about human behavior

1. Check Your Filter (Source of your information)

2. Question Your BS (Not that BS! Belief System)

3. Turn on your deficit monitor (How do you know when you are

thinking with bias or prejudice?

Acknowledge the cultural, racial, ethnic, and class differences that exist among

people

Remember the rings of culture

Understand the ways that schools reflect and perpetuate discriminatory practices of

the larger society

We are conceding the institutionality and the purpose of school

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Age Culture

Gender Culture

Religion Culture

Nationality Culture

Ethnic Culture

INDIVIDUAL -Personal in history (heritage), cultural basis, and preference

-Mediated by opinions, experiences, informed knowledge, or influences known and unknown (no control)

• Successes measured by educational and career goals, relative to the institutional acceptance

INSTITUTIONAL

-Related to the provision of goods, services, and opportunities

•Public and private

•Normative, legalities, and bureaucratic

•Codified in custom, practices, and law

—44.1.19gMfied "they"

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BUT RACISM IS ALIVE AND WELL...

INSTITUTIONALIZED

PERSONALLY MEDIATED

x Initial historical insult

Structural barriers

Inaction in face of need

Societal norms

Biological determinism

Unearned privilege

Intentional and Unintentional

Commission or omission

Maintenance

(protectionism) of status

quo

Subtly condoned by societal norms

Cultural Complexity by Dr. Wade Nobles

Cultural Values Cultural Customs (based on) Respect (Elders) Belief in God (Moral Character) Self Mastery(thought/behavior) Sanctity of Family & Children (relationships Patience Hard Work (Social Responsibilities) Race Pride Sense of Excellence Collective Responsibility Sense of Appropriateness Restraint Importance of History Devotion Cognitive flexibility Persistence Cultural Laws

(Precepts) Consubstantiation Interdependence Egalitarianism Collectivism Transformation Cooperation Humanness Synergy

Cultural Prerequisites Sense of Family Sense of History Language Orientation Significance of names/naming Importance of Signs & Symbols Sound(Music) & Rhythm(dance) Dietary Habits

Reciprocity Productivity Courageous Resiliency Defiant Integrity

Cultural Themes Spirituality Resilience Humanism Communalism Orality and verbal Expressiveness Personal Style and Uniqueness Realness Emotional Vitality Musicality/Rhythm

Developed 13).. Wade W Nobles, Ph D , The Institute for the Advanced Study of Black famd ■ Life & Culture, Inc Oakland, California

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Surface Culture Most easily seen Emotional level - low

Like an iceberg, nine-tenths of culture is below the surface.

Food, dress, music, visual arts,

drama, crafts, dance, literature,

languagae, celebrations, games

Food

Language

Visual arts

Communalism

Personal Style and Uniqueness

Cultural Behavior We Can

See

Cultural Behaviors

We Cannot,

See

Performing arts

Clothes

Defiant

Resilience

Emotionality Vitality

Realness

Me Iceberg Concept oi Culture

Shallow Culture courtesy, contextual conversational patterns, concept of time, Unspoken Rule personal space, rules of conduct, facial expressions, Emotional lev - high nonverbal communication, body language, touching,

eye contact, patterns of handling emotions, notions of modesty, concept of beauty, courtship practices,

relationships to animals, notions of leadership, tempo of work, concepts of food, ideals of child rearing, theory of disease, social interaction rate, nature of friendships, tone of voice,

attitudes toward elders, concept of cleanliness, notions of adolescence,

Dee Culture patterns of group decision-making, definition of insanity, preferences for competition or cooperation,

Unco scions Rules tolerance of physical pain, concept of "self", Emot onal level - intense concept of past and future, definition of obscenity,

attitudes toward dependents, problem solving roles in relation to age, sex, class, occupation,

kinship, and ...

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Cultural Relativity

High Resonance

Low Resonance

Resilience Communalism

Realness Orality and Verbal Expressiveness

Personal Style and Uniqueness Emotional Vitality Musicality/Rhythm

1. Recognize the behavior as cultural or (not) 2. If cultural, validate and affirm the behavior first 3. Then, build and bridge to situationally appropriate behavior 4. If not cultural, then go to classroom management system

What is CLR Classroom Management?

