In general, classroom management can be thought of as a varied set of skills or techniques used by teachers to maintain an orderly classroom and deliver instruction with minimal interruptions. Traditionally, these techniques were employed by teachers in order to create and maintain a set of expectations in the classrooms for preventing behavioral issues, maintaining consistency, teaching effectively, and maximizing class times (Concepts, 2013). Behaviorist theories of learning and motivation from the 1960s and 1970s played a prominent role in justifying these techniques to be used in the classrooms (Earl & Katz, 2009). In the past, still widely believed by many, it was thought that the best way of learning was through transmission of sequenced and hierarchical knowledge from teachers to students (Concepts, 2013). However, as societal needs and expectations for schooling the young have evolved, traditional methods of teaching and learning have been challenged by new insights on learning and understanding (Earl & Katz, 2009).
Current pedagogical trends indicate that learning is a process in which individuals construct new knowledge by connecting their lived experiences and prior knowledge to make sense of new situations (Freiberg, 1996). When viewed through the lens of cognitive science, as opposed to behaviorist perspective, teachers’ role as managers shifts to that of facilitators in the classrooms (Freiberg, 1996). And the change of teachers’ roles, from managers to simultaneously being learners and facilitators, is a paradigm shift when it comes to pedagogical practices (Jhangiani, 2018). Rather than focusing on learners’ perceived deficits, I think that this shift calls on teachers to focus on promoting a safe and inclusive classroom learning environment.
An environment where teachers would focus on valuing and meeting learners’ varied abilities, motivations, learning styles and desires rather than merely covering the curricular content. We ought to recognize and value today’s culturally and academically diverse learners are not in a subordinate position in the classrooms. To the contrary, these learners are often times equipped with tools and devices that allow instant access to sophisticated knowledge. Easy access to knowledge empowers them to be in a superior position in the classrooms. This is one of the reasons why I think that traditional classroom management practices are insufficient to address the underlying issues of today’s learners.