Students are encourage to look at their own cultural roots, with its own ways of viewing and dealing with a simple to moderately complex world. Teachers use role-model examples of people from the student s own ethnic group within lessons. An example of this is the use of historical evidence of the scientific and political contributions of people with whom the student can identify. Ideally, students will absorb the positive elements of their own cultural background in an atmosphere that suspends the street culture and the interference it provides to student learning. This atmosphere within the classroom is one in which procedures are diligently followed by each student, who completely understands what she or he is expected to do.
Students are accountable for their own performance, earning rewards and consequences accordingly.
From the teacher s point of view, each student can succeed in this atmosphere. The teacher has positive expectations for each student. With the procedures established and followed, students are able to cooperate with the teacher and each other to learn and grow. Students are free of the baggage, and the requirements, of the culture outside of school, to safely climb the ladder of learning. Initially, the two primary ingredients for developing the classroom culture are the student s suspension of his or her street culture in some cases and to a certain extent, also cultural heritage and development of procedures that carry rewards and consequences.