ERIC Number: ED166193
Record Type: RIE
Publication Date: 1978-Jun
Reference Count: 0
Classroom Organization at the Beginning of School: Two Case Studies.
Anderson, Linda M.; Evertson, Carolyn M.
Observation of two third-grade teachers during the opening days of school revealed different approaches to organizing their classes and instructing pupils on correct classroom behavior. The results of observation are given in narrative form and analyzed. Five principles that characterized the most effective teacher are presented: (1) The teacher who was better organized demonstrated an ability to analyze the tasks of the first weeks of school and presented them to students in small easily understood steps; (2) Before the morning began, the better-organized teacher had clear expectations about what she would accept in the students' behavior and what would be encouraged; (3) The better-organized teacher communicated her expectations clearly to the students from the beginning; (4) The better-organized teacher remained sensitive to the students' concerns and needs for information; and (5) The better-organized teacher monitored her students closely in order to give immediate feedback. Follow-up questions from the classroom organization study are appended. (JD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (30th, Chicago, Illinois, February 21-24, 1978)