Abstract
Gaining students' cooperation in urban classrooms involves establishing an environment where teachers address students' cultural and ethnic needs, as well as their social, emotional, and cognitive needs. This article describes the management strategies of 13 1st- through 12th-grade urban teachers from seven cities throughout the United States. These educators' practices are compared to the literature on culturally responsive teaching. All 13 teachers use several culturally responsive strategies–including demonstrating care for students, acting with authority and assertiveness, and using congruent communication patterns to establish a productive learning environment for their diverse students.
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