LCT-5004

Darling-Hammond, S., & Fronius, T. (2023). Restorative Practices in Schools. In Edward J. Sabornie, & Dorothy L. Espelage: Handbook of Classroom Management. Routledge.
This book chapter presents a foundation for moving toward restorative justice practices in schools, which translates to how to implement similar approaches in your own PK-12 classroom. Restorative justice practices move beyond punishments and rewards and consider diversity and various individual and group needs of students, helping to teach everyone in the PK-12 lifelong lessons about interpersonal and interpersonal understanding.

Ateh, C. M., & Ryan, L. B. (2023). Preparing teacher candidates to be culturally responsive in classroom management. Social Sciences & Humanities Open, 7(1). https://doi.org/10.1016/j.ssaho.2023.100455
Culturally responsive teaching is crucial for today’s diverse PK-12 students. Consider how your philosophy and plan for classroom management can be more culturally responsive to students’ needs and backgrounds.

McDermott Goldman, C. L., & Peluso, L. A. (2022). Classroom Management for Culturally and Linguistically Diverse Learners. In Joanna Alcruz, & Maggie Blair: Engaging Diverse Learners: Enhanced Approaches to Classroom Management. Rowman & Littlefield Publishers.
Today’s students are both culturally and linguistically more diverse than in the past. PK-12 classroom management plans must take into account and mindfully plan for today’s diverse students.

Knoster, T. & Gardner, S. (2024). The Teacher’s Guide for Effective Classroom Management: A Trauma-Informed Approach. Brookes Publishing.
This book provides deeper insight into classroom management approaches that are responsive to the needs of students with various forms of trauma. Many of today’s students have faced ongoing trauma, especially marginalized groups of students, such as refugees, immigrants, and others.