ERIC Number: ED249586
Record Type: RIE
Publication Date: 1984-Jun
Reference Count: 0
Current Research on Effective Classroom Management.
Emmer, Edmund T.
This presentation provides an overview of research on classroom management, emphasizing results from a program of research conducted at the Research and Development Center for Teacher Education (University of Texas) during the last 5 years. These studies, along with others, provide a basis for describing important dimensions of teacher behavior that account for well-managed classrooms. Classroom management is viewed as the result of three phases of activity. During the pre-active phase (before students arrive), teachers form expectations for student behavior, plan rules and procedures, prepare the classroom setting, and identify activities for students. In the second phase, at the beginning of the year, teachers communicate expectations, students are socialized into the classroom setting, and procedures and routines for classroom activities are established. During the third phase, the remainder of the year, the classroom system is maintained by careful teacher monitoring, prompt handling of problems, and carefully designed and conducted activities. (TE)
Descriptors: Class Organization, Classroom Communication, Classroom Environment, Classroom Techniques, Educational Planning, Elementary Secondary Education, Student Behavior, Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teacher Role, Teacher Student Relationship, Teaching Conditions, Teaching Methods
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: Classroom Management; University of Texas Austin
Note: In: "Making Our Schools More Effective: Proceedings of Three State Conferences." See EA 017 101.