Specific Classroom Management Strategies for the Middle/Secondary Education Classroom.

Autor/in	McFarland, Katherine P.
Titel	Specific Classroom Management Strategies for the Middle/Secondary Education Classroom.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Design; Classroom Environment; Classroom Techniques; Discipline; Humor; Lesson Plans; Middle Schools; Nonverbal Communication; Planning; Secondary Education; Student Behavior; Student Participation; Teacher Attitudes; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenraumgestaltung; Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Humoristische Darstellung; Lesson planning; Unterrichtsplanung; Middle school; Mittelschule; Mittelstufenschule; Non-verbal communication; Nonverbale Kommunikation; Ablaufplanung; Planungsprozess; Sekundarbereich; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten
Abstract	This paper presents detailed classroom management strategies for teachers working in middle- and secondary-level classrooms. The strategies include: (1) plan lessons that are well organized and fully developed, showing all the components of the teaching-learning cycle using a variety of strategies and activities that reflect multiple learning styles; (2) be orderly by having a good room arrangement, a traffic area free of congestion, a professional space, and an attractive environment corresponding with the unit; (3) have a positive attitude and high expectations for all students; (4) when redirecting individual off-task behaviors, choose nonverbal over verbal comments whenever possible; (5) be motivated, enthusiastic, interested, and well-informed about what is being taught; (6) prevent discipline problems by planning for them before they happen; (7) give clear, explicit instruction of expectations before moving students to activities; (8) keep students actively engaged; and (9) use humor, creativity and concern to handle many problems. Four models of the discipline management plan are featured. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01