Skip to main content
SpringerLink
Log in

The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses

  • Chapter
  • First Online:
Classroom Management in Teacher Education Programs

Part of the book series: Palgrave Studies in Urban Education ((PSUE))

  • 1943 Accesses

Abstract

This chapter provides a solution to the experiences of students from Chaps. 2 and 3 by highlighting and breaking down the tenets of the Dynamic Classroom Management Approach (DCMA): (a) flexibility and adaptability in one’s management style; (b) the context of students’ diverse backgrounds, including culture, socioeconomic status, gender/sexuality, language background, and ability; (c) creation of effective pedagogy based on course, unit, and lesson design, lesson implementation, and behavioral management; and (d) establishment of a positive classroom culture and community rooted in solid relationships, high expectations, and a safe/nurturing environment. The chapter then demonstrates how teachers can effectively integrate DCMA into their pedagogy and concludes with a description of how a teacher educator can integrate DCMA into a methods course.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 19.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 27.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    This chapter is taken from an article published in Berkeley Review of Education: Davis, J.R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6(2), 129–153. Retrieved from: http://escholarship.org/uc/item/3jb706gs

References

  • American Psychology Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852–862. doi:10.1037/0003-066x.63.9.852.

    Article  Google Scholar 

  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–41. doi:10.2307/1179509.

    Article  Google Scholar 

  • Aud, S., Fox, M., & KewalRamani, A. (2010). Status and trends in the education of racial and ethnic groups (NCES 2010-015) (U.S. Department of Education, National Center for Education Statistics). Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RtI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33, 243–255. doi:10.1177/073194871003300403.

    Article  Google Scholar 

  • Bear, G. G. (2015). Preventive and classroom-based strategies. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 15–39). New York: Routledge.

    Google Scholar 

  • Beaty-O’Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom management strategies for difficult students: Promoting change through relationships. Middle School Journal, 41(4), 4–11. doi:10.1080/00940771.2010.11461726.

    Article  Google Scholar 

  • Bettie, J. (2000). Women without class: Chicas, cholas, trash, and the presence/absence of class identity. Signs, 26(1), 1–35. doi:10.1086/495566.

    Article  Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Boykin, A. W., & Noguera, P. (2011). Creating the opportunity to learn: Moving from research to practice to close the achievement gap. Alexandria: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Braithwaite, J. (1999). Restorative justice: Assessing optimistic and pessimistic accounts. Crime and Justice: A Review of Research, 25, 1–127. doi:10.1086/449287.

    Article  Google Scholar 

  • Brown, D. F. (2003). Urban teachers’ use of culturally responsive management strategies. Theory Into Practice, 42, 277–282. doi:10.1353/tip.2003.0041.

    Article  Google Scholar 

  • Cartledge, G., Lo, Y., Vincent, C. G., & Robinson-Ervin, P. (2015). Culturally responsive classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 411–430). New York: Routledge.

    Google Scholar 

  • Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office. doi:10.3886/icpsr06389.

    Google Scholar 

  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241. doi:10.2307/1229039.

    Article  Google Scholar 

  • Curran, M. E. (2003). Linguistic diversity and classroom management. Theory Into Practice, 42, 334–340. doi:10.1353/tip.2003.0042.

    Article  Google Scholar 

  • Davis, J. R., & Warner, N. (2015). Schools matter: The positive relationship between NYC high schools’ learning environments and student academic progress. Urban Education, 1–22. doi:10.1177/0042085915613544.

  • Delpit, L. (2003). Language diversity and learning. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 388–403). New York: RoutledgeFalmer.

    Google Scholar 

  • Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: New Press.

    Google Scholar 

  • Delpit, L., & White-Bradley, P. (2003). Educating or imprisoning the spirit: Lessons from ancient Egypt. Theory Into Practice, 42, 283–288. doi:10.1353/tip.2003.0043.

    Article  Google Scholar 

  • Diamantes, T. (1995). Classroom management from A to Z. n.p.

    Google Scholar 

  • Dunn, P. (2000). The importance of consistency in establishing cognitive-based trust: A laboratory experiment. Teaching Business Ethics, 4, 285–306. doi:10.1023/a:1009870417073.

    Article  Google Scholar 

  • Dutro, E., Kazemi, E., Balf, R., & Lin, Y. (2008). “What are you and where are you from?” Race, identity, and the vicissitudes of cultural relevance. Urban Education, 43, 269–300. doi:10.1177/0042085907305177.

