Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation

This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated by district coaches who provided individualized support. Data also indicates specific misconceptions held by FYTs, strategic district decisions in designing the coaching program, and challenges encountered throughout implementation. Findings have implications for the preparation and support of culturally responsive classroom management for FYTs.

Koulun monet kielet

This article introduces the AFinLA-e thematic issue on plurilingualism in the school. Lately, multilingualism has been a buzzword in both sociolinguistic research and applied linguistics. Through the reform of national core curriculum for basic education, multilingualism, alongside language awareness, has also become an inextricable part of public educational discussions and the normative framework of basic education. There remain, however, questions about how all these changes translate into linguistically responsive classroom pedagogy and practices that support achieving learning goals, the process of language socialization, and pupils’ plurilingual identities. Our aim is to give a brief general introduction into the flourishing field of multilingualism research, its developments, approaches and trajectories, and describe the contributions that the articles in this issue make into the growing body of work in the Finnish context. We also identify three future trajectories for research on plurilingualism in the school.

Making Meaning of the World

The purpose of this chapter is to provide teachers with a guide on how to use novel studies to promote social and emotional learning. Using research-based practices, the teachers outline multiple approaches to the novel Invisible Man ranging from teacher-led discussions to student generated research. The approaches include relevant discussion topics pertaining to social climate and to students' personal identities. Additionally, the teachers provide scaffolded approaches and suggested methods for fostering a culturally responsive classroom through the use of the novel. The overall purpose of the unit is to challenge students to understand those that are both alike and unlike them and to understand how this may affect their life experiences, increasing their social awareness. Though the teachers used Invisible Man as their anchor text, they advise that any complex text that provides students with a new outlook or understanding of the world in which they live will also work effectively.

Leveraging Student Thinking to Foster Productive Discussions

Try these tools to engage your students with one another's thinking and to reflect on mathematically responsive classroom interactions.

Culturally Responsive Classroom Management in the General Music Class: Building Connections With Families, Part 2

Culturally responsive teaching and culturally responsive pedagogy are some of the more heartening trends in music education and the increasingly pluralistic classrooms in which we teach. However, it is easy for some teachers to develop anxiety about making connections with families out of fear of conflict, not getting administrative support, or feelings of inexperience. This column, the sixth in a series about classroom management and the second of several about the particular topic of students’ families, contains several techniques for making meaningful connections with students’ families, especially when those families are from cultures different than one’s own. Specific techniques include conversational formats to foster mutual respect and techniques for confronting one’s own implicit biases.

Culturally Responsive Classroom Management

Classroom management remains a serious concern for educators in both pre-service and in-service realms. A mostly white teaching force may struggle to teach students who are very different from themselves. These differences can make it difficult for teachers to understanding cultural differences and conflicts as they emerge in the classroom, and students may suffer. Culturally responsive classroom management provides a framework for educators to build knowledge, mindsets, attitudes, dispositions, and practices necessary for academic and social success. Elements of classroom management to advance and support teaching practices that meet the needs of students are worthwhile to explore.