Abstract:

The presentation presents research-based approaches to classroom and behavior management. Grounded in the theoretical constructs of seminal classroom management theorists, the presenter demonstrates effective teaching styles and strategies that contribute to a healthy classroom atmosphere. Through hands-on role playing and modeling, seminar participants learn classroom management skills that are evidence-based and geared toward the 21st century classroom. The presenter performed a qualitative study that identified the classroom management needs of graduate education students in one college. The graduate students were pre-service and working teachers. From that study, the presenter developed a seminar that emerged from the research. Researchers have shown that teachers have expressed the need to learn more effective classroom management skills. The seminar supplements classroom management professional development that teachers receive in their schools, districts and universities. Originally developed as a professional development module in a graduate education institution, the seminar is now presented to schools and districts.The research questions asked what classroom management skills participants said they needed to teach in both collaborative, and special education classrooms. A grounded theory approach and the constructivist paradigm were used in the study. Interviews and focus groups employing a purposive sample of 12 graduate education students were used to determine core phenomena where participants were able to help shape and construct a seminar in classroom management. The results of the codified data concluded that participants lacked skills and wanted to be trained in the meaning of effective teacher engagement with students, collaboration with other professionals, effective use of class rules and procedures, helping students understand consequences for misbehavior, and managing classroom disruptions. Additionally, the study can contribute to social change by affording participants classroom management skills necessary to create safe and nurturing school environments that have the potential to positively impact student achievement. The research generated a seminar for special education or general education graduate students and novice teachers. The results gathered during the development of the seminar suggest that the content and presentation will help teachers foster social change by developing skills to effectively manage their classes. Additionally, the study can contribute to social change by affording participants classroom management skills necessary to create safe and nurturing school environments that have the potential to positively impact student achievement. The implications for this study are that it can contribute to positive atmospheres where all children are afforded the best opportunities to learn in diverse and healthy classroom environments.

Keywords:

Classroom management, behavior management, professional development, special education, collaboration.