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One of the rules/expectation I wrote on my classroom management plan was to "Be quiet and listen when your classmates and teacher are talking". This may not be as much of a strict rule in other cultures, therefor some children may follow this rule more loosely. I would not assume any disrespect from this child, but I would respectfully redirect them by either reminding the whole class about the rules non-verbally or verbally. I would also try a talking stick so the children could visually see who was allowed to talk. If none of these strategies work I will have a one-on-one with the child and respectfully help them understand why it is important in our culture to let one person speak at a time. After that, I would observe the child's behavior and see where it goes from there.

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Culturally inappropriate behavior vs "wrong" behavior is always important to consider not only in classrooms but everywhere in the world. Depending on who you are and what your background is, everyone will behave differently. Knowing and respecting people's cultures is very important, especially in the school setting so you don't accuse people of doing "wrong", when it is just their culture, An example of this is when I had a classmate who was from a different culture than mine and would stand very close to their peers as well as engage in a lot of physical touch. The teacher took this as disrespect and would clearly show that to the rest of the class. This is an example of a teacher thinking a child is in the wrong.

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In my school experience thus far positivity has been such an impactful role that a teacher can carry. I've noticed that the teachers I've had that have had a negative attitude towards the kids or their careers get lesser respect and a messy classroom dynamic. Positivity is a way to make children feel wanted, heard, comfortable, and respected.

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My favorite classroom management system out of the three options is democratic/collaborative. All of my favorite teachers have used this system, which is why it resonates with me the most. It promotes collaboration and mutual respect which are very important aspects to a successful classroom. It is comfortable and feels equal.

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A way that my present and past teachers show mutual respect is by always emphasizing that they are always there for the students and want us to succeed. Letting a class know that they care more about you and their understanding of the subject over the grades they get is always how I know a teacher respects and cares for their students. These teachers always will listen to the students and if needed they will accommodate to the student's needs.

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During Covid one of my teachers set up a one-on-one meeting with every student in his class so he could meet them and get to know them.

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When I was in k5 I had very intense emetaphobia and anxiety, so the cafeteria was a scary place for me to be due to people throwing up in there. My teacher let me sit with her during lunch every day so I wouldn't have to step foot in the cafeteria.

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If a classroom rule is to "speak respectfully," a student from a culture that values direct speech might sound rude when disagreeing. Instead of assuming they are being disrespectful, I would explain how their words might be understood differently and help them express their thoughts in a way that fits the classroom while respecting their culture.

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Hollie’s distinction between "culturally inappropriate" and "wrong" behaviors is important. For example, avoiding eye contact is respectful in some cultures but may be misinterpreted as rude in Western settings. In contrast, actions like theft are universally wrong. As Hollie notes, educators must recognize these differences to avoid unfair discipline. It is a delicate balance that is difficult to learn but all teachers must strive to improve.

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I went to a PBIS school growing up so positivity was a big thing for me in school. My second-grade teacher is the first I remember to start giving out a rewards system/currency in our classroom and I remember it being very motivating.

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Democratic/collaborative is my personal favorite as I believe that creativity in the classroom is essential to learning. It allows for freedom in the classroom, this is the ideal method in my opinion but I also understand how it could be difficult in some younger class settings where chaos can break out very easily with too much freedom.

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Last semester my teacher let us know that they are human too so if they are late on grading assignments it's acceptable for us to occasionally be late on turning in assignments, she emphasized that things come up and school is hard just communicate with her and you will succeed in the class.

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Daily or weekly sharing has always been enjoyable to me even in older grades getting to quickly share a part of myself from outside of the class always brought us closer together.

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My AP literature teacher was open about her personal struggles during COVID-19 and always allowed us to talk it out in class or take a reading break when the subject matter proved too much for us at the time, she will always be my favorite teacher.

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The distinction between 'culturally inappropriate' behavior vs. 'wrong' behavior is very subjective. There is a lot of cultural context that determines what behaviors we expect and what behaviors we consider to be 'wrong' or disrespectful. For example, I know that in some cultures, eye contact is a sign of respect and active listening. In other cultures, eye contact is considered disrespectful. It is important to be considerate of these behaviors because if misinterpreted, they can be read in a much different way than their intent.

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I think that my first approach would be to nonverbally redirect the behavior. Then, if necessary I would review the expectations with the class as a whole to avoid singling out a student. If the behavior persists, I would consider having a one-on-one discussion with the student regarding the expectation and the behavior.

