Below is at the heart of my current research, I'm interested in the pedagogical approaches utilised to instruct in this critical area of teacher preparation.
Enhancing School Classroom-Management Efficacy through University Coursework based on SDT
Effective classroom-management in schools is an international issue of students’ academic outcomes, schools’ performance, and retention of teachers in schools. Teachers’ classroom-management includes establishing order and building positive relationships with students. Moreover, effective classroom-management entails teaching methods that link positive behaviour management with an engaging curriculum. Pre-service teachers in training and beginning teachers who demonstrate enhanced classroom-management efficacy are more likely to engender effective instructional and behavioural outcomes. Additionally, classroom-management efficacy is a buffer against stress, burnout and attrition. Thus, it is incumbent on pre-service teacher educators to provide for knowledge, skills, and efficacy in positive classroom-management. The current project explores the potential of specialist coursework in classroom-management that is structured upon autonomy, competence, and relatedness. This paper reports upon Australian research into the coursework’s conceptualization and issues related to the implementation of SDT principles in a “crowded” university curriculum.
I am a University of Indianapolis Indiana Woodrow Wilson Teaching Fellow. The Woodrow Wilson program basically insisted that the 4 partner institutions in Indiana (and now in other states as well) create a teacher training program virtually de novo. Classroom management is a topic covered to some degree in many of the courses required to finish this program. We read about strategies, watched videos of various strategies in action, visited many classrooms to see the strategies first hand and talked for hours as a cohort of students about what we've seen/done that works or doesn't work. If you are interested in contacting the Foundation, there is contact information at
http://www.wwteachingfellowship.org/program/
The 4 universities in Indiana would be very willing to talk to you about their programs, I'm sure. I can give you some names off-line if you would like.
I will say that I have used many different strategies in the classroom setting in high need schools in Indiana in my 2 years as a teacher. I felt and still feel like I received more than adequate training in classroom management.
I still have a lot to learn, but I do feel my teacher training has prepared me pretty well for the challenges I am facing.
-Brian
Thanks Brian...appreciate the feedback and pleased you have such a positive reflection of your teacher preparation. Will follow up on the link. Many thanks.
I worked in Pharma for 20 years before getting into teaching and classroom management was one of my biggest concerns going into this endeavor. I looked at many transition to teaching programs and none of the other programs offered the depth of training the Wilson program does. Hope this helps!
Brian
The literature suggests this is a global concern hence my interest in researching pedagogical frameworks that could best facilitate the content but importantly enhance efficacy for beginning teachers. Thanks Jyotsna
Hi Brad, Have you some papers related with this topic? Thanks you for your reflections.
Viviana
What I find when appointing beginning teachers is the varying degrees of competency with managing student learning. Nothing really beats the hands on practical experience gained from interacting with a class of students. Managing a classroom, including the behavioural aspects is "learned" practice and needs time to develop. Teachers that are able to establish a genuine relationship and show interest in each child tend to have strong classroom management skills.
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