Moving From Control to Community: A Classroom Management Framework

Abstract Classroom management is more than controlling student behavior. Classroom management can serve as the catalyst to promote a community of learners for students who are culturally and linguistically diverse. There is a paucity of practical tools that address both the need for preservice teachers to establish control and their need to build a strong community within the classroom. The civic participation framework presented in this paper can assist preservice teachers as they begin to develop management practices that balance and integrate agendas for establishing control with those related to creating classroom communities that support the participation and empowerment of all students. This shifts the focus of classroom management, which is traditionally viewed as a technical skill that is focused on teaching simple tasks such as classroom organization and managing behavior, to one that is engaging teacher candidates in high‑impact practices that are centered on fostering active and engaging classrooms.