This monograph addresses the following questions: What is MCM and how is it viewed by teachers and student-teachers? What are the methodological tools that could help improve classroom management competencies on an ongoing basis? How has the model proposed here been applied to various issues – the diversity of children in preschools, coping with challenging behavior (and applying boundaries and rules), planning and implementing curriculum that promotes participation and learning? What improved or changed in the preschools following implementation of the MCM model? What are the main lessons learned about enhancing teachers’ classroom management competencies derived from applying the proposed model? Part I describes a theoretical model that defines MCM as a meta-competency. This theoretical model serves as a conceptual foundation for understanding interventions in educational settings that are focused on the enhancement and improvement of classroom management competencies. In the second chapter of Part I, we define the research methodologies employed by student-teachers and teachers in their attempts to understand the educational setting and improve their classroom management practice – an analysis of social episodes, action research, and case studies. The subsequent chapters provide an analysis and interpretation of cases showing employment of the MCM model by student-teachers and teachers in several main areas of preschool work. Part II looks at the application of the MCM model in dealing with children’s challenging behavior. Part III examines MCM’s influence on curriculum and discourse that promotes learning. Finally, Part IV analyzes the role of MCM in understanding and coping with diversity (ethnic, functional, and other). Collaboration with staff and parents as well as time and space management are embedded in the various domains of preschool work, and as such are indirectly addressed in Parts II, III and IV and summarized in the concluding chapter.Exposition, interpretation, and analysis of the cases are presented in the concluding chapter and show the following:Educational decisions in complicated situations and social-moral planning of classroom work involves activation of all the components in the MCM model – leadership based on proactive and ecological thinking in conjunction with self-regulation and good relations with children, staff, and parents.The MCM model was successfully implemented in various communities and content domains (e.g., sciences, arts, the Bible).Collaboration between staff and parents involves intentional planning, which requires more than forming and maintaining good relations among the stakeholders.Classroom management emerged as an evolutionary process reflected in daily actions of observation, planning, decision making, leadership of learning encounters, setting rules and routines, coping with conflicts, designing space, and planning time.The evolution of classroom management involves both the development of perceptions and competencies and, at times, a real transformation of perspectives that enables improved classroom management.Improvement in classroom management competencies was associated with improved emotional reactions, social competencies, and learning in young children.The development and transformation of perceptions and improved classroom management competencies were driven by the commitment of the teaching staff to the children’s well-being and learning, and by a systematic, active, and cyclical approach to dealing with problems and difficulties.
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