Identifying Classroom Management Strategies by Focusing on Diversity and Inclusion

Dr. Mohammad Moin Uddin is an Associate Professor and Graduate Coordinator in the Department of Engineering, Engineering Technology, and Surveying at East Tennessee State University. His current research interest focuses on sustainable design and construction, data integration and development of energy models for campus building structures for knowledge based decision making. He also contributed to data analysis methods and cost effective practices of highway construction quality assurance program. Dr. Uddin develops and implements innovative teaching strategies for engineering and engineering technology education in order to improve student engagement and knowledge retention. At national level, Dr. Uddin serves on ASEE Engineering Technology Division, Transportation Research Board’s Quality Assurance Committee and the Manuscript Editor of Journal of Engineering Technology. Dr. Johnson is chair of the Department of Engineering, Engineering Technology an Surveying at East Tennessee State University. He has been active with the American Society of Engineering Education for over 20 years. During that time, he have served in several capacities, including, but not limited to program chair, author, reviewer, committee member, chair of the Engineering Technology Division and ASEE advisory board member. During his tenure at ETSU, he has authored several papers, taught numerous courses, and presented at professional meetings. Abstract Classroom management refers to those activities of instructors that create a positive classroom environment within which effective teaching and learning can occur. As our classrooms get more and more diverse, traditional classroom management techniques seem less effective. It must be noted that diversity and inclusion is very important in a classroom regardless of the makeup and demographics of the students enrolled. Diversity lacking classroom management strategies may have negative effects on students’ learning. Students may perceive that they do not “belong” in the classroom which can lead to decreased participation, feelings of inadequacy, and other distractions. Instructors may make flawed assumptions of students’ capabilities or assume a uniform standard of a particular group of students based on their race, ethnicity, religion, etc. Instructors may themselves feel out of place based on their own inscriptive traits (i.e. differences based on class, privilege, etc.). Identifying and acknowledging these notions of difference and how they affect the classroom allow both students and instructors to see the classroom as an inclusive place. This study focuses on identifying effective classroom management strategies highlighting diversity and inclusion. The authors utilized survey, interviews and a meta-analysis of literature and identified five classroom management strategies: 1) creating a supportive physical environment, 2) establishing clear expectations of behavior, 3) communicating students in a culturally responsive ways, 4) creating a caring and inclusive classroom and 5) managing problematic behaviors - that can maximize inclusiveness in a classroom and enhance learning environment.