Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management

This article relates how the proposing, critiquing, iterating process of studio-based learning (SBL) provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered. The model is important to person-centered classroom management because it positions teacher candidates as the person being centered on in the course and as a professional who will be called on to manage a classroom in more person-centered ways. Survey data and discourse analyses provide evidence of how SBL practices can bring about more person-centered thinking about classroom management. Evidence reveals that the propose–critique–iterate process of SBL allows teacher candidates to better understand the connection between person-centeredness and SBL and, ultimately, classroom management.