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ICLON Leiden University Graduate School of Teaching, Leiden University, P.O. Box 905, 2300 AX Leiden, The Netherlands
Eindhoven School of Education, Technical University Eindhoven, P.O. Box 513, 5600 MB Eindhoven, The Netherlands
c
Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioural Sciences, Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands
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a r t i c l e i n f o
a b s t r a c t
Article history:
Received 17 April 2007
Received in revised form 8 January 2008
Accepted 9 September 2008
Creating a positive working atmosphere in the classroom is the rst concern of many student and
beginning teachers in secondary education. Teaching in multicultural classrooms provides additional
challenges for these teachers. This study identied shared practical knowledge about classroom
management strategies of teachers who were successful in creating a positive working atmosphere in
their multicultural classrooms. Twelve teachers were selected who were regarded as successful classroom managers in Dutch multicultural classes by their principals and students. Video-stimulated
interviews were used to elicit data about the practical knowledge of these teachers. The teachers were
aware of the importance of providing clear rules and correcting student behaviour whenever necessary,
but they also wanted to reduce potential negative inuences of corrections on the classroom atmosphere.
They aimed at developing positive teacherstudent relationships and adjusted their teaching methods
anticipating students responses. Most teachers seemed reluctant to refer to the cultural and ethnic
background of their students.
2008 Elsevier Ltd. All rights reserved.
Keywords:
Classroom management
Teacher Knowledge
Multicultural classroom
1. Introduction
Veenman (1984) reviewed the literature on beginning teachers
concerns. He concluded that creating a positive working atmosphere in the classroom is the rst concern of most student and
beginning teachers in secondary education. Today, research ndings consistently show that student and beginning teachers still
regard this as their most serious challenge (Evertson & Weinstein,
2006a). Teaching in multicultural classrooms provides an additional challenge for these teachers.
In the USA, Australia and Europe, society is becoming increasingly multicultural. Weinstein (2003) notes that the increase of the
percentage of people of colour in the USA, puts a topsy-turvy spin
on the meaning of majority and minority. In the Netherlands, of
the 16 million population in 2007, about three million were either
born outside the Netherlands or had parents born outside the
Netherlands (Centraal Bureau voor de Statistiek, 2007). About 1.7 of
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problematic, and teacher turnover relatively high. In the Netherlands too, the large majority of the people with a non-western
background live in urban areas where social and economic problems tend to be concentrated. Teaching in schools in Dutch cities
may be less challenging for teachers than teaching in urban schools
in the USA, for instance because all schools in the Netherlands
receive equal government funding. But in the Netherlands too,
teaching in city schools with a large percentage of students with
a non-western background is regarded as more stressful than
teaching in other schools in the country. Not for nothing, the Dutch
Council for Education recently advised the Dutch government to
provide extra rewards for teachers willing to work in multicultural
classrooms in Dutch cities (Onderwijsraad, 2006).
Teacher education needs a knowledge base for the preparation
of student and beginning teachers for classroom management in
multicultural classrooms. Verloop, van Driel, and Meijer (2001:
443) dene a knowledge base of teaching as all profession-related
insights that are potentially relevant to the teachers activities.
These insights can pertain to formal theory, i.e., knowledge that is
usually generated by university-based researchers, and to shared
elements of teachers practical knowledge. Cochran-Smith and
Lytle (1999) refer to the former as knowledge-for-practice and the
latter as knowledge-in-practice. Practical knowledge consists of
teachers knowledge and beliefs about their own teaching practice.
It is developed through an integrative process rooted in teachers
own classroom practice and it guides teacher behaviour in the
classroom (Meijer, 1999). According to Verloop et al. (2001), an
exchange between theoretical principles, on the one hand, and
teacher expertise, on the other, is necessary for renement of this
knowledge base of teaching.
The recent publication of the Handbook of Classroom Management: Research, Practice and Contemporary Issues (Evertson &
Weinstein, 2006b) has brought together an impressive theoretical
foundation for a knowledge base about classroom management. In
the introductory chapter of this handbook, Evertson and Weinstein
(2006a: 4) describe classroom management as the actions
teachers take to create an environment that supports and facilitates
both academic and social emotional learning. They distinguish
four themes in contemporary research on classroom management.
The rst is the importance of positive teacherchild relationships
for effective classroom management. According to Evertson and
Weinstein, the teacher as a warm demander comes forward as
effective, particularly for students of colour, in this research. Warm
demanders are teachers who are warm, responsive, caring and
supportive, as well as holding high expectations of their students.
The second theme is classroom management as a social and moral
curriculum. This draws attention to the consequences of teachers
managerial decisions for students social, moral and emotional
development. A third theme is how classroom management strategies relying on punishment and external reward may negatively
inuence the classroom atmosphere. More proactive approaches to
prevent management problems are investigated. The nal theme
refers to the recognition that teachers must take into account
students characteristics, such as age, ethnicity, cultural background, and socio-economic status, when creating an orderly,
productive, and supportive classroom environment.
In their contribution to the Handbook of Classroom Management,
Woolfolk-Hoy and Weinstein (2006) summarize research ndings
on teachers knowledge about classroom management. This review
shows that the majority of teachers in secondary education tends to
a traditional or custodial orientation to classroom management. Teachers with such orientations believe in the teacher as the
authority, in a strict adherence to rules, and in a fair set of
punishments for infractions that increase in intensity aligned with
the severity of infractions. Most other teachers tend to a liberal
progressive or humanistic orientation to classroom
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Table 1
Sample: teacher experience, school, and country of origin of the students
Teacher
Name
School
Years of experience
Subject
Netherlands (%)
Turkey (%)
Morocco (%)
Surinam (%)
Diana
Theo
Daphne
Alan
Thea
Albert
Terry
Tina
Dave
Adrian
Tom
Trudy
Mean
1
1
2
2
2
3
3
3
4
4
4
4
24
21
9
16
8
18
4
12
20
23
16
4
14,6
Dutch
Drama
French
Geography
Dutch
Physical education
Mathematics
Dutch
English
German
English
French
17
57
60
40
60
52
37
50
25
18
25
30
39
4
14
30
35
20
26
37
28
13
18
5
11
20
63
13
7
5
7
4
5
6
33
30
40
37
18
13
6
5
11
5
3
10
2
Other (%)
4
21
10
20
13
17
21
17
17
24
15
11
16
456
better match the data. When this occurred, earlier coding was
checked again. Memos were added to specify and elaborate the
category label meaning. As a result, the labels of the categories were
rened and their meaning was made explicit in the memos. This
helped us identify properties of the data and the concepts that were
emerging from them (cf. Charmaz, 2006). In the end, 30 categories
were distinguished. Subsequently, categories describing similar
strategies were ordered into 11 groups. As a last step in this phase,
these groups were clustered according to the competences
mentioned in the Wubbels, den Brok, et al. (2006) study that they
related to: Monitoring and managing student behaviour, Creating
positive teacher-students relationships, and Teaching for student
attention and engagement.
In the third coding phase, all 611 statements were again
considered and coded for reference by the teacher to the cultural or
ethnic background of students. We identied 60 such statements.
After coding, all statements were summarized and displayed in
cross-case displays (Miles & Huberman, 1994), with the teachers in
the rows and the 30 specic strategies in the columns. In this
display, the strategies were grouped according to the (groups of)
categories to which they belonged. These displays were used to
identify differences and similarities in the statements of the 12
teachers.
Finally, we calculated the relative frequency of mentioning
a specic strategy by dividing the absolute frequency through the
total number of statements of that teacher. Subsequently we
compared the differences in these relative frequencies between
directive, authoritative and tolerant-authoritative teachers, the
subjects they teach, their experiences and the four schools.
3. Results
In this section, we rst describe shared elements in the practical
knowledge of the teachers we interviewed. Then, we discuss the
teachers statements about the cultural and ethnic background of
their students. In our description of the results of the analyses of
the interviews, we illustrate classroom management strategies that
were mentioned by the majority of the 12 teachers with quotes.
Finally, we present the results of the analyses of the differences
among the teachers.
3.1. Practical knowledge about classroom management strategies
Table 2 presents the 30 specic strategies (third column), 11
groups of strategies (second column) and the three competencies
(rst column), together with the number of teachers that
mentioned a strategy and how often the strategy was mentioned.
All 12 teachers talked most about monitoring and managing
student behaviour: 230 of the 332 statements. The teachers talked
far less about creating positive teacherstudent relationships. Three
teachers didnt talk about this at all. Nine teachers did, but not very
frequently: only 30 statements were found on this topic. Eleven of
the 12 teachers talked about teaching for student attention and
engagement: in total there were 72 statements.
