Responding to Cultural Variations in the Classroom

Managing the behaviour of a whole class of teenagers from mixed backgrounds, different genders and levels of intelligence is a task that many people would consider beyond them . . . And then you have teachers.  There is absolutely no doubt that some in the profession find it difficult to harness classroom management skills but others seem to do it naturally, as if they had been born in a house full of teenagers.
It would seem that a certain amount of Life experience can be the core element to any level of confidence in controlling young people in the school environment.  However, being able to teach, encourage, manage, satisfy and progress pupils requires a wee bit more than a mature approach.
Culture is such an important meeting point between pupil and teacher.  Managing behaviour is as much about reaching the level of the individual as it is about consistency and a stern voice.  I wonder how many teaching staff would consider their commitment to their students in terms of caring for them.  In some situations it would seem that being sympathetic to pupil circumstances is frowned upon.  From personal experience, getting them to stay in the classroom, never mind get on with the work is best achieved when authority figures 'show' that they respect and care for them.  This is one element of Culturally Responsive Classroom Management:

Students are more likely to succeed if they feel connected to school and a positive, respectful relationship with teachers helps create such an environment. Poor classroom management threatens school connectedness because a poorly managed classroom cannot provide a stable environment for respectful and meaningful student learning (Blum, 2005.) Marzano (2003) concluded that good teacher-student relationships are important to effective classroom management and there is much research to support the belief that good student-teacher relationships enhance learning (Rodriguez, 2005; Tomlinson and Doubet, 2005; Brown, 2003).  
- Steinhardt School of Culture, Education, and Human Development.