Teachers' Developing Definitions of Classroom Management and Their Use of Children's Literature to Support Practice

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-5 - The Importance of Teacher Knowledge, Efficacy, and Empathy in Creating Effective Classroom Management Practices

Abstract

This paper explores the understanding of two cohort groups of teachers during their preparation program, and after their first or their fifth year of teaching in order to explore their understandings of classroom management. This paper also examines their use of children’s literature as a vehicle for creating community and as a tool for teaching social-emotional skills necessary for students’ self-management. This study explores the ways in which that teachers’ understandings of classroom management continue to develop during and following their teacher preparation and how they use teachable moments around children’s literature to explicitly support classroom management. The findings underscore the importance of culture as an empowering tool for teachers and students.

Authors

• Christal Walker, Georgia State University

• Kim S. Barker, Augusta University

• Nancy Jo Schafer, Georgia State University