    Article  Google Scholar 

  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. doi:10.1207/s15326985ep3602_5.

    Article  Google Scholar 

  • Espelage, D. L. (2015). Emerging issues in school bullying research and prevention. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 76–93). New York: Routledge.

    Google Scholar 

  • Fisher, R., & Shapiro, D. (2005). Beyond reason: Using emotions as you negotiate. New York: The Penguin Group.

    Google Scholar 

  • Fordham, S., & Ogbu, J. (1986). Black students’ school success: Coping with the “burden of ‘acting white’”. The Urban Review, 18, 177–206. doi:10.1007/bf01112192.

    Article  Google Scholar 

  • Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.

    Google Scholar 

  • Gettinger, M., & Fischer, C. (2015). Early childhood education classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 141–166). New York: Routledge.

    Google Scholar 

  • Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. doi:10.3102/00346543076002173.

    Article  Google Scholar 

  • Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. doi:10.3102/0013189x032005019.

    Article  Google Scholar 

  • Gutstein, E., Lipman, P., Hernández, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709–737. doi:10.2307/749639.

    Article  Google Scholar 

  • Harper, S. R., & Davis, C. H. F., III. (2012). They (don’t) care about education: A counternarrative on black male students’ responses to inequitable schooling. Educational Foundations, 26(1), 103–120.

    Google Scholar 

  • Harris, A. L. (2006). I (don’t) hate school: Revisiting oppositional culture theory of blacks’ resistance to schooling. Social Forces, 85, 797–834.

    Article  Google Scholar 

  • Harry, B., & Klingner, J. K. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16–21.

    Google Scholar 

  • Hill, M. L. (2009). Wounded healing: Forming a storytelling community in hip-hop lit. Teachers College Record, 111(1), 248–293.

    Google Scholar 

  • hooks, b. (2003). Confronting class in the classroom. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 142–150). New York: RoutledgeFalmer.

    Google Scholar 

  • Hoy, W. K., Hannum, J., & Tschannen-Moran, M. (1998). Organizational climate and student achievement: A parsimonious and longitudinal view. Journal of School Leadership, 8, 336–359.

    Google Scholar 

  • Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Education Review, 73(1), 73–93. doi:10.17763/haer.73.1.hnq801u57400l877.

    Article  Google Scholar 

  • Irizarry, J. G. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities and culturally responsive pedagogy. Multicultural Perspectives, 9(3), 21–28. doi:10.1080/15210960701443599.

    Article  Google Scholar 

  • Jones, K. A., Jones, J. L., & Vermette, P. J. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment. American Secondary Education, 41(3), 21–33.

    Google Scholar 

  • Kim, J., & Pulido, I. (2015). Examining hip-hop as culturally relevant pedagogy. Journal of Curriculum and Pedagogy, 12(1), 17–35. doi:10.1080/15505170.2015.1008077.

    Article  Google Scholar 

  • Kwong, D., & Davis, J. R. (2015). School climate for academic success: A longitudinal multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68–81.

    Google Scholar 

  • Ladson-Billings, G. (1995). Towards a culturally relevant theory of pedagogy. American Educational Research Journal, 32, 465–491. doi:10.1080/00405849509543675.

    Article  Google Scholar 

  • Ladson-Billings, G. (2006). “Yes, but how do we do it?”: Practicing culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/Diverse classrooms (pp. 29–41). Sterling: Stylus.

    Google Scholar 

  • Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37, 148–156. doi:10.1177/00224669030370030401.

    Article  Google Scholar 

  • Lane, K. L., & Menzies, H. M. (2015). Classroom management for inclusive settings. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 205–219). New York: Routledge.

    Google Scholar 

  • Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37–62. doi:10.3102/01623737024001037.

    Article  Google Scholar 

  • Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73–85. doi:10.2307/2112583.

    Article  Google Scholar 

  • Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97–141. doi:10.3102/00028312038001097.

    Article  Google Scholar 

  • Lee, C. D., Spencer, M. B., & Harpalani, V. (2003). “Every shut eye ain’t sleep”: Studying how people live culturally. Educational Researcher, 32(5), 6–13. doi:10.3102/0013189x032005006.

    Article  Google Scholar 

  • Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Leonardo, Z., & Boas, E. (2013). Other kids’ teachers: What children of color learn from white women and what this says about race, whiteness, and gender. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 313–324). New York: Routledge.

