First Advisor
Esperanza De La Vega
Date of Award
2016
Document Type
Thesis
Subjects
Multicultural education -- Oregon -- Woodburn -- Case studies, Elementary education -- Curricula -- Oregon -- Woodburn -- Case studies, Classroom management
DOI
10.15760/honors.218
Abstract
Current classroom management procedures, which are dominated by white affluent culture, are not conducive to effectively teaching the increasingly growing diverse school population. Differing backgrounds in a classroom are often viewed as deficits that teachers need to correct instead of individual strengths that add to the classroom knowledge. Currently, the public education system is making students conform to the school culture, instead of the school changing to reflect the community. Multicultural education is for all students, preparing them for the real world by teaching tolerance, acceptance, and learning through multiple perspectives. Current research agrees that a shift in management techniques is needed; teachers are concerned with how to handle today’s linguistically and culturally diverse classrooms. This study provides teachers with a framework of explicit strategies to ensure culturally responsive classroom management through authentically getting to know your students, fostering positive teacher-student relationships, and providing a classroom culture centered on community. These techniques were deduced from a wide body of research and interviews with dual language teachers in Woodburn, Oregon, where 70% of the student population is Hispanic and of low socio-economic status. With these practices in place, students were more engaged in learning while feeling valued and represented.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/16891
Recommended Citation
Bailey-Ramos, Erica, "Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education" (2016). University Honors Theses. Paper 221.
https://doi.org/10.15760/honors.218
Comments
An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts In University Honors and Bilingual Teacher Pathway.