Steuerung von Übergängen im Unterricht

Time and space in the classroom – lessons from Germany and Sweden

“…The lesson's uniformity makes it unnecessary for the teacher to reserve time for explaining the upcoming lessons content and course (Seidel et al, 2002). Being able to teach without interruption between different tasks and activities is described as a distinction between novice and expert teachers (Ophardt & Thiel, 2013;Thiel et al, 2012).…”

“…Highly predictable lessons therefore tend to appear more orderly to both outside observers and lesson participants. Such predictability is necessary if the goal is efficient use of time without unintended breaks or long periods of introduction (Spindler & Spindler, 1987;Thiel et al, 2012). The lessons' uniformity implies that it is the pupilsas individuals and as a classwho must adapt to the lesson, not vice versa.…”

“…Instead, most researchbased literature in this field resembles the manuals and textbooks used in teacher education, in that they take a 'right' or successful use of time and space in the classroom as a starting point, and the literature offers suggestions on how such correct uses can be established (Bicard, 2000;Canter & Canter, 1992;Charles, 2008;Emmer, Evertson, & Anderson, 1980;Roache & Lewis, 2011;Rüedi, 2007). Even literature that at first glance seems to be descriptive-analytical research in this area tends to lapse into normative rhetoric (Granström, 2006;Thiel, Richter, & Ophardt, 2012;Zaborowski & Breidenstein, 2011). In general, the temporal and spatial organization of life in the classroom is commonly described as a problematic phenomenon, full of contradictory signals.…”

“…Importantly for the current work, existing studies concur that the dominant instructional method in German lessons is class discussion (Bohl & Kleinknecht, 2009;Prediger & Erath, 2014;Schönbächler, 2006;Seidel et al, 2002). A central challenge for teachers' classroom management commonly mentioned in the German context is to reduce the amount of interruption between tasks and to use lesson time efficiently (Thiel et al, 2012). Already more than 30 years ago, Spindler and Spindler (1987) highlighted this as a distinctive feature of German classrooms compared to the American ones considered in their study.…”

Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments

“…Classroom management is an important skill for the academic, social-emotional, and motivational development of students and for the health of teachers (Evertson & Weinstein, 2006;Hattie, 2009). The challenge of classroom management is to monitor disruptive students and manage transitions (Kounin, 1970) as well as to maintain the group focus on a class without neglecting the individual focus on single students (Kounin, 1970;Thiel et al, 2012;van den Bogert et al, 2014). However, student teachers in particular, but also inservice teachers, report that they struggle with classroom management (Giallo & Little, 2003).…”