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My 4th grade teacher had a very positive attitude in class. I feel like the overall mood of the class was a lot more positive and happy overall, because while there were definitely moments of tension within the classroom because of behaviors, we were able to regroup quickly and continue with the task at hand.

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I believe that a democratic/collaborative classroom management systems are the most effective. It allows for mutual respect and freedom for students while also maintaining order through collective agreements on expectations of the learning environment.

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One classroom expectation I had was to keep hands and feet to yourself. I think it depends on the type of interaction it might be. If it involves someone looking uncomfortable or getting hurt I would remind the student that we should be kind to our peers and careful with how we move our body parts so as to not hurt others.

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I had a math teacher in high school who would allow us to utilize our class time and seating arrangement however we would like, as long as we were being respectful of the space, other students, and our classroom agreements. He gave us more respect and freedom as long as we were also respectful.

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I have seen teachers establish rapport by showing that they are also human and make mistakes. In addition, through showing a glimpse of their personal life, it makes students feel like they are not just an authority figure, but a person with outside hobbies and interests. This also can open up space for connections and relationship building between teacher and student.

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I think it is very important for teachers to know about culturally inappropriate behavior vs wrong behavior to avoid "misunderstandings and miscommunication" as Hollie mentions. I remember in middle school there was one teacher who got mad at students who were "stomping in the hallways." The students were practicing a dance for the talent show called Zapateado and had permission to be in the hallway during their study hall period.

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I had a teacher who would do a question of the day at the start of every class. It allowed all of the students to share and learn about each other, as well as allowed the teacher to bond with students over small things that they would have never known otherwise. I have implemented this in a lot of the dance classes that I teach and I feel very connected with my students on a genuine personal level rather than a slim contextual level.

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Positive: In all four years of high school, I have never seen my AVID teacher upset or raise her voice in a negative way. She greeted us every day by saying Ubuntu, which roughly translates to "I am because you are." She made it a habit for us to celebrate the little and big things in life and we could never keep anything from her. She would find out one way or another and ring the celebration bell.

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One important classroom expectation I can establish is that students need to raise their hands before speaking, in order to prevent the class from becoming too chaotic.

I would first explain the reasons behind the classroom rules, rather than making culturally different students feel uncomfortable. I made sure everyone had a chance to speak. I will also set up group discussions, so that students who like and are used to speaking freely will be more integrated into the class

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If a student were to violate one of the classroom expectations in such a manner, I would want to have a discussion with them in which we discuss our cultural differences. I would like to emphasize that no one is in trouble, as I would like to find a common ground. I would also like to talk with their parent and/or guardian to talk these things over, to see where we can meet in the middle. I would like to ensure that they can keep their cultural heritage, while also being an contributing member in our classroom.

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We should understand the difference between culturally inappropriate behavior and wrong behavior, so as to avoid misunderstanding and making students feel insecure. In some cultures, for example, students are encouraged to speak freely and engage in open debate with teachers. In other cultures, students are expected to listen quietly and speak only when asked. If teachers fail to take these differences into account in the case, they may misunderstand students.

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The issue of "culturally inappropriate" vs "wrong" behavior has been an issue that has plagued american education for centuries. From the "residential" schools established by the BIA that treated all cultural behavior as "wrong". Today, we see a change in philosophy, and we are trying to incorporate cultural differences into our ever-diverse classrooms

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I have been in AVID since middle school and I think that democratic/collaborative is how I would best describe it and my favorite classroom management system. My teachers always asked us how we wanted to do something or if we had to do something a specific way, they always made sure to give us as much choice for it to be how we wanted it. Learning in these classrooms feels more like I am having a conversation rather than being talked at. When doing tutorials, I would always need help in subjects where it was more of an authoritarian system because I felt like I couldn't get help from my teachers in those classes because they just talked the whole time and didn't make a space that was welcoming to ask for help.

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I practiced in the kindergarten last term. I saw a great example of "positive reinforcement" in the classroom. Teachers have a reward system where students can earn a badge for participating, helping fellow students, or showing goodwill. At the end of each week, students can exchange badges for rewards. This approach encourages students to do more positive things.

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Consider the classroom expectations you developed for your classroom management plan. Hypothesize a situation where a student violates a classroom expectation in a 'culturally inappropriate' manner. How might you respond?

