Thomas has a teacher who is an effective teacher, and where most of the children in her class are learning, thriving, and being successful. However, Thomas is having a hard time following the rules of the classroom, and is often having to receive consequences for not following the rules. His teacher met with the class the first day of school to have the students help set the rules. The rules are stated positively, rather than negatively, and students are warned if they break a rule before they have a consequence. Consequences are consistently applied and children know what the consequences are. What might be happening here that Thomas' teacher has not thought about from a culturally responsive teaching outlook? a. that Thomas comes from a home with no rules, and therefore, he has a hard time following rules, and doesn't believe rules should have to be followed.
b. that Thomas doesn't care about school or his teacher's rules and his parents don't care if he breaks the rules at school. They will not punish him at home for rules being broken at school.
c. that Thomas may come from a culture that is different than this direct and goal centered behavioral method, and with a rigid system such as this, there is no opportunity for him to practice or get guidance on how this system of behavior management works.
d. that Thomas is deliberately violating the rules so the teacher gets mad because he wants the teacher to feel bad.