Creating Relationship-Based Classroom Management Strategies

• In Event: Roundtable Session 11
  In Roundtable Session: Classroom Management as Care, Relationships, Emotions, and Aggression

Abstract

Children in a given classroom will always experience a fluctuating range of engagement or disengagement. Teachers’ responses to this challenging situation can be guided by an understanding of emotion. This qualitative case study explores how a preschool teacher manages children’s behaviors using emotions necessary for children’s engagement with instruction in a public elementary school. The primary data consist of participant observations and interviews. The findings focus on relationship-based classroom management. The findings suggest that teachers’ awareness of the role of emotion in the learning process and deliberate and informed decisions to support of positive emotional experiences are a critical “pedagogical tool” that could help teachers increase their students’ engagement with instruction intellectually and emotionally.

Author

• Mi-Hwa Park, Murray State University