African Americans and Latino/a Americans, especially males, are punished more often and more harshly than other students, but they do not commit more serious offenses. How are teachers using culturally responsive management to address this inequity?
a. Teachers demonstrate greater leniency with African American and Latino/a American students to compensate for the inequity.
b. Teachers hold other students accountable for modeling appropriate behaviors in order to bridge the culture gap.
c. Teachers combine high expectations for appropriate behavior and warm teacher-student relationships.
d. Teachers instruct these students in majority culture behaviors before holding them accountable for meeting high behavioral expectations.
Question 2
In which situation does the teacher use the no-lose method to resolve conflict with a student?
a. The teacher asserts his authority to ensure that the student knows who is in charge in his classroom.
b. Teacher and student come up with several possible solutions to the problem, evaluate each one, and choose one solution.
c. The teacher ignores the conflict unless the student continues to repeat the behavior and attitudes that precipitated the conflict.
d. Teacher and student agree that the student's behavior is inappropriate and decide on consequences for future infractions.
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