Abstract
This article presents a powerful and engrossing method for engaging pre-service teachers in meaningful discussions about classroom management. The author details the use of perspective-taking scenarios, which are short vignettes based on real-life classroom management dilemmas faced by teachers. Processes for encouraging deep, transformative discussions and tips for writing classroom management scenarios are described. The author postulates that pre-service teachers can become more confident and capable classroom managers by hosting lively and wide-ranging discussions about actions to take when faced with specific classroom management situations.
Erratum
This issue was incorrectly labeled as Volume 13, Number 5 when originally published.
Recommended Citation
Cole, William Gary
(2023)
"Classroom Management Scenarios: From Theory to Practice,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
3, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss3/5