Managing the Classroom Begins With Understanding Oneself: Early Career Teachers as Culturally Responsive Classroom

Authors

Iesha Jackson, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

4-29-2017

Publication Title

Journal for Multicultural Education

First page number:

1

Last page number:

7

Abstract

While research has considered teacher emotion in relation to job satisfaction, emotional well-being, and relationships with students, few studies explicitly connect emotions with classroom management. The purpose of this exploratory study is to (1) elucidate early career teachers' learning to manage their emotions when confronted with student misbehavior; and (2) provide a foundation for further examining what happens, in terms of classroom management, in classrooms once teachers regulate their own behaviors and attitudes more consistently. This research represents a particular type of translating knowledge into action--applying critical reflexivity to classroom management. Drawing from literature on culturally responsive classroom management, findings address the importance of knowledge of self in the process of early career teachers learning to manage their classrooms.

Keywords

Beginning teachers; Culturally relevant education; Classroom techniques; Affective behavior; Teacher behavior; Self management; Student behavior; Behavior problems

Disciplines

Education | Teacher Education and Professional Development

Language

English

Repository Citation

Jackson, I. (2017). Managing the Classroom Begins With Understanding Oneself: Early Career Teachers as Culturally Responsive Classroom. Journal for Multicultural Education 1-7.