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The Individualism/Collectivism Framework Individualism Collectivism Representative or mainstream: United States, Western Europe, Australia, and Canada Representative of 70% of world cultures (Triandis, 1989), including those of many U.S. immigrants Well-being of individual; responsibility for self Well-being of group; Responsibility for group Independence/self-reliance Interdependence/cooperation Individual achievement Family/group success Self-expression Respect Self-esteem Modesty Talk orientation Social orientation […]

HOW IS CULTURE REFLECTED IN OUR ROUTINES? In Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths, Rothstein-Fisch and Trumbull (2008) share an in-depth account of the Bridging Cultures Project, a project that was created to support teachers to use cultural knowledge to increase the educational success of their students. Working in col- laboration

ANALYZING WHERE WE ARE WITH ROUTINES The scale shown in Table 9.1 is a basis with which we can analyze and assess our current level of performance when it comes to classroom routines. This scale spans a range of answers to the question, Why are my routines the way they are? They may serve efficiency,

Do the students know clearly what’s expected of them in the way of procedures and routines?  A first set of questions to ask about the use of routines is, Do the students know clearly what’s expected of them in the way of procedures and routines? Do they know what they’re supposed to do? “Since a

How to greet one another or refer to a classmate. Procedures communicate and clarify our expectations for students. The extent to which we practice them with students until they are learned, communicates our conviction that they are important and we believe students can do them. Knowing what to expect makes you comfortable; not knowing what

Where would we be without routines in our daily lives? Where would we be without routines in our daily lives? We have rou-tines for getting up and ready for the day, routines for finding and storing important items at home and at work, and so on. We all have hundreds of them that we practice

Direct teaching of a procedure includes the following: p Modeling for students to see exactly what it looks like in action. p Practicing until the procedure is mastered. p Tenaciously adhering to it until integrated. It is the responsibility of the teacher to have procedures clearly stated. T H E S K I L L

COMMUNICATING AND DIRECTLY TEACHING PROCEDURES A first set of questions to ask about the use of routines is, Do the students know clearly what’s expected of them in the way of procedures and routines? Do they know what they’re supposed to do? “Since a procedure explains how you (teacher) want something done it is the

ROUTINES AND PROCEDURES FOR WHAT? The Routines area of performance encompasses a variety of kinds of classroom procedures. Housekeeping: p How to enter the classroom, empty and store backpacks, organize coats and boots, and get ready for class. p The first 5 minutes. Videos: Entering Class & First 5 Minutes   http://www.responsiveclassroom.org http://www.open-circle.org http://www.rbteach.com/sites/default/files/tst7_video_list.pdf  

Routines provide security because they provide a sense of order and predictability. T H E S K I L L F U L T E A C H E R 107 PART TWO | MANAGEMENT | ROUTINES Procedures and routines minimize downtime and delays and maximize time for learning. In Ms. Conley’s chemistry class, students