Abstract
Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers’ feelings of unpreparedness for effective classroom management were shaped. It described ideas of how to best support teachers using interviews and documents from California novice teachers. Findings identified that novice teachers felt unprepared for student behavior issues in the classroom. Inadequate training led to teachers’ classroom management deficits including a lack of understanding of preventative, nonverbal, and evidence-based classroom management.
Graphical Abstract
![](/cms/asset/d9eba3a1-5ad6-4756-bed6-7f4a3417235d/vpsf_a_2195361_uf0001_c.jpg)
Acknowledgments
Thanks to Dr. Mansureh Kebritchi and the Dissertation to Publication workshop at the University of Phoenix, for supporting article preparation with special thanks to workshop reviewer, Dr. James Lane, for helping finalize the manuscript.
Declaration of interest
No potential conflict of interest was reported.
Additional information
Notes on contributors
Melissa K. Shank
Dr. Melissa K. Shank is a fellow at the University of Phoenix with an Ed.D. in Education and an MBA. Current research interests include teacher preparation, distance learning, and remote work. Dr. Shank is currently working as a PMP-certified project & program manager for a global technology company.