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From Challenging Behaviors to Caring Classroom Communities : = Reimagining the Teacher's Role in Classroom Management.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	From Challenging Behaviors to Caring Classroom Communities :/
Reminder of title:	Reimagining the Teacher's Role in Classroom Management.
Author:	Makowski, Emily Marie.
Description:	1 online resource (126 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 76-05, Section: A.
Contained By:	Dissertations Abstracts International76-05A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9781321279542

From Challenging Behaviors to Caring Classroom Communities : = Reimagining the Teacher's Role in Classroom Management.
Makowski, Emily Marie.

From Challenging Behaviors to Caring Classroom Communities :Reimagining the Teacher's Role in Classroom Management. - 1 online resource (126 pages)

Source: Dissertations Abstracts International, Volume: 76-05, Section: A.

Thesis (Ed.D.)--University of Washington, 2014.

Includes bibliographical references

This dissertation project addresses the lack of a clear set of classroom-management strategies in research literature, specifically regarding early childhood teachers' immediate or "in-the-moment" responses to children's challenging behaviors. A case study of three teachers was used to draw out five themes, each of which contributes to implications for professional development supports: 1) A teacher's belief about children's moral growth can influence his/her responses to challenging behavior; 2) A teacher's knowledge of his/her students and of his/her relationships with them can influence behavioral situations; 3) A teacher modeling caring and kind responses to behavior can help build classroom community; 4) A teacher modeling discussion, deliberation, and listening during and in response to challenging behavior can help build classroom community; 5) Flexible student mobility and placement options can support children with challenging behaviors. These themes exemplify the teachers' pedagogical approaches to children exhibiting challenging behaviors. By studying the teacher's role in the classroom, alternative strategies to classroom management and discipline can create caring classroom communities wherein all children, regardless of their behavior, have a sense of belongingness.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781321279542Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Classroom managementIndex Terms--Genre/Form:

554714
Electronic books.

From Challenging Behaviors to Caring Classroom Communities : = Reimagining the Teacher's Role in Classroom Management.
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520 $a This dissertation project addresses the lack of a clear set of classroom-management strategies in research literature, specifically regarding early childhood teachers' immediate or "in-the-moment" responses to children's challenging behaviors. A case study of three teachers was used to draw out five themes, each of which contributes to implications for professional development supports: 1) A teacher's belief about children's moral growth can influence his/her responses to challenging behavior; 2) A teacher's knowledge of his/her students and of his/her relationships with them can influence behavioral situations; 3) A teacher modeling caring and kind responses to behavior can help build classroom community; 4) A teacher modeling discussion, deliberation, and listening during and in response to challenging behavior can help build classroom community; 5) Flexible student mobility and placement options can support children with challenging behaviors. These themes exemplify the teachers' pedagogical approaches to children exhibiting challenging behaviors. By studying the teacher's role in the classroom, alternative strategies to classroom management and discipline can create caring classroom communities wherein all children, regardless of their behavior, have a sense of belongingness.
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