Five Half-Truths about Classroom Management

Abstract

Teachers' classroom management practices are rooted in assumptions based on their experiences and perceptions. At times, these assumptions are only partially informed, and serve to limit action and perceived responsibility. In this article, five common "halftruths" that guide classroom management are discussed. For each, the basic premise is identified, along with the important relevant details, which are often overlooked. It is suggested that a more complete picture of each of these assumptions may reveal many management situations to be much more dynamic, with more options for action available.

Dismantling the concept of classroom management, elaboration of practices leading to T-S (teacher-student) success

“…In the framework of classroom management definitions, the traditional notions of discipline (Englehart, 2012), conformity, obedience, space and time management, and classroom arrangement no longer represent the only challenging components of management itself. Several other features, such as sociocultural and technological elements, need to be taken into consideration before setting bridges between instructional approaches and managerial approaches in a microlevel context, that is, the classroom cell itself.…”

Investigating Pre-Service Teachers' Classroom Management Practice in a Bilingual Class

“…It is a good result since teacher should make an effort to comprehend students' behavior. However, reliance on punishment without going beyond them when necessary would be unsuccessful to manage a sizeable portion of the problem occurred in the classroom (Englehart, 2011). Overall, pre-service teacher could address well the skill of modifying behavior, which means that the purposes of classroom management focus on establishing an orderly environment.…”

Özel Öğretim Kurumlarındaki İlk ve Ortaokul Öğretmenlerinin Öğretmen Liderliği Davranışları ve Sınıf Yönetimi Eğilimleri Arasındaki İlişki

“…Öğretmenin zihinsel setleri içerisinde yer alan öğretmen farkındalığı ve duygusal olarak etki altında kalmadan tarafsızlık davranışları sınıf yönetiminde önemlidir (Englehart, 2012). Öğretmenin sınıf yönetimi becerilerini ders öncesi, ders esnası ve ders sonrası olmak üzeri üç aşamada incelemek mümkündür.…”

“…Öğretim de bir liderlik pozisyonudur. Bu yönüyle sınıfta öğretmenin denetimiyle olup biten faaliyetler bütünüyle öğretmenin sorumluluğudur (Englehart, 2012).…”