New report says teachers not taught proven methods of classroom management

teacher-classroom-managementTeacher preparation programs are leaving teachers to fend for themselves and to discover their own path to classroom management instead of relying on “proven” strategies based on research, according to a new report. And this philosophy, says one group, that will lead to classroom inefficiency at best and lack of student achievement at worst.

The report, “Training Our Future Teachers: Classroom Management,” was conducted by the National Council on Teacher Quality (NCTQ), a research and policy group often criticized by teacher colleges as “methodologically flawed” and “ideologically based.” NCTQ is a Gates-funded initiative that is part of the “corporate school reform” movement, and it advocates for tougher teacher evaluation practices and methods.

In its new report, NCTQ argues that while teacher preparation programs do heavily emphasize classroom instruction, classroom management skills based off of “proven” techniques are often left out of formal instruction and don’t require evaluation.

Because of this lack of focus on management skills, even “the most brilliantly crafted lesson can fall on deaf ears—or, worse, be upended by disruptive behavior,” according to NCTQ.

(Next page: “Proven” techniques?)

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Meris Stansbury

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