ERIC Number: ED322120
Record Type: RIE
Publication Date: 1989
How Do Teachers Talk about Maintaining Effective Discipline in Their Classrooms?
Munn, Pamela; And Others
A study was conducted to discover what expert teachers do to promote and maintain effective discipline in their classrooms. The research took place in four secondary schools in Scotland. A random sample of students (aged 12-16 years) in each of the schools were asked to write the names of the three teachers in the school who were best at getting the class to work well and to write what it was that each of the three teachers did that made the class work well. The 16 selected teachers were observed for 2 weeks. Brief interviews with each teacher sought to elicit the teacher's own constructs of what he or she did to get the class to work well. From the analysis of the teachers' descriptions and explanations of what they do to maintain effective discipline and keep the class running smoothly, a framework was derived for understanding effective classroom discipline. The framework, grounded in teachers' actual practice, not in what they think they ought to do or what they would do in ideal circumstances, has three main elements: actions, goals, and conditions. The framework could be used in three ways: (1) helping beginning teachers to analyze classroom practice; (2) helping beginning teachers to reflect upon their practice; and (3) helping beginning teachers to develop their lesson planning. (JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education.