Kelsey Barrett

Professor Hanson
SPED 460
February 22nd, 2019
Weinstein, C., Curran, M. & Tomlinson-Clarke, S. (2003). Culturally responsive classroom
management: Awareness into action. Theory Into Practice 42(4)269-276.
The United States of America is a melting pot of many cultures and ethnicities from
around the world. This population of the United Sates is one of the most diverse out of all
countries in the world. As all children of this country are guaranteed the right to a public
education, it is my duty as a future public school educator to teach all student to the best of my
ability. Just like the citizens of the United States vary with culture, ethnicity, gender and sex, the
populations of schools reflect the same array of diversity. The identifications of citizens and
students are integral to who they are as a whole person. Due to the relevance of culture, it is a
priority that all educators properly respond to the diverse nature of classrooms.
Personal identifications are central to a human being. Before an educator attempts to
understand their classrooms different cultures and identities, it is essential to hone in on oneself
first. Cirran, Tomlinson-Clarke and Weinstein suggest that “First, we must recognize that we are
all cultural beings, with our own beliefs, biases, and assumptions about human behavior” (270).
It is important that as an educator, I understand that I have my own beliefs and biases on others
behavior. The way that I have developed my beliefs and biases has greatly impacted how I
interpret things that are different from what I personally identify with. When an educator can
recognize their own beliefs, it can help identify other beliefs and biases as well. It is important
that teachers understand the way in which they are interacting with students who may come from
other cultures by being culturally aware. I will be implementing the self-introspection of my own
identities each year in my classroom, so that I can gain an overall awareness of culture in my
own life and other peoples lives.
I identify as being a white, American, straight female. My identification is one of the
dominant populations of the United States, and also the dominant identification for public school
teachers across the country. This high population of white educators and administration has had
an impact on the diverse natures in public schools. This dominance has had systematic impacts in
the schools, Cirran, Tomlison-Clarke and Weinstein state that “We need to articulate and
examine the vales implicit in the western, White, middle-class orientation of U.S. achievement
independence and efficiency” (270). The western and white value system has developed into the
sociocultural norm that is expected within schools. I had little awareness on how the white value
system is so ingrained in the public schools, this is something that I will be aware of changing
when I am employed as a teacher. The truth is, the western and white sociocultural norms does
not reflect the diverse nature of our population. Often times, Teachers “Are interpreting and
responding to their students' behavior from the perspective of mainstream sociocultural norms.
Although well-meaning, these teachers are acting in ways that actually discriminate against
students from racial and ethnic minorities.” Cirran, Tomilson-Clarke and Weinstein (269). I had
not viewed this type of behavior as discrimination before reading this article, and now I
understand how the responses of the teachers did not recognize culture most of the time. This
misalignment can actually cause discrimination from the teacher. Currian, Tomilson-Clarke and
Weinstein state that, “Such discrimination occurs when teachers do not recognize that behavior is
culturally influenced; when they devalue, censure, and punish behaviors for non-mainstream
groups; and when they fail to see that their management or actives alienate and marginalize some
students, while privileging others.” (270) This behavior from teachers is a lack of regard for the
children’s culture. Behavior is often culturally influenced, and behavior has a large spectrum of
expectations within different cultures. For teachers to not recognize how essential culture is
when examining a student and their behavior, the teacher is not doing their justice to fully help
serve the child. It is important that educators properly respond to children according to how their
culture might be impacting them. “By bringing cultural to a conscious level, we are less likely to
misinterpret the behaviors of our culturally different students and treat them inequitably”
Currian, Tomilson-Clarke and Weinstein (270). It is important that as a future educator, I keep
cultural consistently at a conscious level so that I interpret my students behaviors in the correct
ways. Responding best can be done by acquiring cultural content knowledge, and applying
culturally relevant pedagogy to the classroom
Not only is it essential that educators and administrators are aware of how culturally
relevant methods help students, but they also help to successfully communicate and work with
parents. Just as there are many cultural variations between a teacher and their student, the teacher
may experience many cultural differences between them and a family. Just as teachers may judge
a student’s behavior, often times teachers misinterpret parental behavior by not taking culturally
responsive methods into account. “Too often teachers assume that poor, uneducated parents
simply do not care” Currian, Tomilson-Clarke and Weinstein (274). That is simply false. The
truth is that many cultures have different norms on communication, education and student
success. “Teachers and parents may have divergent expectations about what constitutes
appropriate school behavior” ( 274). It is crucial that teachers comprehend how a parent’s
background is influencing their commitments to student academics and success. Rather than
falling into any possible judgement or bias, Currian, Tomilson-Clarke and Weinstein suggest that
“Teachers need to encourage families from non-English-speaking backgrounds to provide insight
into their children’s culture and prior educational experiences, whether the child is experiencing
any cultural conflicts, what their educational goals for the child are, whether English is used at
home, and if there are any special needs or customs about which teachers need to be
aware”(274). As I said before, parents can often provide desired knowledge on a students
academic and social skills. Parents provide an insight that can help educate the student to the best
of their capabilities.