    Google Scholar 

  • LePage, P., Darling-Hammond, L., & Adar, H., with Gutierrez, C., Jenkins-Gunn, E., & Rosenbrock, K. (2005). Classroom management. In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds.), Preparing teachers for a changing world (pp. 327–357). San Francisco: Jossey-Bass.

    Google Scholar 

  • Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcomer, L. (2015). School-wide positive behavior support: Building systems to prevent problem behavior and develop and maintain appropriate social behavior. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 40–59). New York: Routledge.

    Google Scholar 

  • Maeng, J. L., & Bell, R. L. (2015). Differentiating science instruction: Secondary science teachers’ practices. International Journal of Science Education, 37, 2065–2090. doi:10.1080/09500693.2015.1064553.

    Article  Google Scholar 

  • Mahajan, T., & Chaturvedi, S. (2013). Impact study of blended learning on functional effectiveness factor of managerial effectiveness. Journal of Management Research, 13, 209–218. doi:10.5958/2231-0657.2014.00534.5.

    Google Scholar 

  • Martell, C. (2013). Race and histories: Examining culturally relevant teaching in the U.S. History classroom. Theory and Research in Social Education, 41, 65–88. doi:10.1080/00933104.2013.755745.

    Article  Google Scholar 

  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Mateu-Gelabert, P., & Lune, H. (2007). Street codes in high school: School as an educational deterrent. City and Community, 6(3), 173–191. doi:10.1111/j.1540-6040.2007.00212.x.

    Article  Google Scholar 

  • McCarthy, J., & Benally, J. (2003). Classroom management in a Navajo middle school. Theory Into Practice, 42(4), 296–304. doi:10.1353/tip.2003.0046.

    Article  Google Scholar 

  • McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 69–96). New York: RoutledgeFalmer.

    Google Scholar 

  • McLaughlin, J. H., & Bryan, L. A. (2003). Learning from rural Mexican schools about commitment and work. Theory Into Practice, 42(4), 289–295.

    Article  Google Scholar 

  • Moore, J. L., III, Ford, D. Y., & Milner, H. R. (2005). Underachievement among gifted students of color: Implications for educators. Theory Into Practice, 44(2), 167–177. doi:10.1207/s15430421tip4402_11.

    Article  Google Scholar 

  • National Education Association Education Policy and Practice Department. (2014). Positive behavioral interventions and supports: A multi-tiered framework that works for every student (Policy brief). Washington, DC: NEA Education Policy and Practice Department, Center for Great Public Schools. Retrieved from http://www.nea.org/assets/docs/PB41A-Positive_Behavioral_Interventions-Final.pdf

  • Noddings, N. (2013). Education and democracy in the 21st century. New York: Teachers College Press.

    Google Scholar 

  • Noguera, P. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory Into Practice, 42, 341–350. doi:10.1353/tip.2003.0048.

    Article  Google Scholar 

  • Olmedo, I. M. (1997). Challenging old assumptions: Preparing teachers for inner city schools. Teaching and Teacher Education, 13, 245–258. doi:10.1016/s0742-051x(96)00019-4.

    Article  Google Scholar 

  • Pascoe, C. J. (2005). “Dude, you’re a fag”: Adolescent masculinity and the fag discourse. In R. Arum, I. R. Beattie, & K. Ford (Eds.), The structure of schooling: Readings in the sociology of education (2nd ed., pp. 391–399). Thousand Oaks: Pine Forge Press.

    Google Scholar 

  • Powell, A., McLaughlin, H. J., Savage, T. V., & Zehm, S. (2000). Classroom management: Perspectives on the social curriculum. Upper Saddle River: Prentice Hall.

    Google Scholar 

  • Rist, R. C. (1972). Planned incapacitation: A case study of how not to teach black teachers to teach. Journal of Higher Education, 43, 620–635. doi:10.2307/1980839.

  • Russell, S. T., Seif, H., & Truong, N. L. (2001). School outcomes of sexual minority youth in the United States: Evidence from a national study. Journal of Adolescence, 24, 111–127. doi:10.1006/jado.2000.0365.

    Article  Google Scholar 

  • Saborine, E. J., & Pennington, M. L. (2015). Classroom and behavior management research in special education environments. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 186–204). New York: Routledge.

