Understanding the Landscape of Classroom Management: A Look at Research, Theory, and Practice

1. In chapter 1 of “These Kids are Out of Control” Milner, Cunningham, Delale-O’Connor and Kestenberg stress the importance of understanding the “pervasive themes of the research literature on classroom management.” According to the authors, these themes include (a) the disproportionate office referrals of students of color, those with learning differences, and those who live below the poverty line; (b) the disproportionate suspension and expulsion of these students; (c) the lack of effective educational and learning experiences for teachers to understand and respond to the needs of their students; (d) the low percentage of Black and Brown students referred to gifted and talented programs; and (e) the over-referral of Black and Brown students and those living below the poverty line to special education. How have your experiences as an educator or an educator in preparation aligned or misaligned with the literature the authors provided? 
    
2. On pages 25-27, the authors outline six tenets that shape culturally responsive teaching according to Geneva Gay.  These six areas are: (1) culturally responsive teaching is validating, (2) culturally responsive teaching is comprehensive; (3) culturally responsive teaching is multidimensional, (4) culturally responsive teaching is empowering, (5) culturally responsive teaching is transformative, and (6) culturally responsive teaching is emancipatory. 
   
   1. Define, reflect on, and discuss each tenet. How might each be implemented within your lesson designs?
   2. How might these tenets of culturally responsive teaching need to be applied differently based on the ages of students (e.g., from elementary to high school aged)?
       
3.  A central component to “These Kids are Out of Control” is acknowledging the differences between “discipline” and “punishment” practices.  Based on your schooling experience(s), what are some examples of student outcomes related to each of these concepts? In other words, how do “discipline practices” and “punishment practices” differentially affect students in schools?
    
4. On pages 18-22, the authors describe the “centrality of relationships between teachers and students” as being a key component to promoting student learning.  Think of an important relationship you formed with a teacher during your own time as a student in prek-12 school(s).  How did this relationship affect the way you learned, developed and engaged in this teacher’s classes and/or in other classes?
    
5. What school-level norms and expectations, such as rules and consequences for students when they use profanity, fight, or cheat, can you identify that could unintentionally result in problematic outcomes when it comes to teacher/student relationships?