Teacher caring as a classroom management strategy

McCroskey (1992) noted that when teachers motivated students by caring for them, students interpreted it as an act of inspiring them in positive ways of displaying empathy, understanding, and responsiveness. Teachers earn greater respect from students. In fact, teachers can manage a positive classroom environment by helping students to be self-disciplined in class. Students learn how to be self-disciplined, supportive, and encouraging to one another by teachers modeling desired caring behaviors (Noddings, 2005). When a positive classroom environment is established, students agree to cooperate with teachers and peers creating a community of learners (Brown, 2004). In turn, students will demonstrate their ability to perform to the high expectations of their teachers. In this paper, exercising teacher caring as a proactive measure to diminish student misbehavior is initiated as a strategy to prepare students to become self-disciplined to achieve positive classroom management, which directly impacts the classroom learning environment Noddings (2005) contented that until our students believe they are cared for and learn to care for others, they will not achieve academic success.

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