Classroom Management = Student/Teacher Rapport + Engaged Learning: Principal and Mentor Perspectives on New Teacher Learning

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  In Roundtable Session: Should I Stay or Should I Leave? Factors of Induction Decision-Making

Abstract

Using a semi-structured interview protocol, this interpretive study asked a random sample of principals and mentors from two mid-sized urban districts what new teachers most needed to learn. Participant responses converged around a single task: managing the classroom for learning. For principals and mentors alike, good classroom management hinged on the combination of effective teacher/student relationships and engaged instruction. In closing, we draw on these findings to explore implications for supporting beginning teacher learning about classroom management.

Author

• Cynthia L. Carver, Oakland University