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Teachers demonstrate a way to be assertive and establish authority when they talk to their students

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Developing a mutally respectful relationship with students requires considerable knowledge of their communication styles - both verbal and non verbal.

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Have students build relationships with each other.

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Have students build relationships with each other.

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Encourage students to also support each other through group activities and leadership roles

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Establish a clear set of academic expectations for students

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Teachers can have students learn to be appropriately assertive in their thoughts and opinions.

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Developing a mutually respectful relationship with students requires considerable knowledge of their communication styles—both verbal and non- verbal.

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pedagogy that recognizes the importance of including cultural references in all aspects of learning.

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The strategies of culturally responsive management:

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The strategies of culturally responsive management:

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- Caring for students
- Acting with authority and assertiveness
- Using congruent communication patterns

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Addressing and responding to students in actually responsible way

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These urban teachers demonstrate assertiveness through establishing and making clear a set of academic expectations for students; enforcing rules, policies, and behavioral expectations; and contacting care givers as a strategy for garnering support for their
efforts.

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"Listening is one of the
most powerful means of establishing effective communication patterns with students."

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Take the time to make connections with students. These connections help build trust and can improve student ability to learn

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Take the time to make connections with students. These connections help build trust and can improve student ability to learn

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"Tough love—I use it with students and teachers. I
tell students, “I’m here to help you. I’m not going to
let you slide! You’re not going to get away with
acting the wrong way or not doing the work.” We
use very structured routines here. Students know what
to expect down to every little detail."

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“You’re there to teach kids—not subjects! We
often forget this point.”