ERIC Number: ED234410
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Managing Classroom Activities in Junior High English Classes: An Interim Report.
As part of a larger effort to understand how classrooms are managed, this study used narrative descriptions of class sessions conducted by seven junior high school English teachers to map the way order was achieved under different circumstances. The basic unit for analysis was the classroom activity, characterized by an identifiable focus or a definite time allotment and program of action. Preliminary analysis of the data revealed five major themes: the effect of the junior high school class schedule on activity systems, the nature of activities and their contexts, activity boundaries and distinctiveness, processes of getting activities started, and activity management and curriculum. Results of the analysis indicated that successful managers were able to (1) construct lessons that fit the externally paced schedule of the school day; (2) use activities with a clear program of action; (3) explicitly mark the boundaries of activities and the transition between activities; (4) demonstrate situational awareness by attending to details and commenting on events taking place in the room; (5) protect activities until they were established by ushering them along, focusing public attention on work, and ignoring misbehavior that disrupted the rhythm and flow of events; and (6) push students through the curriculum even when misbehavior was prevalent in the class. (Author/HOD)
Descriptors: Class Activities, Classroom Communication, Classroom Environment, Classroom Research, Classroom Techniques, Discipline, English Instruction, Junior High Schools, Teacher Effectiveness, Teacher Response, Teacher Role
R&D Center for Teacher Education, Education Annex 3.203, The University of Texas at Austin, TX 78712 ($2.25).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).