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ERIC Number: ED302874
Record Type: RIE
Publication Date: 1986
Pages: 9
Abstractor: N/A
Reference Count: N/A
Classroom Management: Theory into Practice.
Guernsey, Marsha A.; Peary, Marjorie
Educators cite classroom management as intrinsic to the learning process. This paper presents a broad picture of classroom management and offers some suggestions for actual classroom implementation. Major findings are highlighted, along with practical techniques for their instructional application. Classroom management is an organizational process dependent on many variables--the teacher's philosophy of education, grade level, student needs, available instructional resources, and administrative support. Effective teaching research indicates that good classroom managers are good teachers who create optimal learning experiences for students, thus decreasing the likelihood of management problems. These teachers set high learning standards, hold students accountable for their own learning, communicate expectations, provide prompt feedback, utilize class time for academic learning, and are well prepared. Organized classroom activity occurs when behavior standards are practiced, reviewed, and enforced, not merely written or discussed. Disciplinary measures, when needed, are carried out swiftly, fairly, and consistently. Perhaps the most important component of classroom management is creating a positive classroom environment that praises appropriate behavior and academic achievement and emphasizes positive interactions. (MLH)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference of the Council for Exceptional Children (New Orleans, LA, March 31-April 1, 1986).