Abstract
Classroom management continues to be a struggle for both teacher candidates and practicing teachers. Lack of understanding of diverse cultural responses to behavior can contribute to this challenge, particularly when the identities of the teacher are vastly different from those of their students. This study employed activities that engaged teacher candidates in reflecting on the diverse cultures in the classroom aimed at preparing teacher candidates to be culturally responsive classroom managers. Teacher candidates' reflections on classroom management following the interventions revealed an integrated classroom management practice associated with effective culturally responsive classroom management.
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