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These tables showcase how inclusive classroom spaces can influence accountable and sustainable

student behavior.
DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELFREGULATED LEARNING

Culturally Safe Classroom Context: A


classroom environment where students feel
emotionally secure; psychologically
consistent; and culturally, linguistically,
academically, socially, and physically
comfortable, both as individuals and
members of the groups to which they belong.
Teacher Pedagogical Behaviors

Self-Regulated Learning: Demonstrations of


the self-initiated, managed, directed,
contained, and restrained conduct required to
meet self-determined personal and group
goals, to adapt to established classroom
standards, and to maintain self-dignity.

Creates culturally inclusive, emotionally secure,


academically rich, and comfortable spaces
where students develop ownership and
responsibility for their cultural, academic, and
social behavior:

Signs of acquiring knowledge and developing


skills to self-monitor, direct, guide, and control
cultural, social, and academic behavior in the
classroom where space and resources are
shared:

Identifies the cultural nuances present in

Student Cultural Displays

Sets and meets personal conduct

student behavior and adapts contextual

standards and classroom norms while

element accordingly.

maintaining ethnic integrity.

Observes how the physical and emotional

Adapts individual and group behavior to

classroom context is experienced by

situational and contextual classroom

diverse students and makes necessary

events and conditions and sustains

changes.

cultural norms.

Promotes self-control in classroom

Takes responsibility for personal and

management decisions and disciplinary

group actions and respects teacher

actions.

behavioral expectations.

Is aware of personal style of authority

Monitors behavior and sets goals.

Views self equally responsible for

Takes responsibility for own actions and

classroom disruptions and order.

responds responsibly with classroom

Establishes culturally balanced

rules.

participation structures.

Understands and cooperates with


teachers academic expectations.

Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

DIVERSITY PEDAGOGY: CULTURALLY SAFE CLASSROOM CONTEXT/SELFREGULATED LEARNING

Culturally Safe Classroom Context: A


classroom environment where students feel
emotionally secure; psychologically
consistent; and culturally, linguistically,
academically, socially, and physically
comfortable, both as individuals and
members of the groups to which they belong.
Teacher Pedagogical Behaviors

Self-Regulated Learning: Demonstrations of


the self-initiated, managed, directed,
contained, and restrained conduct required to
meet self-determined personal and group
goals, to adapt to established classroom
standards, and to maintain self-dignity.

Recognizes, acknowledges, and responds to


students culturally diverse displays of
knowledge, initiative, perseverance, and
competence as individuals and as members of
particular groups:

Manifestations of behaviors indicating ability to


internalize and self-monitor personal, cultural,
social, and academic decisions to advance
cultural, academic, and social growth:

of competency and acknowledges cultural

performance with expected social and

factors when judging behavior as

academic outcomes.

Negotiates effectively and handles


obstacles in diverse cultural situations.

Recognizes and evaluates group

Anticipates competence and monitors


social and academic choices.

Directs motivational elements, examines

Acquires classroom management skills

why one acts in certain ways, and

and instructional strategies that help

engages in self-evaluation.

students practice self-control.

Is able to take risks and learn from


mistakes.

Is aware of the students social, cultural,

achievement as well as individual efforts.

Allows students to make and to learn from

and academic classroom interactions.

Uses particular strategies and resources


to compare individual and group

mistakes.

Observes and identifies diverse patterns

appropriate or inappropriate.

Student Cultural Displays

Controls feelings generated by behavioral

Understands the reciprocal teacher-

choices, balances conflicting goals, and

student interpersonal process involved

evaluates consequences to choices.

when making disciplinary decisions.

Sheets, R.H. (2005). Diversity Pedagogy. New York, NY: Peterson Education

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