ERIC Number: ED285844
Record Type: RIE
Publication Date: 1987-Jul
Reference Count: N/A
Educating Teachers about Managing Classrooms and Students. Occasional Paper No. 115.
This paper considers the scholarly knowledge base that exists on classroom management in an effort to educate teachers about managing classrooms and students. The concepts of instruction, classroom management, student socialization, and disciplinary intervention as functions commonly performed by teachers are defined. It is argued that a sustained focus is needed on a single integrated approach, taught as an action system that includes attention not only to propositional knowledge (concerning principles of effective management) but also to procedural knowledge (of how to implement these principles) and conditional knowledge (of when and why to implement them). Other recommended elements include conceptual change teaching designed to confront and correct inappropriate attitudes or beliefs that students may bring with them; emphasizing the basics by concentrating on the most commonly occurring classroom teaching situations; and developing skills as much as possible through the apprenticeship approach (modeling, coaching, scaffolding/fading) but supplementing this as needed with didactic instruction in basic concepts and skills, structured classroom observation and student teaching experiences, and use of case materials and simulation exercises as substitutes for field experiences that cannot be included in the program. (CB)
Descriptors: Classroom Techniques, Discipline, Educational Needs, Elementary Secondary Education, Intervention, Teacher Behavior, Teacher Education, Teacher Student Relationship, Teaching Skills, Teaching Styles
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($4.00).
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).