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Consider the classroom expectations you developed for your classroom management plan. Hypothesize a situation where a student violates a classroom expectation in a 'culturally inappropriate' manner. How might you respond?

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I gave this example in my last post, but I guess it applies better to this question. In a situation where a student violates the classroom expectation of raising their hand to be called on to share an answer, in a 'culturally inappropriate' manner by shouting out the answer, I would respond by acknowledging and praising the student's excitement to learn and contribute to their peers' learning, followed by a reminder of the class expectation and ask them to try again with raising their hand first.

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My 3rd grade teacher was very positive with us, and we created a lot of disruptions. However, her positivity worked on us and we ended the year much stronger that we started, at least according to my parents.

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My high school class teacher, who follows a democratic/collaborative classroom management style. At the beginning of the semester, he allows students to help set classroom rules and expectations. In addition, his class is very free, and everyone can decide whether they need this class or not at their own pace and plan. It's amazing but it really helps everyone to find their own way of learning without delaying others or themselves. This gives students a sense of ownership and success in their studies.

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I think permissive systems are a great tool for older student within K-12. I think these students have developed their social and learning skills enough to be given some freedom, but the teacher as the authority to impose stricter policies if need be. This also makes the students more comfortable with the teacher, if executed correctly.

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When I was in a psychology class, the teacher I met respected the students' opinions and did all the details of the homework perfectly. Instead of rejecting ideas, she asks thoughtful follow-up questions and encourages students to ask different questions based on her perspective. She made students feel valued and respected, and willing to share their opinions.

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I think understanding the difference between 'culturally inappropriate' behavior and 'wrong' behavior is extremely important for teachers. The example Hollie gave of the cultural behavior of shouting 'Amen' at a spiritual service different from your own, made me think about how sometimes the base behavior that students are engaging in can be correct, yet situationally inappropriate in the way it is expressed, like when a student blurts out an answer without raising their hand; It is good that they are engaged with the lesson and shouting out the answer may be viewed as collaborative working, however it might not be situationally appropriate in a classroom in which the expectations are to raise your hand if you want to share your answer.

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My 10th grade calculus teacher used to let us step out of class when we wanted to. This was a foreign concept to us at the time, but the longer leash made us feel more respected.

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In high school, I had a math teacher with an interesting name, which in English is called jewelry. He takes time out of class to explain topics to students. If someone was having trouble, he would arrange one-on-one tutoring sessions. His genuine concern for his students built strong, trusting relationships, and many students loved him.

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In my first college English class, my professor struggled to remember everyone's name within the first week. Because all of us are from different countries, our names will be a little different. He would ask about our interests and relate them to our country, making the class feel more personal and engaging.

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My 12th grade English teacher was really good at the proactive part of the three P's approach, because she took the time to know her students and give them space to share about their lives and what was going on with them, she was able to have a better understanding of what was affecting them and their behaviors/attitudes in class.

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A classroom expectation I have in my classroom management plan is to keep hands, feet and objects to ones self. If I saw a student violating this expectation, I would be sure to have the student stop the action quickly but to also make sure to explain the 'why' it is important to follow this expectation, from a safety standpoint, so they feel more motivated to follow it moving forward.

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My CT this semester doesn't get angry with her students who love to question almost everything she says or does. If anything, she encourages them to do so and answers all of their questions to the best of her abilities. This was new for me to see because if I was questioning everything some of my elementary teachers did, they would have called me disrespectful.

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I think democratic/collaborative seems like the best classroom management system because it allows students to grow and gain independence, but also acknowledges the teacher's underlying authority as the expert/person doing the teaching.

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Thinking about what Hollie explains about 'culturally inappropriate behavior" vs "wrong behavior", I recognize how they are different and the importance as an educator to do our best to distinguish the two. Considering the 'pause to ponder' section asking to distinguish between culturally inappropriate and wrong behavior my initial responses where a little different than Hollies consensus of 1,2,5, 7 being culturally inappropriate and 3,4,6 being wrong. I think this is an ongoing skill that develops strength with intention but also experience, and I hope to become more confident in doing so throughout my teaching experiences.

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Giving students the opportunities to share their thoughts, perspectives, ideas and interpretations about the subject throughout the lesson with an open mind, instead of thinking their (the teacher) way/thoughts are the only correct way/thoughts.

