{"pk":63246,"title":"From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management","subtitle":null,"abstract":"The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and strategies from contemporary educators, this article examines a new theoretical and conceptual foundation for classroom management—the Dynamic Classroom Management Approach (DCMA)—which consolidates these ideas into one cohesive framework. Four major components of DCMA are examined in detail: (a) flexibility and adaptability in one’s management style, (b) understanding the context of students’ diverse backgrounds, (c) effective pedagogy, and (d) creating a positive classroom culture and community. Each component focuses on why and how educators can meet the needs of all students to create a positive learning environment that proactively engages them while mitigating behavioral issues.","language":"en","license":null,"keywords":[{"word":"classroom management"},{"word":"culturally responsive pedagogy"},{"word":"teacher education"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jb706gs","frozenauthors":[{"first_name":"Jonathan","middle_name":"Ryan","last_name":"Davis","name_suffix":"","institution":"The College of New Jersey","department":""}],"date_submitted":"2015-06-16T22:31:24Z","date_accepted":"2015-06-16T22:31:24Z","date_published":"2017-05-09T02:49:43Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63246/galley/48794/download/"}]}