Abstract:

This paper presents a course instructor’s analysis of evidence-based practices for culturally responsive and restorative classrooms. Approaches to restorative classroom atmosphere and academic motivation uncovered appear to echo some elements of Maslow’s theory of needs such as safety and belongingness. The paper originated from a graduate level research assignment on managing culturally responsive classrooms, with an attention to strategies for creating positive school and classroom climate. According to O’Reilly (2019) teachers must understand and discern behavioral styles of students in special education due to autism, intellectual disabilities, language barriers, children at greater risk of being involved in the juvenile system. Griner (2011) also draws attention to the issue of disproportionality in terms of representation of racially, culturally, ethnically, and linguistically diverse (RCELD) students in programs serving students with special needs. Furthermore, while managing regular disciplinary issues, many teachers witness school and classroom climate of insecurity and violence (Green et al. 2019) due to drug availability and the presence of weapons in schools resulting in physical and verbal bullying (Farina, K. A., 2019). Creating a socially and culturally inclusive classroom atmosphere is critical to a democratic society and classroom community.

The objectives of the assignment include the following:
1) reinforce conceptual understanding and enhance pedagogical application;
2) enable the instructor to better understand students’ insights into critical issues, pedagogical needs and goals;
3) encourage reflection on their current practices by re-assessing their paradigms, motivation and classroom management philosophies to improve their classroom climate.

Data consist of insights from research papers in a required graduate course. Data was gathered over three semesters including fall 2018, spring and summer 2019. There were 35 candidates from the advanced teacher education program. The assignment consists of an annotated bibliography designed to promote critical thinking and identification of evidence-based practices. Examples of approaches include policies, programs, models, interventions, procedures, strategies and activities that appear to foster safety, compliance and active engagement. They must be conducive to reducing racial and ethnic disparities in school and classroom discipline.

Selected examples of approaches should foster:
a) positive school/classroom climate,
b) culturally responsive classroom management;
c) restorative behavior management and
d) academic motivation.

Overall, students should uncover approaches to reducing disproportionality in school/classroom disciplinary practices and fostering a positive classroom climate.

Cultural diversity presents a variety of behavioral and learning styles that are so compelling, the mainstream discipline structures need to expand by building and repairing relationships. Learning occurs within a powerful social context and as stated by Vaandering D. (2013) humans are relational. There is a need it seems, to revisit Maslow for the purpose of restorative practices. Brackett, M. & Reyes, M. (2011) state that a civil classroom emotional climate that meets students’ basic needs, such as belongingness is linked to greater engagement in learning and fewer disruptive behaviors.

Keywords:

School climate, Classroom management, Restorative practices, Disproportionality, Diversity, Inclusion, pedagogy.