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ERIC Number: EJ889936
Record Type: Journal
Publication Date: 2004-Apr
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1740-4622
Effective Instructional Practice
Paulsel, Michelle L.
Communication Teacher, v18 n2 p44-48 Apr 2004
Prospective teachers often take a course in classroom management to learn how to create an environment conducive to student learning. Typically, prospective teachers learn how to establish routines, develop rules to maintain classroom order, and arrange the classroom to facilitate learning. Many teachers graduate from college, however, with only one or two semesters of experience in knowing how to manage students and practicing the knowledge gained from their classroom management courses. When teachers reflect on their college education, they often conclude they spent much more time learning the subject matter they teach than time learning how to interact with students. Ultimately, many teachers recognize that classroom management is not as easy as they learned in college. To date, researchers have identified at least 22 ways students either resist their teachers' requests or misbehave. For example, students resist their teachers by talking back, not completing their homework, or making excuses when they do something wrong. In light of the numerous ways in which students can misbehave, teachers need to know how they can gain their students' compliance. This article highlights some specific strategies teachers can use not only to keep students on-task, but to maintain an environment conducive to student learning. A list of references and suggested readings is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A