• Task: Jigsaw reading of Toward a Conception of Culturally Responsive Classroom Management by Weinstein et al.

• Form groups of 4

• Divide up responsibilities for the task.

- Reader: Reads the article section aloud to the group (or facilitates the reading)

- Recorder: Takes down key insights, notes, questions, etc.

- Graphic Designer: Creates a summative poster based on group discussion and notes

- Presenter: Presents what the group learned from their article selection

• Take notes on your Jigsaw Graphic Organizer as each group presents its findings.

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Why CLR Classroom Management as opposed to conventional classroom management?

"Education is the civil rights of our generation. The undeniable truth is that the everyday education experience for too many students of color violates the principle of equity at the heart of the American promise."

Secretary of Education Arne Duncan, NY Times Telephone

Interview, Black Students Face More Discipline, Data Suggests, March 6,2012

According to Weinstein, et al ? CRCM is a frame of mind...that guides the management decisions teachers make.

CRCM is the service of social justice. Social Justice = The fair and proper administration of laws conforming to the natural law that all persons, irrespective of ethnic origin, gender, possessions, race, religion, etc., are to be treated equally and without prejudice.

The goal of CRCM is NOT to achieve compliance or control but to provide all students with equitable opportunities for learning.

The goal of CRCM is to create an environment in which students behave appropriately, not out of fear of punishment or desire for reward, but out of a sense of personal responsibility.

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Traditional School Culture Underserved Cultures

*standardized/rule-driven

*quiet

*stationary/low movement

*time specific

*competitive

*deductive

*turn-taking

*mainly verbal communication

*teacher-centered and led

*field independent

*intrapersonal

*preference for variation/

spontaneity

* sociocentric

*high movement

*cooperative

*inductive

*overlap

*many ways to communicate

*purpose-driven

*affective

*field-dependent

*interpersonal

Which of these can be attributed to cultural misunderstandings?

INSTANT REFERRAL for: Cooper, Wane

This form is for INSTANT REFERRALS ONLY. Please use the Report Infraction option for general infractions.

Select an infraction below:

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Detailed description and explanation of the infraction:

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C Bullying

C. Enitortion

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°Gang ClothingiMatenals

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Focus Areas of Instruction - Gatekeepers of Success Infusion of CLR Activities With Strategic Purpose

Responsive Classroom Management Responsive Academic Vocabulary

Use of attention signals strategically:

Use of protocols for participating/discussion:

Use of movement activities strategically:

Collaborative opportunities (extended beyond protocols)

Evidence of leveling the vocabulary words into academic (level 2) or content specific (level 3)

Level 2 words (personal thesaurus):

Level 3 words (personal dictionary),

Use of vocabulary acquisition strategies (word structure, apposition, context clues, synonym replacement)

Evidence of reinforcement/practice activities

Responsive Academic Literacy Responsive Academic Language

Use of CR Supplemental Text (s) (connected to standards and theme)

Use of engaging read alouds

Use of effeettve literacy strategies

Codeswitching opportunities (explicit contrasting of AAL, MxAL, slang and MAE)

Sentence lifting

Retellings

Role-playing

Teachable moments

Revising (phonetic sounds, markers, syntax and vocabulary)

Categories for CLR Activities

Use of attention signals strategically

Use of protocols for responding

Use of protocols for discussing

Use of movement activities

Use of extended collaboration activities

Tiering vocabulary words — Level 2 and Level 3

Use of vocabulary acquisition strategies

Use of reinforcement activities

Use of culturally responsive supplemental text

Use of engaging read alouds

Use of effective literacy strategies across content areas

Providing opportunities for linguistic code-switching (situational appropriateness)

Use of sentence lifting for situational appropriateness

Use of retellings for situational appropriateness

Use of role-playing for situational appropriateness

Using teachable moments for situational appropriateness

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Contact Information

Sharroky Hollie, PhD

Center for Culturally Responsive Teaching and Learning

Sharroky@culturallyresponsive.org

www.culturallyresponsive.org

Twitter@validateaffirm

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