Humanizing Classroom Management as a Core Practice for Teachers of Emergent Bilingual Learners

• In Event: Critical Approaches to Language and Literacy in Teaching and Teacher Education

Abstract

Developing humanizing, culturally responsive and justice-oriented classroom management practices requires integrating robust theoretical principles with practice-based experiences. Here, we explore how Core Practices (CPs) can support novice teachers (NTs) of emergent bilingual students (EBs) in formulating their views on and enacting classroom management in ways that address EBs’ assets and needs. We describe how our team of NTs and teacher educators conceptualized classroom management as a CP and how the NTs enacted it in their daily work. Findings indicate that the CP framework helped NTs to view students as individuals with complex academic, socioemotional, linguistic and behavioral strengths and needs; and to enact classroom management practices that were consistent, clear, culturally and linguistically responsive, and socio-emotionally supportive.

Authors

• Johanna M. Tigert, University of Massachusetts - Lowell

• Tabitha Kidwell, University of Maryland - College Park

• Megan Madigan Peercy, University of Maryland - College Park