Classroom Behavior Management Developing a classroom that takes cultural diversity into account begins with understanding one's own ethnocentrism, that a lot of what we take for granted pertains specifically to our own cultural upbringing. Children who come from other cultures -- and their parents -- may well have different ideas and ideals. It is important to learn about the different cultures that are present in my classroom, as a starting point for understanding. A lot of developing an inclusive classroom involves listening to students and parents, so as to understand their cultures better, and how that pertains to the classroom. My plan would have specific Tier 1 rules, governing the basics of classroom behavior that are not subject to question on the basis of culture. But there will also need to be more of an individualized (Tier 2) approach, where some students from other cultures might receive special attention, or consideration.

Unit

I feel that the sociocultural theory is applicable to classroom management, in part because of how it emphasizes listening and understanding before setting out punishments, for example for questionable behavior. The Family Systems Model is another positive approach because it recognizes the role that parents and the community play -- but especially the parents -- in a child's development. The teacher is not solely responsible, so if there are behavior issues, for example, working with the parents is likely the best way to ensure that there is consistency in the messages sent to the student. Knowing about the student's family situation might also have some explanatory power with respect to behavior, so again there is value in learning more about the family background...

The downside is that it may have elements of ethnocentrism, and this can mean that some students adapt more to the classroom design than others, simply because of cultural differences, putting students of different cultures at a disadvantage. Individuals with disabilities are entitled to specific rights by law, and there may need to be exceptions for them, no matter what the overall approach is. There are many courts cases dealing with disabled students, notably Melissa S.v. School District of Pittsburgh. Yet still, expulsion requires due process for any student, disabled or otherwise.
Unit 4

Preventative discipline is to ensure that something doesn't happen. Supportive is more of a reward, corrective is a punishment. All can be proactive if designed before anything happens, but corrective and supportive measures are often reactive in nature. A target behavior should be observable, measurable and repeatable. Four measurable dimensions of behavior are frequency, intensity, duration and latency.

Unit 5

An attainment function behavior is one where a student might, for example, tell a joke or make funny noises in order to gain attention, from either the teacher or from peers. An escape/avoidance function might be more along the lines of playing video games rather than paying attention in class. With the latter, rewards seem to be effective, because the student is trying to avoid something, but perhaps there could be a way of convincing…