To Discipline with Disposition

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To Discipline with Disposition

• An Ethnically Situated Approach to Managing
• The Behavior of African American Male Students

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Ethnically Situated Classroom Management

• 2. Ethnicity and culture can then be used to
  help students
• A. become personally accountable for their
  actions.
• B. commit to exemplifying positive
• behaviors.
• 3. Allowing educators to use
• discipline as form of instruction instead of a
  method of punishment.

• Definition
• The ability to draw from students culture to
  build positive behavior within students.
• Understanding that
• student behavior is an outgrowth of
• culture and environment.

(c) 2009 Dr. Mack T. Hines III(c) 2008 Mack T.
Hines III
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The Teacher

• Teacher disposition will
• determine the ability to build
• positive behavior within
• African American male
• students.

• Teachers must have the disposition to be in a
  position to provide direction for what positive
  behavior will look like in the classroom.

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From The Minute They Are Born

• Timeline To College

• Pipeline To Prison

(c) 2009 Dr. Mack T. Hines III(c) 2008 Mack T.
Hines III
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Ask Yourself

• With regard to behavior, why do African American
  male students sometimes use resistance to address
  their teachers?

• 2. Why do many teachers
• address African
• American male students
• resistance with
• persistence on
• compliance to behavioral
• expectations?

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Answer

• African American male students and their teachers
  enter classrooms with some agreement on how to
  define the term behavior.

• But their interpretation of appropriate
  behavior may differ because of differences in

• DISPOSITION

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DISPOSITION

• What is disposition?
• What is teacher disposition?
• Why does disposition play a significant role in
  the teachers behavior to build positive behavior
  within African American male students?

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Dispositions

• Proactive Disposition
• Facilitative Disposition
• Authoritative Disposition

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ProactiveDifferent Views

• Home
• Living
• Survival
• Ethnocentric
• Race Ethnicity
• Navigation
• Just Get Through It
• Situations
• Daily

• School
• Learning
• Academic Achievement
• Eurocentric
• European
• Negotiation
• Work Through It
• System
• Organization

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Blend The Lens

• Home
• Living
• Survival
• Ethnocentric
• Race Ethnicity
• Navigation
• Just Get Through It
• Situations
• Daily

• School
• Learning
• Academic Achievement
• Eurocentric
• European
• Negotiation
• Work Through It
• System
• Organization

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Wearing Black Maskulinity

• They Wear the Mask to Hide The Crying
• They Wear the Mask to Avoid Even Trying
• Through This Mask, They Laugh and Smile
• But in This Mask, They Are Consumed with Guile
• The Mask for Them is a Symbol of Strength and No
  Fear.
• And You Dont Know Me Like That So Please Steer
  Clear.

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Wearing The Mask

• With This Mask, A Daunting Demeanor They Wed
• While The Need for Love and Respect Roams Their
  Heads
• Thinking and Feeling That Theyll Never Get a
  Pass
• Unless They Assert Themselves By
• Wearing The Mask

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Wearing Black Maskulinity

• Maskulinity is a set of socially
• constructed mannerisms
• that shape African American
• males
• Sense of Self
• Sense of Entitlement
• Sense of Resilience
• Black Masculinity
• Masculine Classification

• Criteria
• Image and Actions Measured Against
• Being a male
• Being a Black male
• Being a Black male like me
• Black Identity
• Ethnic Identification

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Black Maskulinity

• Show
• Indifference
• I Dont Care!
• Maintain
• Pride
• Dignity
• Self Respect
• Self Worth
• Self Esteem

• Handle
• Stress
• Anxiety
• Hurt Feelings
• Hide
• Fear
• Pain
• Anger

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Basic Principle

• School behavior is aligned more with femininity
  and White culture than masculinity and Black
  culture.

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Start A Build

• Use African American Cultural Norms To
• Proactively Build Positive Behavior within
  African American male students.
• Interactively Build Positive Behavior within
  African American male students.
• Responsively Build Positive Behavior within
  African American male students.

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African American Culture

• Relationships
• Literature

• Community

• Communities

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Relationship Building

• African American Cultural Theme
• Family must look out for family.
• Two Critical Relationships
• Teacher-Students
• Teacher-Parent

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Relationship BuildingKnow the Student, Relate
to The Student

• Relationships are the most important influence on
  teachers ability to relate to African American
  male students.

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Relationship Building
Know The Student, Relate to The
Student

• External
• Internal

• 1. What it is?
• Amassing large amounts of
• information about African American
• male students.
• Knowledge Acquisition
• I amass and deposit
• knowledge about my AA
• students into mental
• notes for understanding and
• reaching them.

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Internal Knowledge

• Teacher

• Student

• Two
• Aspirations
• Academic
• Strengths
• Nonacademic Strengths
• Home life
• Personal Interests
• Views
• Life school

• Perceptions of and Feelings
• Students
• Ability to succeed
• Invitation into classroom

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For African American Males

• Validates their culture.
• Helps them understand that teachers see them.
• Empowers them to see the classroom as support.
• Convinces them that they are invited into the
  classroom.

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What it empowers teachers to do?

• A. Replace assumptions about
• misbehavior with
• investigations of anger,
• outbursts, and indifferences.

• B. Make fair, culturally
• relevant judgments on how
• to address African American
• male students.

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Teachers-Parent Relationship Parents as
Partners, Parents as Peers

• How can we convince African American parents to
  become more involved in schools?

• 2.How do these norms
• build behavior in African
• American homes?

• 3. Can I translate these norms into proactive
  behavior building strategies regarding African
  American male students?

• 1. What are the norms for respect and discipline
  in African American homes?

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Teachers-Parent Relationship Parents as
Partners, Parents as Peers 

• Survey of African American Parents in Texas
• 68 of elementary parents
• 74 of middle school parents
• 93 of high school parents
• said that they never received a positive phone
  call about their children.

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Community Building AM I MY BROTHERS KEEPER?

• What it looks like?
• Caring communities of student-student
  relationships
• Communities that educate students on being
  responsible and accountable for each other.

• What it is?
• The class as a team or family that supports,
  encourages, and commits academics.
• Rationale
• African American students learn best in positive
  and interactive learning communities.

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Community BuildingAm I My Brothers Keeper?

• Concern
• Altogether for
• Relating to
• Everybody

• Treating
• Relationships with
• Understanding
• Sensitivity and
• Truth

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Community BuildingAm I My Brothers Keeper?

• Door Greetings
• Student Compliments
• Classroom Council
• Classroom Meeting

• Respect for the classroom community
• Safe judgment free environment
• Shared responsibility for learning/accountability

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Community BuildingCaring Trustworthy
Communities

• African American Males
• Ethnically relevant safety net to pursue
  success in the classroom.

• Teachers
• Foundation
• Concern for others instead of just the
  enforcement of rules

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Literacy BuildingAfrican American Literature

• Examples
• African American
• A. Proverbs
• B. Poetry
• C. Quotes
• D. Books

• What it is?
• Using African American literature to build
  African American male students capacity to
• demonstrate positive behavior.

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Literacy BuildingAfrican American Literature

• Benjamin Marva
• Mays 1. Introduce
  students Collins
• to authors and
• their literature.
• 2. Use activities
• to relate
• literature to students
• lives and expectations for
• behavior and achievement.

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The Marva Collins Creed

• D. I will ignore the tags and names given to me
  by society since only I know what I have the
  abilityto become.
• E. I will continue to let society predict, but
  only I can determine what I will, can, or cannot
  do.

• A. Society will draw a circle that shuts me out,
  but my superior thoughts will draw me in.
• B. I was born to win if I do not spend too much
  time trying to fail.
• C. I can become a citizen of the world if I do
  not spend too many energies attempting to
  becomelocal.

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African American Literature Nothing ruins a
duck but its bill

• True Story
• Samantha Boy, I dont look nothing
• like that girl!
• Jared Yes, you do!
• Ms. Wilkerson
• (Pointing to a picture of a duck)
• Samantha, I have already told you that
• Nothing ruins a duck but its bill.
• Now what I am I saying?
• Samantha I need to chill out!
• Ms. Wilkerson (Rubbing
• Samanthas Shoulder) Thank you!

• Nothing ruins a duck but its bill

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Additional Literary Suggestions

• Beginning of the Year
• Commitment Statement
• Who I am?
• What do I want to become?
• Why my behavior is too good for me to do bad
  things.
• Use these writings to remind students of their
  expectations for being great students.

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Additional Literary Suggestions

• Throughout the Year
• Read and discuss African American literature with
  students.
• Have students journal about teacher-selected or
  student-selected pieces of African
  American literature.
• Speak With Conviction

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Additional Literary Suggestions
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FACILITATIVEInteractive Engagement

• I can show you better than I can tell you!
• Students
• Rehearsal mode for following behavioral
  expectations of the classroom.
• 30- Day Grace period to work toward mastery of
  new skills

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FACILITATIVEInteractive Engagement

• Teacher

• Teach, Model, Remind
• 30 Days
• Redirect instead of only punishing
• COMMEND-PRAISE

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AUTHORITATIVEResponsive EngagementYoure
like one of my own.

• Rated PG (Parental Guidance Suggested)
  Treat children as if they were your own.
• Stop misbehavior quickly and forcefully.
• Use ethnically relevant communication to redirect
  behavior.

• Commend instead of praise positive behavior.

