Critical practices to illustrate my points of contention have a lot to do with mindsets for a maximal maturation process over time. Central to this analogy has more to do with at least five of them. Below I will give a brief sketch on my canvas to help paint a perfect picture.

•  Honoring Student’s Experiences — Is it possible for each student to have opportunities learning from another’s varied experiences and perspectives? Exploring issues of personal and social identity calls for safe places where they are seen, heard, valued, and respected.
•  Thoughtful Classroom Setup and Structure — This is essential in creating an environment for effective discipline. How your room is situated sends messages about diversity, building relationships, sufficient communication, and preconceived roles from teacher to student. It should be student-centered where the set-up allows students’ voices to be participatory. The key here is for students to be engaged in the setting to generate cognitive awareness.
  •  Shared Inquiry and Dialogue — If you ask me why this is so important I will readily tell you that a child’s mind is naturally inquisitive precocious. A good teacher would incorporate unique call and response techniques for shared communiques with the whole class. It’s a known fact that differences shape who we are and what we know. Multiple viewpoints generally allow for a broader perspective in individual and collective thought, including behavioral patterns. Because of this, inclusive classroom culture must function as learning communities built on shared questions/answers, and the dialogue that stems from them. Components of the aforementioned consists of teaching listening skills, effective verbal exchanges, small group participation, and most importantly — developing a student’s comfort level for freedom of expression.
  • Social and Emotional Safety — If a student doesn’t feel both physically and emotionally safe in any learning environment a teacher’s task will be fraught with an unbalanced regimen. This particular module should not be underestimated, for there’s a method for the madness when dealing with stereotypical threats, harassment and exclusion. Creating a safe climate can be time consuming over the course of a school year, but it’s no less important in building positive relationships among students, bullying prevention, conflict resolution, and teaching students to challenge bias and alienation. To incorporate safer environs teachers should be on task to implement rules of contention, i.e., where students should participate in shaping good behavior, identifying a list of agreements about how their class members will treat each other, and how they are expected to act outside of the classroom, et al.
  • Value-based Behavior Management — This, in my opinion is key to developing that bridge when trying to get parents to understand how and why discipline and the moral compass are synonymous with how (their) children adapt to classroom principle and culture. I’m adamant about this because discipline and behavior management are central to classroom culture which enhances equity and fairness; respect for cultural differences; belief in the dignity of all of the students in the classroom; and, respect for the overall safety and inclusion of all of the rules and regulations that would insure good manners. Would you involve your students in the design and implementation of discipline policies? Of course! It can go a long way for that buy-in initiative I mentioned earlier, and a shared ownership to help teachers maintain classroom culture. I propose that students will be astute in carrying this out, but teachers can also work individually with students who need extra support. Last but certainly not least, value-based behavioral management will always employ a no-nonsense attitude where a zero indifferent stance would stress a zero intolerant philosophy. 

     In closing, and to give credence to both an objective and subjective nature to this essay, I contend that what has been articulated are my own personal views on how and why I feel that classroom culture is based on an individual curriculum subjectively, and on the hard salient facts that have aided and abetted significance in the role effective methodology has shaped classroom culture up to now. I will not compromise on my ideal that culture matters. The prerogative of all teachers will hang in the balance until a prerequisite is established thereof. Establishing culture in the classroom is a lived experience unique to each individual. As educators it’s a job to stimulate the intellectual development of children, to employ teamwork is the dreamwork modus operandi among peers, and to form a partnership with parents for a shared initiative. Proven practices have not dissipated, nor have they gone on the deep end where teachers should be on point to develop their own procedures for good cultural intervention. Moreover, past experiences where information has been proven to work under circumstances conducive to classroom behavior, where fomenting better teaching modules are apropos, and giving students a chance to engage in variables that constitute proficiency, are all persevering strategies that should continue being catalysts for change. The question amounts to whether teachers are prepared to teach outside of the box, and avoiding misguided comfort zones? Maintaining that significant culture in classrooms are par for any educational enhancements  for success modules. I conclude that if teachers want to maintain any success ratios in theIR classrooms they must be innovative and ascertain from scholars all measures of cognitive value.