Training Needs for Classroom Management

        Summary of McGuire et al. (2023)

 Background & Existing Knowledge
Teachers, particularly in general education, often lack comprehensive training in classroom and behavior management, especially for students with behavioral challenges.

New Insights from This Study
✔ Preservice training on behavior management is minimal; in-service training is more common but still insufficient.
✔ Positive Behavior Supports (PBS) and function-based interventions are highly effective yet under-taught.
✔ Special education teachers receive more preparation than general educators.

Practical Applications

Embedding CM in Teacher Preparation
📌 Make classroom and behavior management a core subject in education degrees.
📌 Include evidence-based practices such as PBS in preservice training.
📌 Pair theory with classroom-based practicums for hands-on experience.

Enhancing Inservice Professional Development
📌 Provide refresher courses on behavior intervention techniques.
📌 Offer training in conducting functional behavior assessments.
📌 Create interdisciplinary workshops with special educators for knowledge sharing.

Building Preventive and Responsive Skills
📌 Teach proactive classroom structuring to minimize problem behaviors.
📌 Provide a toolkit of strategies for escalating and de-escalating situations.
📌 Include cultural responsiveness in behavior management training.

Conclusion
Comprehensive, practical training in classroom and behavior management empowers teachers to create inclusive and effective learning environments.

Reference
McGuire, S. N., Meadan, H., & Folkerts, R. (2023). Classroom and behavior management training needs and perceptions: A systematic review of the literature. Child & Youth Care Forum. https://doi.org/10.1007/s10566-023-09750-z

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Training Needs for Classroom Management. Excellent Educator, 2(16), 6.