Classroom Management Practices of Teachers in the Scope of Culturally Responsive Teaching

Abstract

Culturally responsive teaching is the design of teaching to enable culturally diverse students to learn by using their cultural characteristics, experiences, and perspectives. The cultural differences of every child require teachers to implement educational practices responsive to cultural values. The purpose of the study was to evaluate the classroom behaviors of teachers with foreign students and their teaching management processes. Based on the information obtained through classroom observations, the opinions of teachers and school principals were taken. The findings indicate that teachers have poor communication with foreign students. On the other hand, it was revealed that they did not have any problems during the teaching process, but they did not make any preparations for foreign students before the lesson, they did not behave responsively to cultural values during the lesson and they considered themselves sufficient in this regard. Within the scope of the findings, it was important to take precautions and provide training to increase teachers' awareness and skills regarding culturally responsive teaching practices both in the pre-service period and in the service.