We now describe and illustrate the strategies we identied.
3.1.1. Monitoring and managing student behaviour
Almost all teachers talked about being clear about rules and
procedures in the classroom as a condition for creating an orderly
Table 2
Competencies and strategies for classroom management in multicultural classrooms
Competency
Groupings of strategies
Strategies
Be exible (t6-s19)
Create student commitment (t5-s10)
Competencies have been taken from the earlier Wubbels, den Brok, et al. (2006) study.
In the (tn-sn) behind the label for the strategy, the t refers to the number of teachers that refer to this strategy, s refers to the total number of statements.
Strategies marked with an * were also mentioned in the focus-group interviews reported about in Wubbels, den Brok, et al., 2006, Strategies marked with ** resemble strategies
that were mentioned in these focus-group interviews.
457
The third is to show that you are irritated or angry (ve teachers,
eight statements).
I have various levels for volume. They know that. Now I said:
No sound, level zero. (Alan)
You have to split up the lessons in parts in such a way that they
know what they can expect.give them clear instructions about
the division of tasks among them, so that they know who should
do what. (Diana)
I want them to remain seated until they hear the bell. If not, they
will start hanging onto the doors and ticking against the
windows and that is something that I dont like. (Tina)
Well, I have said this for three or four times. Then I get irritated.
Then I say: Damn! I have told you this ve times already!
(Daphne)
Especially at the start of the lesson, the rules and procedures are
important for creating an orderly working climate:
If they enter the classroom, there are a number of things that I
denitely want. That they take off their coats and caps and that
their bags are off the table and their books are on the table, so
that I can start right away. (Dave)
I am very strict about that. They have to sit down in a circle and
look at me. For me, that is a condition for starting the lesson.
(Theo)
In this school, you are supposed to write down all the absentees.
At rst I tried to do that while they were still fooling around
a bit. Just have a look around who is present and who isnt. But
that didnt work. You get confrontations among them and all
kinds of behavioural problems. So now I do it this way [read the
students names out loud]. It will cost you a couple of minutes,
but I have to do this to provide them with some structure. If not,
you will have a messy start and that will have its effect on the
rest of the lesson. (Albert)
Teachers also emphasized the importance of sticking to their
own rules (7 teachers, 18 statements):
In this multicultural group.you have to be consistent. You have
less room to negotiate, or give in. That will be used immediately.
(Theo)
Yes, I always react, in a very calm way. I dont let him interrupt
without a reaction. If I didnt, he would think: O, I can do that.
(Alan)
Providing rules and procedures is one thing, the other is to
make students follow these rules. The teachers talked a lot
about this. Not only about putting limits to students (11
teachers, 48 statements), but especially about how to prevent
escalation after correcting students (12 teachers, 68
statements).
Five strategies were mentioned aimed at putting limits to
students, with different levels of severity. The rst one is showing
awareness (three teachers, four statements).
It is ritual really. Put your jacket on the coat-hooks, your bag on
the oor and your books on the table. But there is always at least
one student who does not do that. That one comes in, looks
around, and starts chatting. So you just stand in the front of the
classroom and look. The others will notice this by your way of
looking. You should just go through with this. Keep standing
there and they will notice it and it will be become really quiet.
They notice that I am waiting until their jacket is on the coathooks. Then we can start. (Diana)
The second strategy is to remind students of the rules (six
teachers, eight statements).
This group that was sitting here, with Aisha and Jasmin.. They
talk Turkish. And then I say: Girls, I cant understand you.I
dont want that, you are in the Netherlands here. You should talk
Dutch here.(Thea)
458
Table 3
Statements about students ethnic and cultural background
Statement
Groupings of statements
about student background and
Statements
Teacher-student
communication (t10-s29)
1. About the role ethnic and/or cultural differences should play when dealing with students (t7-s14)
2. About intercultural communication (t5-s10)
3. About paying attention to students background (t3-s5)
4. About the impact of student background on student behaviour (t5-s6)
5. About the importance of student background for making friends (t5-s7)
6. About language problems for Dutch as second language speakers (t3-s5)
7. About the importance of speaking Dutch in the school premises (t3-s7)
8. About how students with a non-Dutch background talk and think about themselves as members
of the Dutch society (t1-s6)
In the (tn-sn) behind the label for the statement, the t refers to the number of teachers that refer to this statements, s refers to the total number of statements.
459
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