Chapter 11 page 255
majority of students.
EXTENSIONS
Developmental Changes
The five components of classroom management apply to classes at all age levels. There are some
differences in how elementary versus secondary teachers will apply some of the principles we have
discussed in this chapter. The differences are relatively modest in comparison to the commonalities in the
core principles that are applicable at every grade level. The commonalities and differences are summarized
in Table 11.4.
Culturally and Linguistically Diverse Students
Effective classroom managers reflect on how to adapt principles of classroom management to
culturally and linguistically diverse students (Gay, 2006). Below we discuss implications of culturally and
linguistic diversity for classroom rules, developing effective relationships, and preventing and responding to
behavior problems.
Rules. Teachers should take students’ cultural backgrounds into account when developing rules (or
guiding students as they develop rules). Some rules that might make sense within one cultural group will
not make sense with another cultural group. For instance, in some cultural groups there is a strong
expectation that people learn by helping each other. A rule that forbids these students to help each other
with homework would likely be counterproductive (e.g., Gay, 2006).
In Hawaii, a common form of discourse among native Hawaiian children involves a great deal of
interruption; it is normal for family conversations to involve a great deal of interruptions as adults and
children collaborate in building up ideas. For instance, people may jump in to help tell a story started by one
person. With these students, “Respecting others” means caring about their ideas enough to join in on what
they are saying. If a teacher interpreted the rule “Respect others” to mean that everyone should listen quietly
while one person is speaking. she would create a classroom environment at odds with Hawaiian culture (Gay,
2006). Researchers have found that when teachers lead discussions in accordance with Hawaiian culture,
students are much more engaged and participate at a higher cognitive level (Au & Mason, 1981).
Students who have not yet mastered English will often need to consult with other students to make
sure they understand what the teacher has said. Therefore, teachers should probably not strictly enforce
rules against talking in class when ELL students are conferring with their peers; indeed, teachers may want
to assure these students and the classmates around them that it is all right for ELL students to quietly
double check what has been said as long as the talk is quiet and doesn’t distract others. These students’ side
conversations are likely to be critical in helping them learn from the lesson.
In a multicultural classroom, where students are from cultures with different norms, it will often be
impossible to formulate rules that are compatible with every student’s family norms. Therefore, teachers
should invest extra time to discuss and explain the rules and routines, especially if these rules and routines
are in contrast with what many students are accustomed to.