LITERATURE REVIEW-DOMAIN E 1

Literature Review - Domain E:

Classroom Management in a Social Studies Learning Community
Katelynn Estrada
National University
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Abstract

Classroom management goes beyond simple student cooperation in the classroom. Strong

classroom management includes the presence of meaningful and engaging learning activities in

the classroom. An effectively managed classroom includes establishing a physical environment

ideal for learning, managing student behavior and encouraging progress towards learning goals.

The steps necessary to attain learning goals are to establish clear expectations at the start of the

school year, start and finish classes effectively, ensure stimulating activities and attending to

student needs.
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Literature Review-Domain E

A new approach to classroom management features a shift away from the traditional classroom

model. Rather than the classroom being centered around the teacher, there is a new emphasis on

creating “learning communities” where teaching is a collaborative effort amongst teachers and

students.

The concept of a “learning community” reflects the theories of social constructivism.

According to this theory, individual interactions with culture and societies are how knowledge

develops. Individual conversations and encounters provide opportunities for new knowledge or

for an expansion of present knowledge. According to author Matthew Lynch, “to apply social

constructivism theories in an education arena, teachers and school leaders need to shift and

reshape their perspectives. Both must move from being “people who teach” to being “facilitators

of learning.” (Lynch, 2018) A teacher who is appropriately following the constructivism theory

will question students answers and demand students explain their answers with evidence and

reflection. The importance of dialogue within a classroom cannot be overstated. Therefore,

teachers must encourage students to both discuss ideas and exchange information.

The idea of having a classroom based on social constructivism is that the role of the

teacher is to act as a collaborator in promoting knowledge acquisition. “The premise is that when

teachers help students construct knowledge through social interaction, classroom discourse will

deepen through more reflective discussion.” (Brophy & Alleman, 1998, p.56). Teachers will ask

complex and stimulating questions that requires students to process learning in a way that

connects to what they already know. Classes designed on the social constructivism theory require

active learning by students.

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The collaboration between teachers and students is an essential component within a

“learning community”. In this type of environment, students and teachers may agree on a set up

classroom rules that are developed into a class “constitution”. Due to students being active in

helping establish the rules of the class, they are more likely to feel valued and connected to the

classroom.

Little research is available on the benefits of social constructivism in the social studies

classroom. Despite this, the National Council for the Social Studies endorses the inclusion of

“meaningful, integrative, value-based, challenging and active learning.” (Brophy & Alleman,

1998, p.56). These are components of a social construcvtism model of learning. A characteristic

of this type of environment is encouraging students speak their minds. In this type of

environment, students are given time to thin before answering questions and also encouraged to

justify or fully explain their ideas. Providing students with the opportunity to reflect on

knowledge is critical.

The constructivist classroom emphasizes the necessity of creating an environment where

students have shared values and a sense of responsibility for their learn learning. To develop this

sense of responsibility, teachers must encourage students to develop working strategies, time

management and establishing goals. Initially this will require modeling, explanation as cueing by

teachers. As students develop these skills, teachers can reduce the amount of scaffolding being

provided.

Classroom management must always support the goals of instruction. Classroom

management must encourage active student participation in order to improve higher level

thinking and a “social construction of knowledge.” The components of a classroom management

system must also reflect the learning outcomes that teachers establish for their students.
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References:

Lynch, Matthew. (2016) Social Constructivism in Education. Retrieved from:

https://www.theedadvocate.org/social-constructivism-in-education/

Brophy, Jere & Alleman, Janet. (1998). Classroom Management in a Social Studies Learning
Community. Social Education. P. 56-58.