Behavior and Classroom Management in The

Multicultural Classroom

Prepared for:
DR ABDUL HALIM BIN MOHAMED
SGDA3113: CLASSROOM MANAGEMENT

Prepared by:
MUHAMMAD RAIMI BIN BIDIN
254393

Shepherd, T. L., & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. California,USA: SAGE
Publication, Inc.
 Developmental Theories of Behavior

• Classical Conditioning;
• Operant Conditioning;
• Social Cognitive Theory;
• Ecological Systems Theory;
• Sociocultural Theory and
• Moral Development Theory.

(Shepherd & Linn, 2015, pp. 2-15)

Bronfenbrenner’s
Ecological System

(Shepherd & Linn, 2015, p. 10)

Understanding Behavior Management

• Postulations of Behavior;
• Assumptions of Behavior Management and
• Misconstructions of Behavior Management.

(Shepherd & Linn, 2015, pp. 17-20)

The Interrelationship of the Mesosystem

(Shepherd & Linn, 2015, p. 11)

 Culturally Responsive
Classroom Management
• Awareness of Ethnocentrism;
• Knowledge of Students’ Cultures;
• Awareness of the Broader Context;
• Use of Culturally Appropriate Management Strategies and
• Development of Caring Communities.

(Shepherd & Linn, 2015, pp. 23-28)

Manifestation
Determination
Procedures

(Shepherd & Linn, 2015, p. 44)

Goals of Behavior and Classroom
Management
• Provide a safe and positive environment that recognizes and respects
diversity and in which students are treated equitably and learning can
take place;
• Provide opportunities for students to learn reasonable rules and
consequences, as well as the reasons for them and
• Teach students to manage their own behaviors while providing
opportunities for them to learn social skills.

(Shepherd & Linn, 2015, pp. 29-30)

Family Interactions

(Shepherd & Linn, 2015, p. 71)

Proactive, Active, and Reactive Strategies
• Proactive Strategies;
• Active Strategies and
• Reactive Strategies.

(Shepherd & Linn, 2015, pp. 36-39)

Family Life Cycle

(Shepherd & Linn, 2015, p. 75)

 Understanding Today’s Family
• Demographics and
• Cultural Issues.

(Shepherd & Linn, 2015, pp. 62-63)

Element of Academic
Optimism

(Shepherd & Linn, 2015, p. 80)

 Family Interaction
• Family Cohesion;
• Family Flexibility and
• Family Communication.

(Shepherd & Linn, 2015, pp. 69-70)

Rows and Columns Seating
Arrangement

(Shepherd & Linn, 2015, p. 99)

 Family Life Cycle
1. Childhood;
2. Leaving home;
3. Unattached adult;
4. New couple;
5. Family with young children;
6. Family with adolescents;
7. Launching children and
8. Later life.

(Shepherd & Linn, 2015, pp. 74-75)

Cluster Seating
Arrangement

(Shepherd & Linn, 2015, p. 100)

 Working With Diverse Families

• Maintaining high expectations;

• Avoiding stereotypes;
• A family affair and
• Family engagement.

(Shepherd & Linn, 2015, pp. 77-79)

Semicircle/U-Shaped Seating Arrangement

(Shepherd & Linn, 2015, p. 101)

 Nonverbal and Verbal Interventions

• Planned ignoring;
• Proximity control;
• Signal interference;
• Verbal redirection;
• Contingent praise and
• Tension reduction.

(Shepherd & Linn, 2015, pp. 116-122)

School-Wide Positive Behavior Support

(Shepherd & Linn, 2015, p. 271)