Teachers’ practical knowledge about classroom management in multicultural classrooms

Tartwijk, Jwf Jan van; Brok, PJ Perry den; Veldman, Imj; Wubbels, Theo

doi:10.1016/j.tate.2008.09.005

Cited by 119 publications

(66 citation statements)

References 13 publications

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“…A Dutch study undertaken by Tartwijk et al (2009), finds that 12 teachers who are seen as good classroom managers are focused on controlling and managing the pupils' behaviour. Their idea is to lead pupil activity, give the pupils clear rules, make rules together with the pupils, and also insist on compliance with these rules, while also placing demands on the pupils.…”

Section: Rules Relations and Commitmentmentioning

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: Rules Relations and Commitmentmentioning

confidence: 99%

Classroom Management: What Does Research Tell Us?

Postholm

2013

European Educational Research Journal

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“…Además, los nuevos retos que día tras día se le presentan al mundo de la educación escolar provocan que el cómo enseñar esté en constante movimiento. Junto a las constantes actualizaciones de las didácticas propias de cada área de conocimiento, los maestros deben saber cómo enseñar a gestionar conflictos en el aula (Morris-Rothschild y Brassard, 2006), cómo enseñar a convivir en aulas multiculturales (Tartwijk, Brok, Veldman y Wubbels, 2009), cómo enseñar a apreciar y valorar la inclusión de los más desfavorecidos (Jordan, Schwartz y McGhie-Richmond, 2009), cómo enseñar a hacer uso de las inteligencias múltiples (Gardner, 1997), cómo enseñar de manera conjunta con otros colegas (Hargreaves, 2001), etc.…”

Section: Marco Teóricounclassified

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Bara

Vinagre²

2016

Bordon

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“…In order to adequately prepare teachers to deal with challenging situations, it might not be sufficient to only teach the knowledge (e.g., knowledge related to social psychology such as attribution, social comparison, reactance, emotion psychology, and social perception). In addition, a special training of appropriate behavior might be necessary (Forzani, 2014;Loewenberg Ball & Forzani, 2009Trent, 2013;van Tartwijk, den Brok, Veldman, & Wubbels, 2009;Winitzky & Kauschak, 1995).…”

Section: What Should Teacher Students Do With Respect To Learning Cm?mentioning

confidence: 99%

Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?

Steins¹,

Wittrock²,

Haep³

2015

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Classroom Management (CM) comprises broad knowledge and skills of teachers. Since CM has been only given little proportion in teacher education, knowledge about the relevance and usefulness of CM contents (CMC) is important. We want to contribute to the knowledge about relevant CMC with four studies. These studies explore the following research questions: Which CMC are needed? What is possible? Are CMC useful for teaching at school? All studies are carried out with the participation of teacher students. In Study 1, we explore the baseline of Classroom Management Knowledge (CMK) of teacher students to deal with challenging situations (N = 158). Study 2, we explore the CMK baseline of teacher students and examines whether CMK which is acquired in a classical seminar can lead to an increase in CMK (N = 17; T1, T2). In Study 3, CMK is validated: How does it affect the practical knowledge of teacher students (N = 58; T1, T2) when facing challenging situations? Finally, we examine the question of Study 4 that asks whether CMK in the classroom can be converted into skills at school (N = 13). The results show that a significant increase in CMK is acquired through a seminar; but the acquired knowledge is very unlikely to be transferred without an intense, long lasting and supportive training of skills. The relevance of these findings is critically related to teacher education.

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Teachers’ practical knowledge about classroom management in multicultural classrooms

Cited by 119 publications

References 13 publications

Classroom Management: What Does Research Tell Us?

Classroom Management: What Does Research Tell Us?

¿por Qué Quieres Ser Maestro?, ¿cómo Es Un Buen Maestro? Ideas Para La Formación Universitaria

Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?

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