Page 2: Cultural Considerations and Behavior

Although it’s important that teachers recognize the necessity of a strong behavior management plan,
they must also be aware of how culture influences personal interactions. This is especially important
given that teachers often come from cultural backgrounds different from those of their students.
Without adequate knowledge and understanding of how culture affects student behavior, a teacher
might misinterpret a student’s actions.

Example

The teacher comes from a culture in which it is considered respectful to make eye contact when
being spoken to by an adult. Jordan, on the other hand, has been taught that making eye contact is
disrespectful to adults, and so he looks at the ground when his teacher speaks to him. The teacher’s
understanding of culturally based responses is critical to deciphering Jordan’s intent. If the teacher
does not understand Jordan’s culture, a seemingly insignificant action like looking at the ground
could be misinterpreted as defiance, apathy, or lack of respect and could result in the teacher
administering a negative consequence.

In general, teachers tend to assume that others had an upbringing similar to their own. When they
do so, they create a “personal lens” through which they view the world and a “script” for how to act in
certain situations. Anyone who does not fit inside that viewpoint, or who does not follow the script, is
assumed to be different or perhaps even inappropriate or disrespectful. Therefore, it is important for
teachers to understand how culture influences a student’s interactions with others as well as his or
her responses to authority figures. Culture can influence a student’s behavior in regard to:

Degree of Directness
The appropriate way to approach an issue or topic during a conversation can vary by culture.

 In some cultures, it is preferable to get right to the point or to say what you have to say in the
most unequivocal manner possible, without considering how the listener might feel.
 In other cultures, where such a manner might be considered rude, preference is given to
less-direct communication styles that include more elaborate introductory or intervening
discourse and greater deference to how the message is received.

Level of Emotionality
Cultural variations exist in the extent to which outward signs of emotion are displayed in interactions
with others.

 Some cultures demonstrate dramatic emotions through speaking volume, tone of voice,
gestures, and facial expressions.
  Other cultures might place more emphasis on emotional restraint, depending more on the
speaker’s words to convey the intended meaning.

Degree of Movement
There are cultural differences in the amount of physical movement that is considered appropriate
when communicating with others.

 In some cultures, it is acceptable to use body movement and gestures as a means of

Verbal Turn Taking

 In some cultures, it is common for speakers to engage in conversations in which more than
one person speaks at a time or for the listener to interject commentary (e.g., “That’s right,” “Tell
it”) as a means of signaling approval to a speaker.
 In other cultures, this practice is viewed as an interruption and considered rude.

Expressions of Consideration
Students might show consideration for others by refraining from behaviors that might offend.
Likewise, students might show consideration for others by being tolerant of behaviors that they find
unpleasant or offensive.

 In some cultures, one might show consideration by not playing loud music because others
may be disturbed by it.
 In other cultures, there might be a greater tendency to show consideration by learning to
tolerate loud music if someone else is enjoying it.

Attitudes Toward Personal Space

 In some cultures, it is customary for speakers to remain at least two feet apart. Failure to
recognize this is often interpreted as a desire to seek intimacy or as a prelude to aggression.
 Other cultures accept closer interactions as commonplace. Too much physical distance
might be interpreted as aloofness.
Attitudes Toward Sharing
Ideas about personal ownership vary by culture and, consequently, influence attitudes and values
related to sharing or borrowing objects.

 Some cultures might emphasize communal property rights and reinforce the notion that
“what’s mine is yours, and what’s yours is mine.”
 Other cultures might be less inclined to embrace a communal property philosophy and place
greater value on individual ownership.

Perceptions of Authority Figures

 In some cultures, age might be a determining factor. For example, students might
view all adults as authority figures.
 In other cultures, position is the primary determiner, so students view teachers or police
officers as authority figures by virtue of their position or occupation.
 In still other cultures, designation as an authority figure must be earned by behavior and is
not accorded based solely on age or position.

Manner in Which Respect Is Shown to Authority Figures

 In some cultures, students show respect for authority figures by not making eye contact.
 In others, students show respect by looking downward during interactions with an authority
figure.
 Some cultures consider it disrespectful to question an authority figure, whereas others value
this practice as an indicator of critical thinking.

Response to Varying Management Styles

 In some cultures, permissive management styles are viewed as a way to encourage the
child’s individuality and self-expression.
 Children from other cultures may view a permissive management style as an indication of
weakness or lack of concern.
The relationship that a teacher builds with students is based on effective communication. This
requires creativity and a continual process of getting to know one’s students and what each one
brings to the classroom: their experiences, world views, cultures, and other factors that make them
unique. Teachers can foster effective communication by establishing a classroom environment that
promotes empathy, equity, positive self-esteem, and mutual caring and respect. When they create
such an environment, teachers will find that they have to address classroom discipline less often and
will be able to devote more time to instruction and student learning.