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Classroom Management  \nPermalink  \n[https://escholarship.org/uc/item/3jb706gs](https://escholarship.org/uc/item/3jb706gs)  \nJournal  \nBerkeley Review of Education, 6(2)  \nISSN  \n1947-5578  \nAuthor  \nDavis, Jonathan Ryan  \nPublication Date  \n2017-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nFrom Discipline to Dynamic Pedagogy: A Re  \nConceptualization of Classroom Management Jonathan Ryan Davis 1  \nThe College of New Jersey  \nAbstract  \nThe 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.  \nKeywords: classroom management, culturally responsive pedagogy, teacher education  \nShe is boring, boring. She could do something creative. Instead she just stands there. She can’t control the class, doesn’t know how to control the class. She asked me what she was doing wrong. I told her she just stands there like she’s meditating   She says that we’re supposed to know what to do. I told her I don’t know nothin’ unless she tells me. She just can’t control the class. (Delpit, 2006, p. 36)  \nThese teachers, who were trained to teach students from middle-class families and who often come from middle-class families themselves, now find themselves engulfed by minority students, immigrants, and other students from low-income families—students whose values and experiences are very different from their own. (Brown, 2003, p. 278)  \n1 Correspondence concerning this article should be addressed to Jonathan Ryan Davis, Ph.D., The College of New Jersey, Department of Educational Administration and Secondary Education, P.O. Box 7718, Ewing, NJ 08628-0718. Email: [davisj@tcnj.edu](davisj@tcnj.edu).  \nBerkeley Review of Education Vol. 6 No. 2, pp. 129–153  \n130 Davis  \nThe classroom is a complex space. To better understand this space, educational theorists must recognize the dynamic social, cultural, economic, and power relationships that exist within U.S. classrooms. Many teachers are unprepared to successfully teach students from diverse backgrounds in these multifaceted classroom settings (Brown, 2003; Delpit, 2006) . This suggests the need for cultural competency and the strategies to successfully operate from that frame within the classroom. Moreover, educators often link the disengagement of students, as a result of cultural misunderstandings, to problems with classroom management (Weinstein, Tomlinson-Clarke, & Curran, 2004) .  \nEducators have traditionally thought about classroom management as being rooted in organization, control, and obedience (McLaughlin & Bryan, 2003; Rist, 1972) . As Bear (2015) outlined, the concept of classroom management has shifted since the early 20th century. It began as a “machine-like and‘military organization’ style”(p. 16) at the turn of the 20th century","cbCaijiCf3qPJ1UD","https://ap.wps.com/l/cbCaijiCf3qPJ1UD","pdf",410568,26,"English","# Abstract\n# Re-conceptualizing Classroom Management\n## Dynamic Classroom Management Approach (DCMA) Components\n# Classroom Management as Discipline and Control\n## Historical Shifts in the Concept\n# Beyond Discipline: Relationships, Instruction, Power, and Culture\n## Asset-Based and Culturally Responsive Perspectives","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article re-conceptualizes classroom management, shifting it from discipline and control toward creating a positive learning environment.\"},{\"question\":\"What framework does the article introduce for classroom management?\",\"answer\":\"It presents the Dynamic Classroom Management Approach (DCMA) as a cohesive theoretical foundation integrating culturally responsive strategies.\"},{\"question\":\"Which four components of DCMA are examined?\",\"answer\":\"The article examines flexibility and adaptability, understanding students’ diverse backgrounds, effective pedagogy, and creating a positive classroom culture and community.\"}]","From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management | PDF",1792079799,66]