Classroom Management in Diverse Classrooms

Milner, H. Richard; Tenore, F. Blake

doi:10.1177/0042085910377290

Cited by 122 publications

(92 citation statements)

References 25 publications

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“…Teacher-pupil relations are highlighted. Even if research has suggested that pupils in school must all be the teachers' pupils (Milner & Tenore, 2010), no studies have highlighted teacher-teacher relations and their importance for a teacher's classroom management. In a recent study (Postholm, 2013), the participating teachers in lower secondary school point out the positive impact of dealing with pupils with common expectations.…”

Section: Concluding Commentmentioning

confidence: 99%

Classroom Management: What Does Research Tell Us?

Postholm

2013

European Educational Research Journal

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The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral development. During an early phase, classroom management focused on pupil behaviour and discipline, and was rooted in a behaviourist understanding. This article shows that classroom management is now more about understanding the class as a social system. The findings show that several factors and conditions influence classroom management: the self-understanding of teachers and their mindfulness, the multicultural classroom, behaviour management, lack of knowledge on classroom management, knowledge of physical and social context, rules, relations and commitment, person-centred versus teacher-centred classroom management, an ecological perspective on classroom management and classroom management in connection with motivation and learning. The review article states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.

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Section: Concluding Commentmentioning

confidence: 99%

Classroom Management: What Does Research Tell Us?

Postholm

2013

European Educational Research Journal

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“…According to Milner and Tenore (2010, p. 595), one of the principles of culturally responsive classroom management is "Understanding the self in relation to others". Teachers must critically compare their own life experiences to that of their students and examine commonalities and differences in upbringing, family values and practices, schooling and social expectations (Milner and Tenore, 2010;p. 595;Weinstein et al, 2004 Finally, teachers should reflect on how these factors contribute to who they are at present and how it affects their instructional practice.…”

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confidence: 99%

Cultural and functional diversity in the elementary classroom: strategies for teachers

Cousik

2015

Journal for Multicultural Education

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Purpose – This paper aims to discuss current issues and provide suggestions for solutions. Today’s classrooms across schools in the USA are increasingly diverse. This diversity encompasses students from a myriad of cultural and linguistic and backgrounds’ academic performance levels. Teacher training programs and schools are making efforts to enhance teacher knowledge in regards to this cultural and functional diversity. Problems continue to exist because it is challenging to clearly perceive the connections between the two and identify cultural basis for school performance. Design/methodology/approach – This article provides suggestions for teachers to enhance their own understanding of how cultural and ethnic diversity affects student performance and improve classroom practice in inclusive settings. Findings – The author argues there is a need for a systemic effort that encourages an ongoing debate over cultural and functional diversity, improves teacher knowledge in the area of best practices in teaching children from diverse cultural and functional backgrounds and fosters collaboration among schools and families. Originality/value – This article is an original look at teacher training for cultural and functional classroom diversity in the USA.

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“…Especially in today's world, the variety of stimuli in learning environments, the reality of social change leading to a diversity in the interests and needs of learners, and the heterogeneity in the background of the students, such as ethnicity, gender, ability, health, nationality, geographic region, social class, and age (Cushner, McClelland, & Safford, 2009;Gay & Howard, 2000) exacerbate the fact that classroom management has been a more serious concern for teachers than it has ever been before (Emmer & Stough, 2001;Milner & Tenore, 2010). Considering the fact that goals of education on the part of students have changed dramatically in the current era (Evertson & Neal, 2006) and cognitive theories have been more influential on education, educational settings have stronger orientations towards student-centered learning environments over the past years.…”

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confidence: 99%

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

Akın

Yıldırım

Goodwin

2016

EDUC SCI-THEOR PRACT

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This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition.The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

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Classroom Management in Diverse Classrooms

Cited by 122 publications

References 25 publications

Classroom Management: What Does Research Tell Us?

Classroom Management: What Does Research Tell Us?

Cultural and functional diversity in the elementary classroom: strategies for teachers

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

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