Classroom Management: A Pathway to Improving School Climate in two British Secondary Schools

Abstract

How classrooms are formed and managed sets the foundation for emotional and intellectual well-being. A person-centred learning environment balances the needs of both the teacher and the learner, utilizing shared responsibility, cooperative leadership and caring. Built on humanistic principles, this chapter examines the effects of a person-centred classroom management programme, Consistency Management & Cooperative Discipline® (CMCD®), on the school climate of two large secondary schools in England, the use of which represented a shift in philosophy and practice from primarily behaviouristic to instructional and person-centred approaches to classroom management. The changes in school climate over multiple years demonstrate both the problems schools can create and the potential solutions, when students and their teachers receive the care they need to flourish.

Citation

Freiberg, H.J., Templeton, S.M. and Helton, S. (2013), "Classroom Management: A Pathway to Improving School Climate in two British Secondary Schools", Newberry, M., Gallant, A. and Riley, P. (Ed.) Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning (Advances in Research on Teaching, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 203-225. https://doi.org/10.1108/S1479-3687(2013)0000018015