Teaching with Classroom Management Coursework: A Case Study—Methods II into Student Teaching

Abstract

This chapter examines three case studies of students from Professor Gold’s Master's-level Adolescent Social Studies course at Public University in New York City (NYC) that did integrate the Dynamic Classroom Management Approach (DCMA) into the class. It first focuses on the experiences of Faye, Kate, and Ezequiel in their Methods II course, including their: (a) expectations for Methods II; (b) definition of classroom management; (c) linking of pedagogical and classroom management strategies to their fieldwork; (d) appreciation of having strategies modeled; and (e) changed expectations. The chapter concludes by following up with each student one month into student teaching and explores their: (a) initial teaching challenges; (b) application of DCMA’s tenets; (c) perceived usefulness of Methods II in student teaching; and (d) perception of classroom management.

The biggest misunderstanding about classroom management is that it is a reactive thing, not a proactive thing. If a teacher lays the groundwork for a positive, respectful classroom, this [becomes] classroom maintenance, not management.

— Kate after completing Methods II

Since the last time we met, I have come to understand different things from the theory [and textbooks] and now in practice. Students they react well to people that can connect with them. So you can have authority in the classroom; you really don’t want anarchy in the classroom, but at the same time you can be pleasant and respectful—they love that.

— Ezequiel after one month of student teaching