rephrasing

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Culturally Responsive Classroom Management Name Institution Date   Culturally Responsive Classroom Management To a greater degree, the articles of reference were all together elegantly composed on the topic of culturally responsive classroom management. This is an idea that appeared complicated at first. On a basic level, the writers of this article (Curran, Weinstein, and Tomlinson-Clarke) explained deeply how a culturally responsive classroom could be structured. In their explanation, the certain prerequisite must exist to make it easy for the management to be implemented. A few of the prerequisites discussed include putting the physical environment in order, establishing desire expectation, using socially reliable ways when communicating with students, creating an inclusive and caring classroom, dealing with issues and working with families. I find the above six strategies to be the best because they are extremely effective and simple. Putting the physical environment for example will enable the teacher to show the equal collaboration between pilgrims and Native Americans when it comes to thanks, giving. The significance of establishing the desired expectations is that it will enable the teacher to be more proactive and not reactive. The importance of establishing mutual respect in the classroom is that it will help improve the manner in which students treat each other. Teachers should avoid using mainstream of culture when communicating with students. One of the areas of the strategies that I have been working on is creating an inclusive and caring classroom. I have been doing this so that I can fine tune myself to a true teaching position. This has

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