Identifying Classroom Management Strategies by Focusing on Diversity and Inclusion

Classroom management refers to those activities of instructors that create a positive classroom environment within which effective teaching and learning can occur. As our classrooms get more and more diverse, traditional classroom management techniques seem less effective. It must be noted that diversity and inclusion is very important in a classroom regardless of the makeup and demographics of the students enrolled. Diversity lacking classroom management strategies may have negative effects on students’ learning. Students may perceive that they do not “belong” in the classroom which can lead to decreased participation, feelings of inadequacy, and other distractions. Instructors may make flawed assumptions of students’ capabilities or assume a uniform standard of a particular group of students based on their race, ethnicity, religion, etc. Instructors may themselves feel out of place based on their own inscriptive traits (i.e. differences based on class, privilege, etc.). Identifying and acknowledging these notions of difference and how they affect the classroom allow both students and instructors to see the classroom as an inclusive place. This study focuses on identifying effective classroom management strategies highlighting diversity and inclusion. The authors utilized survey, interviews and a meta-analysis of literature and identified five classroom management strategies: 1) creating a supportive physical environment, 2) establishing clear expectations of behavior, 3) communicating students in a culturally responsive ways, 4) creating a caring and inclusive classroom and 5) managing problematic behaviors that can maximize inclusiveness in a classroom and enhance learning environment. Introduction Culturally responsive teaching can be defined as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. It teaches to and through the strengths of these students. It is culturally validating and affirming” (Gay, 2000). Culturally responsive management focuses on such teaching components as choosing appropriate curricula and using congruent communication processes (Villegas & Lucas, 2002). Effective classroom management also involves the utilization of many essential evidence-based pedagogical processes and the ability to respond appropriately to the emotional, social, ethnic, cultural, and cognitive needs of students. Ladson-Billings (1995b) and Gay (2002) posited that when teachers have deep knowledge and understanding about power and privilege and are connected to various identities related to culture and background, they are in a position to demonstrate cultural caring and build a learning community which support student success. Cultural diversity infused strategies enrich the environment where individuals live and likely contribute to greater creativity (Lazear, 1998; Ottaviano & Peri, 2006). On the other hand, diversity lacking classroom management strategies may have negative effects on students’ learning (Roksa, et al., 2017). Students may perceive negative experiences of not “belonging” in the classroom which can lead