Danyluk, Patricia Jill2013-07-312013-07-312013-07-31https://laurentian.scholaris.ca/handle/10219/2016How do children and youth in the classroom impact on the development of student teachers’ classroom management skills during the teaching practicum? This study approached the problem through the sociology of childhood/youth, using a human development framework, and asked children and youth what role they believe they play in the formation of classroom management skills for teaching candidates. Utilizing a phenomenological method, this study sought to discover the perspectives of children and youth, and student teachers themselves, as classroom management developed. Until now, the role that children and youth play in the development of classroom management for student teachers has largely been ignored. Through a series of observations, focus groups, student teacher questionnaires, and narratives, a portrait emerged of children and youth as active agents in the development of student teachers’ classroom management skills. The key findings indicate that children and youth utilize their agentic status to communicate their needs to student teachers verbally, physically, and through behaviour. A new model of student teaching emerged, suggesting a teaching quadrad where children and youth in the classroom are recognized as playing a role equal to or more significant than that of associate teachers or faculty in the development of classroom management for student teachers.enClassroom managementStudent teachersChildrenYouthThesis