Classroom Behavior Management For African American Students

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The number of students being diagnosed with or suspected of having an Emotional/Behavioral disability is rapidly increasing, especially for African-American students and in students at younger ages. The U.S. Department of Education reports that an African American child is one and a half times more likely to be placed in a classroom for children with emotional disturbances than a White child (Children’s Defense Fund, 2011). I have observed that many of these students are often disengaged during literacy instruction. As a result, these students present literacy inadequacies in addition to behavioral challenges. Incorporating culturally responsive pedagogy and interventions across all content areas increases a student’s ability to comprehend texts. In addition to implementing research–based academic instruction, cultural instructional modifications, adequate teacher preparation for teaching EBD students, engaging classroom behavior management for teachers of students with Emotional/Behavioral disability, contribute to the literacy growth of EBD students.
An Emotional/Behavioral Disability is defined by:
(1) the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at
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