Homeroom

In this project, the Laurentian School of Education will ask its partners (school boards) to identify major classroom management issues/challenges.

 

Project Category:
Strengthening research brokering work
Topic Area:
Classroom Management
Ministry Priority
(2011-2013):
Teaching and Learning, Equity, Engagement
Project Lead(s):
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Brief Background:
In this project, the Laurentian School of Education will ask its partners (school boards) to identify major classroom management issues/challenges. Researchers at the School of Education will create summaries of the latest research on approaching those classroom management challenges, and videos will be created from these challenges and associated best practices. The videos will include vignettes and best practices to address the problem. The videos will be part of a toolkit that includes a description of the challenge or issue, discussion questions, and summary of validated research regarding the issue.
Research Context:
Blumenfeld-Jones (1996) argues that all classroom management systems are predicated on the belief that children choose to behave inappropriately and that they could control such behaviour if they wished. This is not always the case. Children with Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Learning Disabilities (LD), Fetal Alcohol Syndrome (FAS), Fetal Alcohol Effects (FAE), or developmental delays may lack the social cues that enable them to react in an appropriate manner (Bigelow, 2006). Moreover, acts of resistance to poor teaching may be the purpose of some of this behaviour from children. This kind of explanation requires a more reflective practice on the part of the educator. As agreed upon in the literature, the purpose of classroom management is to create a safe, predictable learning environment. A good classroom management system incorporates well-planned lessons, which discourage misbehaviour and maintain group focus. Such a system relies on teacher monitoring (Smith & Laslett, 1993) and student engagement (Burden, 2006).
Knowledge Mobilization Activities:
This project will mobilize knowledge by sharing and demonstrating best practices based on current research with the Rainbow District School Board, the Sudbury Catholic District School Board, and the M'Chigeeng First Nation Education Authority. Each partner will receive sufficient copies of the toolkit to permit widespread use. Personnel from the School of Education will travel to meet with partners and demonstrate the use of the toolkit. Once the project has been assessed by school board partners, other organizations could access the information via a website .
Outcomes:
This project will increase the impact of research knowledge in Ontario on a crucial topic – successful classroom management. It will share best practices based on current research and will provide all partners with a toolkit that can be used in professional learning communities at the Board level and with student teachers at the School of Education.