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All Journal Journal of Noesantara Islamic Studies Journal of Moeslim Research Technik Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon Research of Scientia Naturalis Lingeduca: Journal of Language and Education Studies Journal Emerging Technologies in Education International Journal of Educational Narratives
Sota Yamamoto
Osaka University
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Automotive Engineering Chemistry Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Physics Other

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From Distraction to Dialogue: A Narrative Analysis of Classroom Management as an Act of Co-Constructing Mutual Respect Laila Ngindana Zulfa; Sota Yamamoto; Aung Myint
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3964

Abstract

Background. Classroom disruptions are often addressed through punitive or authoritarian strategies that suppress student agency rather than foster meaningful engagement. The prevailing discourse frames classroom management as a mechanism of control, largely neglecting its relational and dialogic dimensions. This study departs from that reductive view by examining how teachers and students collectively negotiate behavioral norms through sustained communicative interaction. Purpose. This study aims to explore how classroom management practices function as a co-constructive process through which mutual respect is dialogically produced between teachers and students. Method. A narrative inquiry design was employed, drawing on in-depth interviews, classroom observations, and reflective journals from six secondary school teachers across diverse institutional contexts. Data were analyzed through thematic narrative analysis, attending to relational episodes, turning points, and discursive patterns. Results. Findings reveal that effective classroom management transcends behavioral correction; it emerges as an ongoing, intersubjective dialogue in which teachers reframe disruptions as opportunities for relational repair and mutual recognition. Three narrative patterns were identified: repositioning authority through empathetic listening, transforming conflict into collaborative problem-solving, and sustaining respect through consistent communicative reciprocity. Conclusion. Classroom management, when approached dialogically, serves as a pedagogical act of co-constructing mutual respect rather than enforcing compliance. These findings call for a paradigmatic shift in teacher education toward relational and dialogic competencies.
Co-Authors Amanda Wilson Aom Thai Arnes Yuli Vandika Aung Myint Chevi Herli Sumerli Dara Van Ethan Tan Fahrizal Fahrizal Haruka Sato Haruko Takahashi Kaito Tanaka Laila Ngindana Zulfa Lusiana Rahmadani Putri Nita Rosmala Dewi Pak Wii Ravi Dara Ren Suzuki Riko Kobayashi Sakura Suzuki Samantha Gonzales Seo Jiwon Thabo Mokoena