Elementary School Teachers' Experiences of Implementing the Teacher Classroom Management Method - Case Study in Finland
DOI:
https://doi.org/10.46328/ijonse.144Keywords:
Elementary school, Teacher Classroom Management Method, Behavioral response, Pupil, Teacher, Sustainable well-beingAbstract
The diversity of pupils and their different difficulties challenge teachers' skills and methods in teaching. Some behavioral challenges require rapid intervention and a multidisciplinary and interdisciplinary approach from the teachers. An internationally recognized tool, TCM (Teacher Classroom Management), aims to support pupils' socio-emotional development, improve teacher-pupil interaction, and strengthen school-home cooperation. This pilot study examines teachers' experiences of TCM in Finnish primary school context. The study is qualitative, and the data (N=16) was collected through focus group interviews. According to the results, the teacher's strengthened group management skills were positively reflected in the classroom. Teachers´ positive communication with the class strengthened interaction and made it easier to deal with difficult issues. However, implementing TCM in the school community requires ongoing support. Collegial experiences and renewed group management skills strengthened the teachers' own experience of coping at work. The TCM method provided appropriate group management tools.
References
Maunula, M., Granlund, K., & Harju-Luukkainen, H. (2023). Elementary school teachers' experiences of implementing the Teacher Classroom Management Method - Case study in Finland. International Journal on Studies in Education (IJonSE), 5(3), 332-347. https://doi.org/10.46328/ijonse.144
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