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AUTHORITATIVEResponsive Engagement

• Figure of Authority
• React
• Emotions
• Situation
• Power
• Embarrass
• Control
• Tell

• Authoritative Figure
• Respond
• Expectations
• System
• People
• Empower
• Convert
• Teach

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The Winner is.. Authoritative Figure

• Respond
• Expectations
• System
• People
• Empower
• Convert
• Teach

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Responsive EngagementYoure like one of my
own.

• Family Warnings
• Providing students with family-like end result of
  failure to follow behavioral expectations

• Commands
• Using forceful words to provide students with
  directions on how to demonstrate desired
  behavior.

• Consequences
• Providing REASONABLE
• Responses to UNREASONABLE misbehavior.

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Commonalities

• Direct Explicit
• Eyes
• Face
• Stance
• Posture

• Clarity, Brevity, Force
• Voice, Dialect, Tone, Pitch

• Conviction instead of Coercion
• Telling instead of as Asking
• Directing as well as Suggesting
• Establishing Instead of Enabling

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Family Warning Ethnically Relevant
Communication

• Okay, If I pick up my phone and call your momma,
  you know whats going to happen.
• Okay, now you know what your father will say if
  he finds out that you are playing in class. Do
  you want me to call him?

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Family Warning Ethnically Relevant
Communication

• Mark is talking to Tina. The teacher warns Mark
  by saying
• A. Mark, thank you for paying attention as we
  review the lesson.
• B. Mark, your attention, thank you!
• C. If I stare at you, that means give me your
  attention!

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Family Warning Ethnically Relevant
Communication

• Teacher Mark, your attention, thank you!
• Mark I am not doing nothing.
• Teacher I know. Thats why I am giving
• you something to do, which is paying attention!

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CommandScenario

• Ethnically Relevant

• Ethnically Irrelevant

• Teacher Dont you know
• that your parents would hate to
• know that you play with your
• pencils in class.
• John I dont care-nobody
• wont do nothing!
• Teacher Why do you say that
• about your parents?
• Or
• Teacher If you dont stop, I
• will take your pencils!

• Teacher I know that you dont want me to call
  your parents about you playing with your pencils
  in class.
• John I dont care -Nobody wont do anything!
• Teacher Well, I am somebody who cares enough to
  tell you right from wrong and right now you need
  stop with the pencils!

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Consequences

• The last action instead of the last word.
• Address behavior instead of the student.
• Presented to students to help them experience
  success in the classroom and life.
• Should be less about emotions and more about
  expectations.

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ConsequenceCulturally Congruent Communication

• Ms. Macen Okay, class! Lets prepare
• for our math lesson today by
• starting with our visuals!
• Ms. Macen Marcus, please stop talking to
• Marie. (Marcus stops for about 5 minutes,
• but then continues to talk to Marie).
• Ms. Macen Marcus please stop talking.
• (3 Minutes Later)
• Ms. Macen Marcus, you are still
• talking. Do I need to move you to
• another seat?

• Marcus Nah, Im good!
• (2 Minutes Later, Marcus resumes the
• same behavior.)
• Ms. Macen Marcus, move to another seat, sir!
• Marcus Ah man, Ms. Macen!
• Ms. Macen It was your choice, now its my
  choice.
• Im helping you to be focus-so move to this
• seat.
• (Instead of Do you know why I am
• moving you to this seat?)

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ThankYou!
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Primary Reference

• Hines, M. (2009). Black kids classroom
  management
• The teachers guide to building positive behavior
  within
• African American male students.
• Temecula, CA The AlexisAustin Group

52
Secondary References

• Cart ledge, G., Loe, S. A. (2001). Cultural
  diversity and social skill instruction.
  Exceptionality, 9(1), 33-46.

• Cartledge, G., Tillman, L., Johnson, C. (2001).
  Professional ethics within the context of student
  discipline and diversity. Teacher Education and
  Special Education, 24(1), 25-37.

53
Secondary References

• McFadden, A. C., Marsh, G. E., II, Price, B. J.,
  Hwang, Y. (1992). A study of race and gender
  bias in the punishment of school children.
  Education and Treatment of Children, 15(2),
  140-146.
• Monroe, C., Obidah, J. (2004). The influence of
  cultural synchronization on a teacher's
  perceptions of disruption A case study of an
  African American middle-school classroom. Journal
  of Teacher Education, 55(3), 256-268.

• Walker-Dalhouse, D. (2005). Discipline 
  Responding to socioeconomic and racial
  differences.  Childhood Education, 82(1), 24-30.
• Weinstein, C. S., Curran, M., Tomlinson-Clarke,
  S. (2003). Culturally responsive classroom
  management Awareness into action. Theory Into
  Practice, 42(4), 269-276.