In an attempt to achieve the multicultural goals of enhancing student self-concept, reducing prejudice, and promoting positive feelings among students, I would use classroom strategies such as peer mediation, cooperative learning, role reversal, conflict resolution, role-play simulation, and the "Golden Rule" strategy. I would incorporate one of these strategies into my lesson each week, addressing topics such as name-calling, bullying, hitting, and rudeness.
In the first four situations mentioned in the book in which students are using racial epithets in talking to one another and a male student is engaging in physical contact with other students, I would follow the classroom discipline procedure. Some behaviors, such as name calling or hitting someone are totally unacceptable and students should not be allowed to exhibit them. This would have been pre-established and clearly stated in the classroom rules. For these types of offenses, a pre-determined consequence should be carried out.
I would follow up with the next classroom strategy lesson by addressing the rule infractions; For instance, a male student who has poked another student with a pencil upon entering the classroom. I would have a small group of students to role-play the scenario encouraging them to resolve the dilemma by practicing a behavior that does not break the rules. Students learn by seeing others model appropriate responses and also by practicing appropriate and responsible behaviors.
McLaughlin - Page 2.
The last scenario of the assignment states that a student challenges the teacher by saying that his cultural background is the only reason he is being singled out. You know that you have been fair and consistent in enforcing the classroom rules and discipline and therefore the rest of the class knows this also. The student is only trying to engage the teacher in an argument.
