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ERIC Number: ED512813
Record Type: Non-Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 17
Maintaining Discipline: Conceptualizations towards the Understanding and Controlling of Classroom Behavior
Lennon, Sean
Online Submission
Professionals in education commonly cite classroom and student disruptions as one of the most difficult and persistent problems impacting many schools today. New teachers are especially susceptible though many experienced faculty members struggle as well. The discernible (and unknown) variables which define or create management issues are far too numerous and convoluted to be of help to the practitioner but they can be easily defined by the subjects involved. Classroom interaction, albeit positive or negative, is composed of three components or parts; the teacher variable, the student variable and the whole class (operating as group think) variable. This article takes the assumption that the latter two, student and class variables, are difficult if not out of the control of the teacher, suggesting that educators look more into their own role as facilitators in avoiding issues and if necessary in resolving them as professionally and as quickly as possible. This role is understated and not correctly understood by many in the educational field but its value in resolving and or avoiding conflicts has obvious benefits. Once defined, extenuating concepts and ideas are discussed and how, if implemented properly, they could facilitate or help in minimizing disruptive behaviors.
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A