Abstract:

Classroom management continues to be one of the greatest challenges for novice and student teachers. The literature is replete with strategies for mitigating disruptive student behavior in the classroom. However, these strategies mostly conceived in isolation through a narrow lens, do not consider the interaction of multiple elements that contribute to various disruptions in teaching and learning. These strategies, which are hardly sustainable, define the traditional paradigm of classroom management characterized by “a set of predetermined practices that focus on student behavior”. These practices are usually a set of rules, quick go-to-approaches that do not consider students’ cultural background. Considering the increasing diversity in today’s classrooms, it is crucial for teacher education programs to shift from this exclusive paradigm to one that is more inclusive by reimagining classroom management through a systems lens. The system thinking approach of classroom management engages student teachers in more nuanced and profound ways in reflecting on how they interact with students. For example, they reflect on their identity, power, privileges, and implicit biases that result in more thoughtful and sustainable approaches in creating classroom environment that is safe, affirming, student-centered, intellectually challenging and engaging for all students. This paper examines how a teacher education program can engage student teachers in understanding the underpinnings of a classroom management system defined by its elements, interactions of the elements, and the purpose towards creating an environment in which every student feels inclusive, valued, and supported in their learning. The discussions will draw from the intersection of the self-determination theory, student engagement in learning, and classroom management in reflecting on strategies that will enhance a justice-oriented inclusive environment for teaching and learning.

Keywords:

Classroom management, systems thinking, self-determination theory, social identities, diversity, inclusive, justice, pedagogy, teaching, learning.