Three examples: 1. A teacher might have a rule that students should not speak while he or she is speaking, and breaking this rule could result in immediate punishments like extra assignments, detention, or loss of privileges. 2. The class is teacher-centered where the teacher is talking and the students are taking notes. There’s no opportunity for discussions nor other activities. 3. The teacher might use frequent tests and quizzes to monitor student learning progress.

For example: a teacher might see a student from a particular cultural background not making eye contact and interpret it as disengagement or disrespect. However, in fact, it’s a cultural norm for that student

During COVID, my teacher asked us what worked best for us. We were able to do online discussion posts, zoom breakout rooms, or full class meetings. We enjoyed having the ability to make decisions in the class.

In one of my art classes, the professor let us choose our groups and songs while making a dance for the class. While we were required to perform a dance, the professor let us have freedom with our choices to showcase our talents and identities.

1.     The teacher sets boundaries and expectations to keep the classroom safe (no fighting, etc.)

2.     The teacher allows students to be themselves and express their opinions and differences.

3.     The teacher seeks feedback from students to create a collaborative classroom.

An example of this would be pointing at someone. In some cultures it is seen as very disrespectful to point at others.

Wrong behavior: actions that are universally unacceptable regardless of cultural norms.

school. This teacher was smart, had a successful

and motivating classroom. At the time a big change

had happened in my life, throwing me off. I found

his class challenging, among other things. This

teacher had sought me out, made me feel okay

with the idea of getting help. He put a lot of time

in with me, working me through struggles with course

material as well as other life factors playing in. There was

concern for me, not only as a student but as a person.

That genuine care and effort put forth is rare. There

are minimal teachers out there that can care about their

students this way. Great respect for those who do.

I want my students to understand that positive behavior breeds positive behavior, and vice versa. In a hypothetical situation where one student were to break that rule; like say they stole something, I would respond by taking away some of that students privileges. There will be exceptions, like if there was case of bullying, since that situation often involves more then just the victim and aggressor (Personal troubles that led to the bullying).

Wrong Behaviors are actions that can considered inappropriate or offensive regardless of the location. Theft is a common form of wrong behavior, so is murder and other crime related activities.

1. In elementary schools, I have seen teachers and students create a collaborative list of rules and expectations for everyone in the space. This gives students a sense of autonomy and responsibility over their behavior and learning in the classroom.

2. Round table discussions and socratic style learning allows students to facilitate conversations and important points about material being learned that they find interesting

3. In elementary schools, classroom jobs also have the ability to facilitate a sense of autonomy and responsibility for the learning space in a classroom

Wrong behaviors: universally accepted "unacceptable" behaviors

I think it's incredibly important to recognize the difference of what we perceive as "wrong" vs "culturally inappropriate" behaviors. As educators, we will have students with a wide range of backgrounds and personal customs that may be completely different from our own. Taking the time to recognize these differences and learn about our students will allow for a more positive relationship between students and teacher.

I would remind the student of the classroom expectation and explain why it is important in the context of the classroom, i.e., we want to be respectful of others' personal space and boundaries. In future situations, I have to be proactive and remind the students of the classroom expectations before we begin the activity.

1) The teacher lets students break into small groups giving them time to talk about what they learned in the lesson and what big takeaways are.

2) Letting students have more control and responsibility around the classroom, making themselves more involved.

3) The teacher communicates with the students asking about what went well and what could be better, but having the students advocate for themselves.

most if not all of my elementary teachers would always encourage us and give us mini breaks to shake nerves and prepare before we had to take a spelling test or multiplication test or whatever it was, making sure we had self confidence going into it.

Actions or comments that are not acceptable and can be offensive in a cultural context.

Like whenever someone makes a joke that stereotypes an entire culture.

Wrong Behaviors:

Actions or comments that are not acceptable and can be offensive regardless of cultural context.

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?I think I would have a conversation with that student (and possible their parents parents if necessary) about the classroom expectations; I'd want to give them the opportunity to explain the reasoning for why they couldn't or didn't meet the expectation. I would explain to them that these expectations are there for the safety and respect of their classroom, their peers and myself, but also that I want them to feel heard and respected, and excited to be in class, and that perhaps we can come to an agreed expectation which still carries the sentiment of the original expectation but also gives them the opportunity to move throughout the school year in a way that first their needs and learning style(s).

A way in which teachers can show mutual respect is by allowing students to be vulnerable; allowing them to show their vulnerability and having empathy for that is respectful. Empathy means trying to understanding how students feel and showing that you care. For example, if a student is upset about something happening at home or having a hard time with a class topic, an empathetic teacher will listen to them and offer support by acknowledging their feelings and providing help and encouragement. This makes students feel valued and supported, which can help them do better in school. Students don't always know how to handle themselves when they're feeling vulnerable, having empathy for unforeseen circumstances and allowing students to express their concern and then sharing a time that we the teacher felt vulnerable is a great way to be mutually respectful.

When we adopted our son, who is African American (my sister in law passed away when I was about 3 months pregnant, leaving behind a 3 week old son, Jalen, he is almost 25 and we proudly raised him since he was a baby, he is our son and brother to his sister and little brother). Living in a unvarying culture town made it clear that we had a lot to learn about different cultures. We had to educate ourselves and understand the unique experiences our son might face that were different from our own.

This experience taught us that it’s important to be open to and learn about different cultures, even if we come from a place that isn’t very diverse. By making an effort to understand and respect these differences has made it more understanding of differences and has changed my view of people from various backgrounds.

I would remind this student of the classroom rules, and I would remind this student that it is important to listen to others when they say stop. I would also let them know that at school, it is important to ask someone before you hug them to make sure that they are ok with it.

I have most often seen either the democratic/collaborative approach or the authoritarian approach while working in schools. I have noticed that students in classrooms that have a more authoritarian approach can have a harder time developing trusting relationships with their teachers. These students may view their teacher as mean or strict, or just be quieter in class because they don’t feel that their responses are valued. On the other hand, a well-organized collaborative classroom can create a stronger sense of community between the students and the teacher. It may be easier to develop rapport, relationships, and mutual respect through this approach, although I am sure there are teachers that are able to pull off all three approaches.

In my high school experience, I was in quite a few classrooms that were managed this way.

• My American History teacher was very lax and did not like to be the authoritative figure in the classroom. She would let students control the classroom, which would in turn cause the material of the class to get lost behind the commotion.

• My world history teacher was similar, but did a better job of keeping the volume down. His class was overrun by chatter and cell phones (usually playing things out loud).

• My geometry teacher would meet with us for attendance and then leave the classroom for most of class. We were instructed to watch videos, but in an unsupervised high school class, a large majority of the group chose to partake in other activities.

An example of a teacher I have had who has demonstrated a proactive classroom management approach is in high school when the science teacher would have a place in the entry way to drop off phones in individualized slots. This allowed her to be proactive and identify a potential distraction/disruption in the classroom and avoid it. (Even if I don't fully love this idea)

• A Kindergarten room I have worked as a para in starts the year off with writing a giant list of rules the students think there should be. There end up being around 20 rules that the students feel are important but the teacher starts the list out with the 3 most important rules.

• I can think of many times in high school where a due date is approaching and many students felt behind so that teacher would ask for student feed back on the scope of project and due date, adjusting accordingly.

• I have seen teachers in ASD setting 3 classrooms, change individual students' schedules based on what choices the student chooses for the day.

A lot of the classrooms I was in during middle school and high school were all authoritative and it was the teacher's way or the high way. I remember teachers would have a certain way they would do things with no alternatives, they would grade things a certain way, have hard deadlines, etc.

The P that I will be talking about is patience. A lot of teachers that I have had haven't been the best to portray this, but in my field experience this semester the teacher I am with has patience that I wish to mimic. She listens to each student and follows up on what they're talking about. She gives the students so much support and this makes the students feel like they can share things with her.

My kindergarten classroom was rigid and unforgiving. I was constantly yelled at in front of other students because my undiagnosed OCD made certain tasks take longer or uncomfortable for me to complete. I was constantly sent to the principal—was there more than the class? She had other students police my behavior and made it clear I was a problem. All assignments, including art, had to be done the way she did them (she showed us her example beforehand).

My cooperative teacher made sensory bags for some students before the school year began, using knowledge from their parents. When they struggle during lessons or lose focus, they can grab their bags and take a short break before becoming a distraction.

we have two Korean students who always ask for permission before they do anything- including sitting down or basic tasks that other students do without thinking.

My teacher explained that both of their mothers had expressed that they stressed respect to their children. For these two students they see waiting for permission to be appropriate response before tasks- they can't correctly gauge when they should vs shouldn't ask quite yet.

One thing I planned was to respect the experiences of other students.

I often see a student share something in the second-grade classroom, and someone will laugh, say they're wrong, etc.

I would try to pause the conversation and stress the rule—share why the rule is there and talk about how it can hurt someone's feelings. I would also praise students when they act supportively or ask them more about their thoughts or experiences.

My 7th grade English Language Arts class allowed us to form book groups based on the book we wanted to read and discuss (from a predetermined, teacher-provided list) as well as a format where we each had a "job" to fulfill in our in-class discussion. This "job" dictated the specific theme or literary element you were analyzing and bringing to class that day and facilitating that part of the discussion. This model was collaborative because our teacher provided a format for us to work collaboratively in our book groups, but let us lead our own learning.

In elementary school, my favorite memories were from the classes where the teacher was always smiling, laughing about things that went wrong, and holding their class to high standards because they knew we were smart and could succeed at the challenge. These teachers gave specific, positive praise when we were doing well and gentle corrections and encouragement when we needed help.

I had a teacher Junior year in high school who would allow me to work out in the hallway whenever possible because she understood from the beginning of the year that I could not effectively succeed if I was confined to the classroom that was full of distractions. By not being strict about where I learned I was able to get all my work done in time like all of the other students who stayed in the classroom.

My kindergarten teacher with give us slips with suns on them at the end of the day if we had a good day at school so that provided positive feedback about our behavior throughout the day so we learned what behaviors were acceptable.

My elementary school teachers are all authoritarian. So, all students always feel fear in the classroom. We really pay attention to our behavior. Especially the math teacher in 4-6th grade, my heart rate increased when I saw her. They always yell at students to manage the classroom.

I had a middle school teacher who had a permissive style of teaching. He made no attempts to establish respect for himself in the classroom and absolutely did not extend respect to the students. It kind of seemed like he wanted to be perceived as the 'cool teacher' but rather than going about this in a way where the established connection and care led to students thinking this, he tried to gain this title by being nonchalant, disorganized, unhelpful, and disengaged. He let students goof off sometimes and tried to put his foot down other times, but no one really took him seriously.

My elementary school classroom teacher will do this. Give students direct instructions with no other choice. So students do not have any other ways to disobey the instructions.

misunderstandings and miscommunications in classrooms. Like some kids from a conserved culture family, they would avoid having physical touch with students or teachers. This is not because they do not like folks in the classroom, it is their communication method. For example, when I work in a Chinese immersion school, I remember one of the rules for teachers is not to touch children initially, to avoid some unnecessary troubles and culturally inappropriate behavior.

Next, talk to the student about the correct thing the student should do.

Then, what should the student do for the next step? Apologize or do some behavior changes in front of the classroom or to any specific student.

At last, mention the classroom philosophy for whole students. Encourage students to be better someone in the community.

This one is the most effective in my opinion because to not have a collaborative classroom is to assume I know everything that these children may need to be successful and I don't.

Then, I would recognize when this student changes their behavior with a positive reaction.

I would then go over the expectations with the whole class periodically throughout the rest of the week.

In high school I took a bible lit class for an English credit. One of our projects was to analyze biblical themes in other books, but I really really wanted to analyze the themes in a video game I'd found instead. To my surprise I was given a very enthusiastic go ahead and the project was flexible enough to work my approach. I even got an A :)

Proactive strategies are something that I noticed less as a student in elementary school but has been a game changer as a student in college/ working with kids. I saw this recently when I was in my practicum placement. There was a kid who got really distracted by a certain type of spinny chair that was in the classroom. We found though, that once he was settled in one, he was more likely to sit and listen. However, when there was a bunch of spinny chairs to choose from he took a while getting settled and was distracting other classmates. The next time he was in the classroom, the teacher just placed one spinny chair in the back of the room for him and the rest were hidden behind her desk. He came in and sat in the spinny chair, looked around to see if he would get in trouble, and continued to sit there for most of the class. It was cool to see!

I had a 6th grade language arts teacher that had very little control in the classroom. The classroom would constantly be loud because the students were always talking and she had no control over the kids. One day she didn't show up for class for 15 minutes and some of the kids said that we could go home since she hadn't shown up. No one ended up going home, we had to get another teacher to let them know we were all by ourselves and that teacher had to stay with us until our actual teacher showed up.

One of my teachers in middle school would ask review questions at the end of the lesson and if you raised your hand and answered the question right you would get a piece of candy. He would try to get new people to answer everyday so it wasn't the same person to get candy every time.

In middle school, I had a teacher that worked in a "community classroom" where she hosted numerous upper-level classes, clubs, and study halls. She demonstrated a democratic classroom strategy by offering students choice in their own learning- what projects we wanted to do, what the focus of our research projects were going to be, etc. She also exercised kindness and gave us positive consequences like tea parties, all contributing to a positive, democratic learning environment.

A teacher I had in middle school used a positive reward system for good class behavior. If everyone was following the classroom rules and being respectful, we would receive small individual rewards like stickers or candy, and as a class could work up to bigger rewards such as tea parties and movie days that the whole class could enjoy. She was patient in this approach, and didn't take away a reward for the whole class if one student seemed to be struggling.

I had a "Spanish for Native Speakers" teacher in high school who although not hispanic herself had a Mexican husband and went out of her way to celebrate our culture and teach us more about it. She often did interactive activities and asked our opinions on what we would like to see more of in her lessons. I also personally had issues concentrating and not feeling overwhelmed due to some of the personalities and comments made by students in her class, she did her best to deal with them while still being professional and would allow me to go out and work in the hall when it became too much for me which I am extremely grateful for her kindness and understanding.

My teacher in 4th grade would hand often create a positive and kind environment around us by leaving positive notes on our desks during lunch, creating activities where we would leave positive notes for others (which continued outside of the lesson) and always had lemon drops that she would offer to students for being on task, asking/answering questions and showing kindness to others.

In high school my English teacher would have us sit in pods, and also choose (from a list) what books we would and study from throughout the whole year. This way we (students) and teacher would create the curriculum together.

While at my field experience last week another adult came into the room while my CT was giving instructions. I had never seen this adult before but I assumed that they were another teacher or paraprofessional. I could tell that the energy in the room changed as soon as this new adult came into the room. She would aggressively redirect the students if they weren't paying attention and would grab things out of their hands. At one point she even pulled a child from behind to sit up in their chair. I was uncomfortable just watching this take place, and I could tell the other students and the CT were uncomfortable as well.

If my class was doing an activity in math class, my teacher would wait to pass out materials until we started the activity so that students couldn't work ahead or get distracted by the materials. She was also proactive in the way that she would keep extra copies of homework or note sheets so that if you were absent, you didn't need to ask her for an extra sheet, she already had them accessible for you.

In one of my classes last semester, on the first day of class, our instructor asked us what subjects revolving around social media, we wanted to learn. He then took this list and created a weekly schedule of what we would be doing each week with all the various topics. This schedule had all topics that the students came up with, creating a collaborative environment so that we had a hand in our learning.

During high school, I shadowed a Kindergarten teacher. She took the time to understand the students and recognized who they were as individuals. Along with this, she learned all about students' home lives. One student in particular would sometimes have outbursts and cry in the mornings. These outbursts would always happen when one of the child's parents was leaving for a work trip and that parent dropped the child off at school before they left on their trip. To combat these outbursts after the teacher figured out what led to these happening and figure out when this parent would be gone, the teacher would have the child work individually with the paraprofessional in the classroom during their morning work time. This seemed to help extremely with the outbursts and no outbursts would occur when the student worked with the paraprofessional after their parent dropped them off.

My 4th grade teacher used this approach. He used positive rewards such as candy Runts. They became my favourite candy because of the connection I had with them. He would also have a small jar and put in marbles every time we did a good job on something. When it would get full we got to decide what type of party we would want. (pizza party, pj party, bring something from home, movie) He is my favourite teacher.

My third and fourth grade teacher was able to give very good positive feedback to me when I did well in class and was always positive to me due to my stress surrounding school. This was the reason I even wanted to be a teacher, was because of my relationship with her. This being a positive relationship had a domino effect of me wanting to be a teacher due to this positive relationship.

Wrong behaviors on the other hand are behaviors that are universally or widely recognized as wrong. Such as student being disrespectful to other students or staff, students bullying and throwing things.

My 4th grade teacher had a lot of great systems for building a positive classroom and giving positive feedback. For example, she had an "Acts of Random Kindness" bin, in which students would fill out a slip of paper if they experienced a random act of kindness from another student in the class. At the end of the month, she would choose randomly from the bin and whoever was the person who committed the act of random kindness on the slip would be invited to have a special lunch in the teacher's classroom with a small group of other students who were chosen.

In high school I was in a class in which typical students and students with disabilities would all learn about the history of disabilities together and the typical students would finish the semester by giving a final presentation in which they would essentially lead the class for a whole week of class periods. Students would have to create class activities, games, learning opportunities, and presentations. These week-long presentations took up a large part of the semester and it was interesting that we were learning completely from other students and what they thought would be interesting to research. We would also ask questions that would lead class discussions and we were asked often how we would like the content of the course to be set up.

A teacher from my elementary school was known for rewarding students with tickets when they either completed an assignment, helped someone, or went above and beyond in some way. These tickets were accompanied with lots of praise, and could be added up and used to pick different prizes worth different amounts of tickets in this big bin.