    Google Scholar 

  • Sass, T. R., Hannaway, J., Xu, Z., Figlio, D. N., & Feng, L. (2012). Value added of teachers in high-poverty schools and lower poverty schools. Journal of Urban Economics, 72(2), 104–122. doi:10.1037/e721792011-001.

    Article  Google Scholar 

  • Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2005). Race, poverty, and teacher mobility. Economics of Education Review, 26(2), 145–159. doi:10.1016/j.econedurev.2005.08.006.

    Article  Google Scholar 

  • Shanklin, N. (2008). At the crossroads: A classroom teacher’s key role in RtI. Voices from the Middle, 16(2), 62–63.

    Google Scholar 

  • Sherblom, S. A., Marshall, J. C., & Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4(1&2), 19–31.

    Google Scholar 

  • Shor, I. (2009). What is critical literacy? In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 282–304). New York: Routledge.

    Google Scholar 

  • Short, D., & Echevarria, J. (2004). Teacher skills to support English language learners. Education Leadership, 62(4), 8–13.

    Google Scholar 

  • Smith, L. F., & Montani, T. O. (2008). The effects of instructional consistency: Using manipulatives and teaching strategies to support resource room mathematics instruction. Learning Disabilities: A Multidisciplinary Journal, 12(2), 71–76.

    Google Scholar 

  • Soodak, L. C. (2003). Classroom management in inclusive settings. Theory Into Practice, 42, 327–333. doi:10.1353/tip.2003.0050.

    Article  Google Scholar 

  • Stairs, A. J. (2007). Culturally responsive teaching: The Harlem Renaissance in an urban English classroom. The English Journal, 96(6), 37–42.

    Google Scholar 

  • Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3 practices and systems. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 60–75). New York: Routledge.

    Google Scholar 

  • Thapa, A., Cohen, J., Higgins-D’Assandro, A., & Guffey, S. (2013). A review of school climate research. Review of Educational Research, 83, 357–385. doi:10.3102/0034654313483907.

    Article  Google Scholar 

  • Tobin, J. (1995). The irony of self-expression. American Journal of Education, 103, 233–258. doi:10.1086/444101.

    Article  Google Scholar 

  • Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany: State University of New York Press.

    Google Scholar 

  • Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers. Albany: State University of New York Press.

    Google Scholar 

  • Vygotsky, L. V. (1986). Thought and language. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Weiler, K. (2003). Feminist analyses of gender and schooling. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 269–295). New York: RoutledgeFalmer.

    Google Scholar 

  • Weiner, L. (2003). Why is classroom management so vexing to urban teachers? Theory Into Practice, 42, 305–312. doi:10.1353/tip.2003.0052.

    Article  Google Scholar 

  • Weiner, L. (2006). Challenging deficit thinking. Educational Leadership, 64(1), 42–45.

    Google Scholar 

  • Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38. doi:10.1177/0022487103259812.

    Article  Google Scholar 

  • Wentzel, K. R. (2003). Motivating students to behave in socially competent ways. Theory Into Practice, 42(4), 319–326. doi:10.1353/tip.2003.0054.

    Article  Google Scholar 

  • Whitney, J., Leonard, M., Leonard, W., & Camelio, M. (2005). Seek balance, connect with others, and reach all students: High school students describe a moral imperative for teachers. The High School Journal, 89(2), 29–39. doi:10.1353/hsj.2005.0024.

    Article  Google Scholar 

  • Willingham, D. T. (2009). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass.

    Google Scholar 

  • Wolk, S. (2003). Hearts and minds. Educational Leadership, 61(1), 14–18.

    Google Scholar 

  • Zvoch, K. (2016). The use of piecewise growth models to estimate learning trajectories and RtI instructional effects in a comparative interrupted time-series design. Elementary School Journal, 116, 699–720. doi:10.1086/686304.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The College of New Jersey Department of Educational Administration and Secondary Education, Ewing, NJ, USA

    Jonathan Ryan Davis

Authors
  1. Jonathan Ryan Davis
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Cite this chapter

Davis, J.R. (2018). The Dynamic Classroom Management Approach (DCMA): What It Is and How It Can Be Integrated into Methods Courses. In: Classroom Management in Teacher Education Programs. Palgrave Studies in Urban Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63850-8_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-63850-8_4

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-63849-2

  • Online ISBN: 978-3-319-63850-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation