For decades research polls have identified school discipline and classroom management as among the top challenges most teachers at some point face during their professional careers.\u00a0 New teachers as well as some veteran teachers frequently cite classroom management as a primary concern in their teaching practice, and preservice teachers often point to classroom management as the area in which they feel the least prepared.\u00a0 Effectively integrating instruction in classroom management in a university setting provides a theoretical framework for preservice teachers.\u00a0 While theory is extremely helpful in developing classroom management philosophies, many teachers would agree that they didn\u2019t really learn how to manage a classroom until they were actually working with real students in authentic classroom settings.\u00a0 Given this, it is imperative to develop opportunities to critically examine ways for preservice teachers to address and practice effective classroom management clinical and field experiences.<\/p>\n
As a Professional Development Schools initiative, Anderson High School and Ball State University have leveraged the resources and expertise of the American Federation of Teachers (AFT) to provide \u201cjust-in-time\u201d contextualized support in the area of behavior and classroom management.\u00a0 Based on the professional development course \u201cManaging Antisocial Behavior\u201d created through the AFT Educational Research and Dissemination (ER&D) program, the curriculum is collaboratively modified to meet the developmental needs of preservice teachers.\u00a0 Two all day seminars are held at our ACS Tanglewood Conference Center, strategically facilitated twice a semester by a trained and experienced Anderson High School classroom teacher.\u00a0 Student teachers from Anderson High School and Highland Middle School attend.<\/p>\n
Issue:\u00a0 As a Professional Development School, how could we provide additional support for student teachers placed in our buildings in implementing and sustaining effective learning communities in practicing effective classroom management?<\/p>\n
The answer:\u00a0 Leveraging an Anderson Community Schools and American Federation of Teachers Professional Development Program:\u00a0 Managing Anti-Social Behavior.<\/p>\n
Contextualized support:\u00a0 Extending university instruction, developmentally modified to appropriately meet the needs of preservice teachers, research based instruction and strategies, specifically focused on secondary contexts, with an emphasis on translating theory into practice.<\/p>\n
Anecdotal evidence provided through MASB Student Teacher Workshops Survey.\u00a0 Examples:<\/p>\n