ABSTRACT
In this current chapter, we build upon the previous handbook chapters and recent research continuing to demonstrate that supporting classroom management is essential towards developing effective teachers. We outline the strong evidence stating the need for classroom management, then identify how training and support in this area could facilitate positive teacher and student outcomes. We detail deficiencies within teacher preparation, teacher induction, and professional development, but also document promising avenues towards improving each.
We structure the chapter with a focus on pre-service teacher preparation, ongoing teacher professional development, and special issues in training. We begin with a review of the research on preservice teachers’ classroom management experiences, empirical teacher education strategies, and a framework for classroom management preparation. Then, we examine common struggles for novice teachers, including beliefs about management and their decision-making and actions that follow. Further, we review evidence-based models to support in-service teachers, including coaching, consultation, and self-monitoring approaches. We conclude the chapter with a discussion about pertinent issues related to classroom management training, including the preparation of culturally responsive classroom management, working with students with disabilities through inclusive classroom management, and integrating Universal Design for Learning.
