Teachers’ training and support 

SUMMARY

Existing Knowledge:

• Classroom management is a significant challenge for novice teachers, often inadequately covered in teacher preparation programs.

• Previous research highlights the need for evidence-based strategies to improve classroom discipline and learning outcomes.

New Insights from this Study:

• Novice teachers report feeling unprepared to handle classroom behavior issues due to the theoretical focus of their training, lacking practical, evidence-based classroom management skills.

• Teachers benefited from nonverbal strategies (e.g., eye contact) and preventative measures, but reported these were underemphasized during their preparation.

Putting Research into Practice:

• Teacher preparation programs should integrate more practical classroom management training, focusing on evidence-based, nonverbal, and preventative strategies.

• Mentoring and ongoing professional development are essential for novice teachers to bridge the gap between theory and practice, enhancing classroom control and student engagement.

The Journey of a New Teacher: Mrs. Clark’s First Year

At Greenfield Elementary, Mrs. Clark was about to begin her first year as a teacher. Fresh out of college, she was excited but also nervous. Classroom management was the part of teaching that intimidated her the most. She had read about evidence-based strategies during her training, but putting them into practice in a real classroom felt overwhelming.

Early in the year, Mrs. Clark found herself struggling to keep her third-grade students on task. They were enthusiastic but easily distracted, and despite her best efforts, the class often felt chaotic. Mrs. Clark realized she needed more than just theory—she needed support and practical training to manage her classroom effectively.

Fortunately, Greenfield Elementary had a strong mentoring program for novice teachers. Mrs. Clark was paired with Mr. Harris, a veteran teacher known for his calm, well-managed classroom. He shared with her what he had learned over the years about evidence-based classroom management strategies.

Together, they focused on three key areas: setting clear expectations, reinforcing positive behavior, and using consistent consequences. Mr. Harris explained how important it was to establish routines early on and to be firm yet supportive in maintaining them. He also introduced Mrs. Clark to specific strategies like positive reinforcement—acknowledging good behavior rather than just reacting to the bad.

But more than just strategies, Mrs. Clark realized she needed ongoing support. The weekly check-ins with Mr. Harris were invaluable. He would observe her lessons, provide feedback, and offer encouragement when things didn’t go as planned. She also attended workshops on evidence-based practices, which gave her a deeper understanding of the tools she was using in the classroom.

By the middle of the year, Mrs. Clark’s classroom was running more smoothly. Her students responded well to the routines she had established, and they began to thrive under the clear structure she provided. She had learned to handle disruptions with calm confidence, thanks to the training and support she received.

The study by Melissa K. Shank that Mrs. Clark had read about novice teachers confirmed what she was experiencing: new teachers need ongoing support and practical training in classroom management. It wasn’t enough to know the theory; she needed to see it in action, get feedback, and have mentors like Mr. Harris to guide her through the process.

By the end of the year, Mrs. Clark felt proud of how far she and her students had come. With the right support and evidence-based strategies, she had transformed her classroom into a positive, well-managed learning environment. Her journey showed that with the proper training and mentorship, even novice teachers could build the skills needed for effective classroom management.

Reference:

Article Title: Novice teachers’ training and support needs in evidence-based classroom management.

Authors: Melissa K. Shank 

Journal: Preventing School Failure: Alternative Education for Children and Youth Year: 2023 

Key Terms: Behavior management; classroom management; evidence-based practices; novice teachers; professional development