Inge Poole and Carolyn Evertson discuss how collaborating professionally with peers, reading relevant research, and participating in classroom management training are valuable tools for meeting challenges in the classroom
CONSISTENTLY ACROSS THE PAST 40 YEARS, teachers list classroom management as a critical concern. However, the individual classroom teacher often feels he or she is the only one experiencing this. In fact, many teachers struggle silently with difficulties for fear of being seen as a potential failure by peers. New teachers, especially, can fear the repercussions of sharing their sense of inadequacy with experienced colleagues or administrators.
|What we know|
|● Teachers’ professional collaboration builds community, provides support, and improves teaching (including classroom management).
● Research on classroom management identifies specific approaches, techniques, and attitudes that teachers can use with success.
● Teachers who participate in classroom management training can enhance their skill in classroom management. This in turn can increase their job satisfaction as well as students’ on-task behavior and academic achievement.
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