These possible quiz items aim to improve the knowledge of new incoming teachers about Cultural Responsive teaching Skills throughout a short training module. They will be able to claim an online certificate at the end of the completion.

I. Cultural Responsive Teaching Skills - Classroom Management
*(should provide personal reflection and why this is important, especially for first year teachers)

Here follows a possible quiz activity for this continuing professional development unit:

Please read this article before you take the short quiz.



Here are some example questions to get the mentor rolling:

1. What is classroom management?

a. Activities of classroom teachers that imagine a positive classroom climate within which effective teaching and learning can’t occur.
b. Activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur.
c. Activities of classroom teachers that create a negative classroom climate within which ineffective teaching and learning can occur.

2. True/ False. Weinstein, Tomlinson-Clarke and Curran (2004) developed a five-part concept of CRCM, which are recognition of one’s own cultural lens and biases, knowledge of students’ cultural backgrounds, awareness of the broader social, economic and political context, ability and willingness to use culturally appropriate management strategies, and commitment to building caring classroom communities.

3. In classroom management, do teachers need to examine current policies and practices in discipline if any materials might discriminate against certain children?

a. Yes
b. No

REFLECTION:

What are some ways that you can determine whether or not classroom management and/or school discipline practices are culturally biased?

CASE STUDY:

URBAN SCHOOL DISTRICT
It is your first day teaching sixth grade at an urban elementary school in a high poverty area. You are the same race as the students, yet your socioeconomic status compared to that of your students is vastly different and you think you have in common. Your prior experience has been in affluent suburban districts and you are anxious to appear organized and in control. You greet your students and immediately present your classroom rules. You hear colleagues raise their voices to get the students attention, so you do the same. Reflecting on the article and your own experiences, how might these actions determine the tone of your classroom? Is it safe to automatically imitate the behavior of your more seasoned colleagues? Why or why not?