ERIC Number: EJ1029798
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: N/A
Classroom Management: What Does Research Tell Us?
Postholm, May Britt
European Educational Research Journal, v12 n3 p389-402 2013
The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral development. During an early phase, classroom management focused on pupil behaviour and discipline, and was rooted in a behaviourist understanding. This article shows that classroom management is now more about understanding the class as a social system. The findings show that several factors and conditions influence classroom management: the self-understanding of teachers and their mindfulness, the multicultural classroom, behaviour management, lack of knowledge on classroom management, knowledge of physical and social context, rules, relations and commitment, person-centred versus teacher-centred classroom management, an ecological perspective on classroom management and classroom management in connection with motivation and learning. The review article states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Descriptors: Classroom Techniques, Educational Research, Classroom Environment, Social Development, Moral Development, Student Behavior, Discipline, Performance Factors, Social Cognition, Cultural Pluralism, Student Diversity, Knowledge Level, Familiarity, Learning Processes, Motivation, Teaching Methods, Educational Practices, Behavior Development
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: firstname.lastname@example.org; Web site: http://www.wwwords.co.uk/eerj
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A