Classroom management in elementary school during the pandemic

Classroom management in elementary school during the pandemic

• Josianne Caron, Université du Québec à Rimouski, Canada

• Nancy Gaudreau, Université Laval, Canada

• Chloé Harvey, Université du Québéc à Rimouski, Canada

• Sandra Sicard, Centre de services scolaire Des Navigateurs, Canada

• Stéphanie Robitaille, Centre de services scolaire Des Samares , Canada

• Mélanie Arbour, Centre de services scolaire Des Affluents, Canada

• Tristan Brochu, Centre de services scolaire Des Affluents, Canada

doi : https://dx.doi.org/10.18162/fp.2020.674

Résumé

Optimal classroom management requires a surefooted use of professional teaching competencies (Gaudreau, 2017) combined with an educational context that establishes and maintains a safe and positive learning environment. This context has been upended by the current pandemic. How can teachers manage their classrooms when many students are learning remotely while others remain in school? With reference to the theoretical and experiential literature, this article examines how four elementary school teachers adapted their classroom management practices.

Abstract

Optimal classroom management requires a surefooted use of professional teaching competencies (Gaudreau, 2017) combined with an educational context that establishes and maintains a safe and positive learning environment. This context has been upended by the current pandemic. How can teachers manage their classrooms when many students are learning remotely while others remain in school? With reference to the theoretical and experiential literature, this article examines how four elementary school teachers adapted their classroom management practices.