Teachers' practical knowledge about classroom management in multicultural classrooms

Jan van Tartwijk*, Perry den Brok, Ietje Veldman, Theo Wubbels

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms. Twelve teachers were selected who were regarded as successful classroom managers in Dutch multicultural classes by their principals and students. Video-stimulated interviews were used to elicit data about the practical knowledge of these teachers. The teachers were aware of the importance of providing clear rules and correcting student behaviour whenever necessary, but they also wanted to reduce potential negative influences of corrections on the classroom atmosphere. They aimed at developing positive teacher-student relationships and adjusted their teaching methods anticipating students' responses. Most teachers seemed reluctant to refer to the cultural and ethnic background of their students.

Original languageEnglish
Pages (from-to)453-460
Number of pages8
JournalTeaching and Teacher Education
Volume25
Issue number3
DOIs
Publication statusPublished - 1 Apr 2009

Keywords

  • Classroom management
  • Multicultural classroom
  • Teacher Knowledge

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