Term
Summer 2026
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Letitia Basford
Content Expert
Nicole Ludens
Abstract
Classroom management is one of the most challenging responsibilities teachers face, yet many educators enter the classroom feeling underprepared to address complex student behaviors while also creating supportive learning environments. This capstone explored the question: How can professional development focused on teacher identity and relationship-based classroom management support elementary teachers in creating supportive, consistent, and positive classroom environments? Through a review of current literature, this project examines the connections between teacher identity, student-teacher relationships, classroom climate, social-emotional learning, trauma-informed practices, and effective professional development. Influential scholars including Beauchamp and Thomas, Jennings and Greenberg, Hamre and Pianta, Gregory et al., Perry and Szalavitz, Souers and Hall, Desimone, and Darling-Hammond et al. helped shape the development of this project.
The result of this capstone is a five session professional development workshop designed for elementary educators. The workshop provides opportunities for teachers to reflect on their own beliefs and experiences, strengthen relationship-based classroom management practices, develop a deeper understanding of social-emotional learning and trauma-informed teaching, and create action plans for implementing these strategies within their own classrooms. Activities include guided reflection, collaborative discussions, classroom scenarios, case studies, and practical planning tools that encourage teachers to apply research to everyday practice. Throughout the capstone process, the research reinforced that effective classroom management extends beyond behavior strategies and is rooted in relationships, consistency, empathy, and teacher self-reflection. Developing this project while beginning my first year as a classroom teacher allowed me to connect the research to authentic classroom experiences and strengthened my belief that meaningful relationships and high expectations can exist together. It is my hope that this professional development will help teachers feel more confident, supported, and prepared to create classroom environments where every student feels valued, understood, and capable of success.
Project Type
Professional Development
Keywords
Classroom Management, Staff Development, Teachers/ Teaching
Recommended Citation
Marrero, Alayna, "Beyond Behavior Control: Teacher Identity and Relationship-Based Classroom Management in Elementary Classrooms" (2026). School of Education and Leadership Student Capstone Projects. 1204.
https://digitalcommons.hamline.edu/hse_cp/1204
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects