Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

Abstract

Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social‐emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social‐emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course

“…They believe that would help them re‐evaluate assessments to capture students' authentic learning progress. Resultatively, we will have teachers who have developed “humanizing, culturally and linguistically responsive and justice‐oriented classroom[s]” (Tigert, Peercy, Fredricks, & Kidwell, 2021) for ELs to thrive.…”

“…They also understood the extra steps they must take beyond their newly developed empathy to be inclusive of ELs in their classrooms. For Tigert, Peercy, Fredricks, and Kidwell (2021), removing ELs from the margins to the center takes a humanizing and, from this study's lens, a culturally aware perspective.…”

“…According to Tigert, Peercy, Fredricks, and Kidwell (2021), developing “humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices” is necessitated by consolidating theoretical principles with teaching experiences grounded in practice (p. 1). Such classroom environments should be “conducive to high levels of learning, personally comfortable, racially and ethnically inclusive, and intellectually stimulating” (Gay, 2006, p. 343).…”

Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners

“…The five key elements of CLRT that I suggested above provide what it means to be responsive and how teachers can be responsive to culturally and linguistically diverse students. Understanding and incorporating these five principles can also support what Tigert et al [67] refer to as "humanizing classroom management" (p. 1088). By supporting the cultural and linguistic identities of MLLs in the classroom, teachers are changing the classroom environment to be inclusive of "different languages, cultures, countries and schools, which can have both academic and social-emotional impacts" [67] (p. 1104).…”

Research on the optimization of the innovation path of university education and teaching management based on the weighted function algorithm of RFID technology

“…The literature [13] focused on the influence of teachers who perform responsibilities in primary and secondary educational institutions to influence classroom management, arguing that teacher leaders must act as mentors and guides for students, while teachers should reflect exemplary behavior. The literature [14] helps novice teachers build humane pedagogy by understanding how to use core practices for reflecting and formulating the fundamentals of classroom management to organize and manage classrooms composed of multilingual students. The literature [15] points out the impact of transcripts generated through video viewing sessions on adolescents, adults, and other factors, thus clarifying that student involvement and a positive climate have a special relationship with classroom evaluation.…”