ERIC Number: EJ859121
Record Type: Journal
Publication Date: 2009
Reference Count: 20
The Three Fs of Classroom Management
Daniels, Mark L.
AASA Journal of Scholarship & Practice, v6 n3 p18-24 Fall 2009
This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors seeking secondary teaching certification. When using the phrase "the three Fs," the author refers to the following components: (a) "foundation"; (b) "field"; and (c) "flow." One of the strengths of the theory is that it is structured enough to deliver a blueprint for complete management of the classroom while, at the same time, being flexible enough to allow an individual teacher to inject his/her personality into his/her teaching style. This classroom management theory may prove quite useful to administrators who are striving to standardize classroom teaching practices within schools or school districts.
Descriptors: Classroom Techniques, Teaching Styles, Teacher Characteristics, Teaching Methods, Secondary School Teachers, Secondary School Mathematics, Preservice Teachers, Student Behavior, Student Attitudes, Classroom Environment, Teacher Expectations of Students, Learning Theories, Mathematics Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Secondary Education
Audience: Teachers; Administrators
Authoring Institution: N/A