ERIC Number: EJ1169835
Record Type: Journal
Publication Date: 2017-Jan
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1947-5578
EISSN: N/A
From Discipline to Dynamic Pedagogy: A Re-Conceptualization of Classroom Management
Davis, Jonathan Ryan
Berkeley Review of Education, v6 n2 p129-153 Jan 2017
The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and strategies from contemporary educators, this article examines a new theoretical and conceptual foundation for classroom management--the Dynamic Classroom Management Approach (DCMA)--which consolidates these ideas into one cohesive framework. Four major components of DCMA are examined in detail: (a) flexibility and adaptability in one's management style, (b) understanding the context of students' diverse backgrounds, (c) effective pedagogy, and (d) creating a positive classroom culture and community. Each component focuses on why and how educators can meet the needs of all students to create a positive learning environment that proactively engages them while mitigating behavioral issues.
Descriptors: Classroom Techniques, Definitions, Classroom Environment, Culturally Relevant Education, Leadership Styles, Student Diversity, Student Characteristics, School Culture, Sense of Community, Instructional Effectiveness
Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A