ABSTRACT
This chapter examines how adapting the social justice principles impact the ability of first year teachers to be effective in classroom management, culturally responsive teaching, and assessment. It focuses on social justice is in keeping with the needs of the local school districts where the children are from many socioeconomic and racial backgrounds. There are numerous models of effective teacher education programs that place social justice at the core of the program. In schools, social justice and cultural responsiveness go hand in hand. Teachers who work from a social justice stance engage with their students using instructional activities that build on students’ cultural strengths and abilities in order to promote student learning. From a social justice stance, the goal of classroom management should always be to build a respectful learning community where children can feel safe to learn, explore, share, and express their views and feelings in positive ways.
