Considerations for classroom management in the absence of libertarian free will

Research into the area of classroom management often fails to explicitly discuss the role of free will. This article highlights the potential negative implications of teachers failing to fully acknowledge the constraints on students’ ability to act freely, particularly with respect to classroom management issues. It is argued that such constraints should be acknowledged within initial teacher education. Supporting this position, this article first outlines some of the emergent research in the area of conscious intent before discussing the associated classroom management implications. The ability of teachers to demonstrate emotional generosity when dealing with classroom management issues is highlighted as an essential proficiency to master. The authors reason that a critical examination of the role of free will holds the potential to help nurture such generosity. The article concludes by discussing potential implications for initial teacher education providers and emphasises prospective spaces where pre-service teachers’ emotional objectivity may be advanced.