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Positive- the teacher I was with last practicum always stayed positive even when things got dicey. She would stay calm and still try to keep an encouraging mindset when speaking with her students

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My senior year physics instructor used to let us watch college basketball in class on fridays if we had a 80% or higher test average as a class. He loved basketball, and we did too, so it was fun for us all.

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I think that democratic/collaborative system is a great way to run a classroom because it builds a welcoming place where students feel like they are allowed to have and opinion and can advocate for themselves

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My 11th grade Environmental Science teacher, Ms. Silva, used to move class outside during nice weather. We enjoyed it, and it built a relationship.

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one expectation that I would have for my classroom management is to make sure that students raise their hand when wanting to talk. I think this is really important because if they raise their hands they wont be disrupting the class as much as if they were blurting out.

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Taking interest in their students' hobbies, extracurricular activities, and understanding that school is only one aspect of their students' lives. If an assignment was turned in late, but the student openly communicated with the teacher about the situation, then they would be understanding and not penalize the student for late work. In general, working together WITH the student in order for the student to be successful.

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When teachers let students express their concerns or questions and the teachers actively listen

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I have seen many teachers build relationships with their students in a a number of ways. This year at one of my field work schools I saw a teacher give a student a toothbrush who said he hadn't brushed his teeth that day

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I think it is important for teachers to be culturally aware, especially with their students. ask questions and do research on their student's culture, and understand that it's okay if you do not know something.

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In high school my teacher would pull me aside when I was struggling after class and talk with me

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My 12th grade English teacher effectively established rapport with all of her students by checking in with the class everyday before we started doing actual work. She would designate time at the start of every class to invite students to share or talk about anything they would like which gave us the sense that she actually cared about us and our lives outside of being students.

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my current CT is proactive in their classroom managment. they are very aware of their students behaviors and will remind them of what they need to do to get a positive consequence over a negative consequence

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I would like to create a welcoming environment and gain the trust of the students. If we do that then the rest can follow. Moreover, my classroom also will be culturally responsive. Different opinions will be welcomed and appreciated. Collaborative is another aspect that I will be focusing upon.

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My fourth-grade teacher always had a prompt for us during morning meetings. Usually, it related to what we liked or were interested in. As the year went on, she would ask about things we've mentioned or even bring us the things we talked about. By doing things like that, it was really easy for me to open up to her because it felt like she wasn't just asking because she had to but because she wanted to know more about her students.

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Considering the three P's approach, I would say my CT in my last practicum truly exemplified what the first P speaks to, which is being Positive. The article explains that being a positive teacher is to demonstrate characteristics of love consistently. I saw this consistency with my CT who saw 6 different grades each day as the Performing Arts teacher. Despite a having different students every day, she consistently treated students with love and respect, exemplifying what it means to be a positive teacher.

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One should be aware regarding culturally inappropriate behavior and wrong behavior. A teacher should familiarize himself/herself with various cultures to tell the difference.

One of the areas that I am having difficulty adjusting is calling the instructor with their frost names. I don't know if I want to do that or not.

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Among the 3 p's I would choose Positive approach.

Recently in my first semester, I had online classes and one class that I was enrolled in was a class with undergraduates. The course wasn't heavy and there were just 4 of us. Her approach to teaching was filled with positive approaches, a welcoming atmosphere and understanding students and where they are coming from. She was great in looking into positive in someone. That really changed the entire tone of the class.

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When I was in elementary school, my physical education teacher had a special bond with almost every student. He could call kids out playfully and would always push us to do our best while checking in on us individually. I was a bit shy when it came to doing activities in front of others but he didn't want me to feel left out in our district field day. He encouraged me a lot and signed me up for one of the events. He did so much for me and other students. He will always be one of the first teachers I think of when I think of teachers who genuinely care for their students.

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Democratic/Collaborative classroom management style has become the system I am most familiar with, as I feel it has been the most present kind of classroom style in college, especially in Elementary Ed major. Professors often lead the classroom in a collaborative manner, considering insight and ideas from students.

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Democratic and collaboration is the way to go. There should be mutual respect and understanding among the class. It is only a matter of when authoritarian and permissive classes fall apart.

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I think that I have experienced the collaborative classroom more and more as I have gotten older, one that comes to mind was my high school English class. there were a lot of projects that we were doing and it felt like the teacher wanted us to be a part of the conversation and even lead it.

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An example of mutual respect I've recognized is in my practicum and it is the reciprocating grace of mistakes. When a teacher makes a mistake teaching, the students show grace and readjust , just like when a student makes mistakes, maybe specifically reading out loud is a common verbal trip up, the teacher shows grace and helps the student readjust.

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While I was doing my masters in Nepal, there was a teacher who valued all the students' opinions and backgrounds and gave culture specific reference and examples. He was careful of addressing the cultural differences in the room and in return the students respected his approach and we created a bond with him.

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One of my classroom expectations is that we use our walking feet unless running feet are appropriate. I think if I saw a student running in my classroom, I would try and direct them to an appropriate way to get out their energy, or find a good space for them to move around. Often I feel like a gentle reminder by saying, "walking feet please." can do the trick.

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Something I recognize through my practicum and substitute teaching experiences is the presence of a morning routine, specifically morning meeting or morning check in. Where teacher and student have intentional time to connect, which helps to build relationships

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By learning about the students and doing the same things or engaging in similar activities as their students. Such as if a student loves a certain game or sports then engaging or talking about the sports or game with the student. It is always a conversation starter and a way to connect.

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In high school, my grades designated Dean, had rapport with the majority of my class that seemed natural. Looking back, I recognized his efforts to be intentional. To build rapport and establish special connections. I transferred to this school sophomore year where my class had had a whole year with him already, and I remember how quickly and seamlessly he built a connection with me.

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An example of mutual respect that I witnessed was when the kindergarteners were choosing where they wanted to go to play time, the teacher was having a student draw sticks but wanted to have the kids have as much playtime as possible so she asked the student if she could draw sticks and the student can do it tomorrow and the student was okay with it. I see this as mutual respect because the teacher respects the students want to help them and the student respects the teacher for changing their mind and allowing them to do it another day.

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As I'm reading some of the other replies, I feel like a good rule of thumb is to assume innocence and stay open-minded. I know students who have had falling outs with their teachers because they felt misunderstood by them, or like they were being targeted for their behavior.

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One of the recent experiences of a teacher building a good rapport with me was through creating a welcoming positive environment. As we go older, I think that is all that we need. An understanding and welcoming person at the other end with a positive vibe.

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My coworker Ms. Haley was amazing at using the democratic/collaborative approach. In many ways, the students controlled the tempo and the way that the classroom looked, but only in ways that didn't impact the job that Ms. Haley had to do. She allowed them to have control over inconsequential or insignificant things, and it created a healthy give-and-take environment where the students looked up to her and trusted her.

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Starting the class with morning meeting is something that I think can help build a relationship with their students. both of the semesters I have been in an elementary school they have started off morning meeting by having their students say good morning to their neighbors and then having a question of the day

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throughout my elementary school years my first grade teacher had a big impact on my learning. after I moved up grades I would still go visit her to talk about how I was doing and I realize now that I would visit her during her prep time and Ive come to appreciate her letting me come visit her

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I feel like when I think of 'authoritarian' classrooms that I have been in, there is usually a handful of students that struggle with that dynamic and feel like they are being bossed around. Many of the other students might follow strict rules, but for some I can understand how that can feel restrictive.

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My coworkers will very often negotiate with students in a mature way so that the students feel like they are genuinely being heard, and ultimately my coworkers try their hardest to get to a point where both the student and teacher are happy with the negotiation.

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I love when teachers start a class by hearing about each of the students, whether it's asking them about their weekend, or having a fun question of the day.

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One of the teachers that I worked with at a summer camp would allow students to play games on her phone if the students were waiting for their parents to pick them up. A lot of the students would ask her throughout the say if she was supervising the late pick-up, because they loved to spend that time with her.

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If a student violates "Keep your hands and feet to yourself" by touching a peer’s shoulder to engage, I’d say: "I love your enthusiasm! In our classroom, we keep our hands to ourselves to ensure everyone’s comfort. Let’s find other ways to express engagement, like words or gestures." This reinforces the rule while respecting cultural differences.

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Hollie highlights that culturally inappropriate behavior differs from wrong behavior, as some actions stem from cultural norms rather than defiance. For example, in some cultures, avoiding eye contact shows respect, but a teacher might misinterpret it as dishonesty. Similarly, call-and-response communication, common in some communities, may seem disruptive in a strict hand-raising classroom. Recognizing these differences helps create fair and inclusive learning environments.

