Novice teachers’ training and support needs in evidence-based classroom management

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

Keywords:

• Behavior management
• classroom management
• evidence-based practices
• novice teachers
• professional development

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.