ERIC Number: ED406369
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Management Strategies for Culturally Diverse Classrooms. Fastback 396.
Johns, Kenneth M; Espinoza, Connie
What teachers consider to be "discipline problems" are determined by their own culture, and filtered through personal values and teaching styles. Therefore, to manage diverse classrooms effectively, it is essential for teachers to understand what constitutes good classroom discipline within the context of cultural diversity. The first section of the fastback discusses three major components of classroom discipline: (1) preventive strategies, such as knowledge of cultural differences, child development, materials and subject matter, and interpersonal relations and planning skills; (2) intervention strategies, such as rules, expectations, and punishments and rewards; and (3) strategies to use when a classroom rule does not cover the situation, such as in "saving face" situations that are important in Asian cultures. Then, how teachers and administrators can improve the discipline environment of their schools is examined from a traditional "American" perspective and from a multicultural perspective. Finally, how teachers and parents can improve communication and work as partners in the education of culturally and linguistically different children is explored. (Contains 10 references.) (ND)
Descriptors: Classroom Techniques, Cultural Differences, Cultural Pluralism, Culture, Discipline, Elementary Secondary Education, Multicultural Education, Parent Participation, Parent School Relationship, Teaching Skills
Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789.
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Phi Delta Kappa, Bloomington, IN.