ERIC Number: ED461662
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Class Management in the Primary School. Successful Teaching Series.
Wragg, E. C.
This book is designed to help elementary teachers improve their classroom management techniques. It can be used alone or in conjunction with other books in the "Successful Teaching Series." Many issues covered in the book are generic and apply to both elementary and secondary teaching. Section 1, "Skillful Class Management," analyzes what constitutes effective classroom management. Section 2, "Different Views," examines different philosophies and approaches to classroom management (e.g., authoritarian, democratic, behavior modification, interpersonal relationships, and folklore). Section 3, "First Encounters," explores the very first encounters that teachers have with their new classes (e.g., preparing for entering the classroom, entering the school, entering the classroom, and opening words). Section 4, "The Two Rs: Rules and Relationships," examines rules, self- discipline and negotiation, interpersonal relationships, and rewards and punishments. Section 5, "Skills, Strategies and Decision-Making," focuses on decision making (e.g., individual and group management, time management, space management, vigilance, and student disruption). Section 6, "Developing and Enhancing Competence," looks ahead to the development of greater competence in classroom management. Several types of activities are included (discussion, written, and practical). (Contains 29 references.) (SM)
Descriptors: Classroom Techniques, Decision Making, Elementary Education, Elementary School Teachers, Interpersonal Relationship, Student Behavior, Teacher Competencies, Teacher Student Relationship
RoutledgeFalmer, an imprint of the Taylor & Francis Group, 29 West 35th Street, New York, NY 10001-2299 ($15.95). Tel: 212-216-7800; Fax: 212-643-1430; Web site: http://www.routledgefalmer.com.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A