Urban Teachers’ Professed Classroom Management Strategies

Abstract

Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect culturally responsive teaching: development of personal relationships with students, creation of caring communities, establishment of business-like learning environments, use of culturally and ethnically congruent communication processes, demonstrations of assertiveness, and utilization of clearly stated and enforced expectations. Questions arise concerning the ability of teacher education programs to effectively prepare preservice teachers for successful classroom management in urban schools.