Rethinking Classroom Management from a Student-Centered Perspective: An Online Module Approach
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| Title: | Rethinking Classroom Management from a Student-Centered Perspective: An Online Module Approach |
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| Language: | English |
| Authors: | Elizabeth McNeilly, Rose Bene, Kathryn Lawson, Patricia Danyluk |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. 2025 16(1). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Classroom Techniques, Student Centered Learning, Preservice Teachers, Electronic Learning, Student Attitudes, Classroom Environment, Preservice Teacher Education, Student Behavior, Foreign Countries, Learning Modules |
| Geographic Terms: | Canada |
| ISSN: | 1918-2902 |
| Abstract: | In our qualitative research study, we sought to determine whether completing a set of online modules called Classroom Flow could shift pre-service teachers' (PSTs') perceptions, language, and practice towards developing classroom cultures that are more student-centered. The online modules encouraged PSTs to familiarize themselves with the various classroom management theories and practices throughout history. Embedded case study scenarios within the modules enabled PSTs to encounter, redirect, and/or mitigate off-task student behaviours in a safe environment outside of the classroom. Throughout the modules, we opted to use the language of "flow" (Csikszentmihali, 1990) to represent the idea of classroom management from a more student-centered perspective. Our findings revealed that the use of online modules not only enabled PSTs to reflect on their choices for establishing student-centered classroom cultures and mitigating classroom disruptions but also helped to fill a gap in their teacher education programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489111 |
| Database: | ERIC |
| Abstract: | In our qualitative research study, we sought to determine whether completing a set of online modules called Classroom Flow could shift pre-service teachers' (PSTs') perceptions, language, and practice towards developing classroom cultures that are more student-centered. The online modules encouraged PSTs to familiarize themselves with the various classroom management theories and practices throughout history. Embedded case study scenarios within the modules enabled PSTs to encounter, redirect, and/or mitigate off-task student behaviours in a safe environment outside of the classroom. Throughout the modules, we opted to use the language of "flow" (Csikszentmihali, 1990) to represent the idea of classroom management from a more student-centered perspective. Our findings revealed that the use of online modules not only enabled PSTs to reflect on their choices for establishing student-centered classroom cultures and mitigating classroom disruptions but also helped to fill a gap in their teacher education programs. |
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| ISSN: | 1918-2902 |