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My English teacher, Mr. Johnston, demonstrated a positive approach by fostering a supportive classroom environment. He announced when anyone got 100% on a quiz or test, he would not be ashamed of bad grades. He also used positive reinforcement, recognizing progress in writing with encouraging feedback and small rewards. Instead of punishing mistakes, he focused on growth, making students feel motivated and engaged in learning.

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One classroom management system I have experienced is authoritarian. Examples were a strict seating arrangement, where we were organized based on behavior or performance. Another example was zero tolerance for late work, regardless of reason or anything going on in someone's life. There was also a lot of punitive discipline; there would be dojo points appointed for good and bad behavior that can sometimes be seen as public shame.

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When I was in elementary school, I went to the school my mom taught at. So, if I was being helpful in the classroom, there were times that I was able to go into her classroom and see her throughout the day/

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In one of my writing classes, we would talk about things that were happening on campus or around the world, and we had the opportunity to share how we were feeling about those events. Doing this allowed everyone to share how they felt and get respect from our peers and professor.

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As part of our community agreements, I included following directions into my classroom management plan. I am conscious, however, that cultural norms could affect how my students understand and react to instructions. I would incorporate students in the development of these agreements and adjust my language to be comprehensible and culturally sensitive in order to guarantee inclusivity. Additionally, I would emphasize that following directions is beneficial to the entire class, presenting it as a team effort rather than a rule that everyone needs to follow.

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A professor I had last semester made it a goal to build genuine relationships with all of his students. When I would go into his office hours, he made sure to not only answer my questions about the class but also ask how I was doing and what I was doing outside of his classroom.

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A classroom management system that I have had throughout my school experience is democratic/collaborative. In these classes, we typically sit at a table where you can see many of your classmates and can work together, learning is not only happening from the teacher but also the students, and students are allowed to make mistakes to learn from them

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A classroom expectation that was on my classroom management plan was to keep hands and feet to yourself. I think a good example of a student violating this in a culturally inappropriate manner would be in a case that maybe they are trying to show a student how to do something and are used to putting their hands on to show something, but other students don't due that due to their own reasons. I would respond just by explaining not everyone is ok with people in their bubble and you should ask first.

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I agree with other responses talking about how it is important as a teacher to be able to differentiate the two. Not all students are going to outrightly say this is how they do something at home so it is important to pay attention before reacting. A good example of this would be in some cultures touching between genders is not allowed.

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Two of the expectations that I put were quiet voices and raise your hand. If a student was not following this I would put my hand in the air to see if it reminds them to do so and wait to be called on. However, if this does not work I may talk to them to give them a verbal reminder.

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It's important to be able to differentiate the two because something we see as a wrong behavior might not be considered that in someones culture. I remember last semester with my CT, we talked about a students' behavior and she said that in a cultural context it would be okay for the student to say and behave the way they did and just because it's "wrong" in a normal persons eye, putting yourself in the cultural context can help you see it differently

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Postive - during my field experience last fall my CT was able to continue being positive to other students during another students tantrum. The student often struggled to differentiate between small problems and big problems leading to many fits, but she continues to teach and get excited for the children learning

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Positive- my junior year of highschool, I had an English teacher, Jill, who never let us criticise ourselves and our work. Instead, she always made sure she uplifted us and we uplifted ourselves by using positive language when talking about our work

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Educators need to understand the difference between culturally inappropriate behaviors and wrong behaviors because a student may do something that seems wrong however, it may be how they grew up and the appropriate thing to do in their culture. This means that the behavior that they are doing is not meant to be disrespectful. For example, sometimes, when I am coaching, an athlete may not give me direct eye contact, but that does not mean that they are not listening or engaged to what I am saying/demonstrating.

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A classroom expectation I wrote for my classroom is that during learning time they need to raise their hand to ask a question, make a comment, or answer a question. If a student kept shouting out comments or answers, I would remind the class to raise their hand. If it happens again, I would remind them individually and explain again why it's important to raise hands. I may also try to incorporate a time in the classroom where students are able to speak more freely.

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I think that the democratic/collaborative classroom management system is one I have encountered a lot especially in college. A lot of professors are willing to alter the way that they teach based off of student recommendation and participation. Examples that support this system would be classroom expectations created and agreed on by students, classroom jobs, choice based learning