Classroom Management

Contents

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Foreword

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pp. vii-viii

Teachers play a fundamental role in the social and economic development of any society. Their preparation as professionals to meet the challenges of post-modern living is a key priority for both governments and universities. Many changes have taken place in teacher education since the establishment of formal institutions of teaching training in...

Preface

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pp. ix - x

Teachers in Hong Kong, like those elsewhere, are concerned about classroom discipline. During the period we worked with them, they had expressed grave concern about how to handle students’ misbehaviour positively and effectively. This is the case particularly for those who feel it necessary to defend their roles as teachers when facing difficult classes and...

1 - Understanding Classroom Behaviour and Situations

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pp. 1-20

This chapter encourages teachers to continue to expand their repertoire of classroom management and discipline strategies. It offers a broad view of classroom management and stresses its positive functions in promoting students’ academic, social and emotional growth. An interactionist perspective is adopted and its theoretical framework...

2 - The Influence of Chinese Culture on Hong Kong Classrooms

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pp. 21-44

This chapter looks at the influence of Chinese culture on the Hong Kong classroom. It begins by describing the three schools of Chinese philosophy: Legalism, Daoism and Confucianism. Their effects on how teachers develop their strategies for classroom management are discussed. Also, four cultural features of the interpersonal relationships...

3 - Effective Classroom Management

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pp. 45-62

Classroom management is a multi-faceted concept. This chapter describes and discusses four major components of effective classroom management: management of the physical environment, curriculum management, managing discipline and managing classroom procedures. The related concepts and strategies which are discussed...

4 - Managing Misbehaviour

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pp. 63-84

As the above quotation indicates, responding to misbehaviour in the classroom is a very demanding task. This chapter suggests that teachers should formulate their own personal plans for managing student misbehaviour. It also outlines four levels of intervention to stop difficult behaviour, ranging from the least disruptive strategies of non-interference...

5 - Approaches to Students’ Misbehaviour

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pp. 85-108

There are various approaches and models to help teachers manage their classrooms. This chapter first introduces four major kinds of classification networks for classroom management and discipline, and then describes Ramon Lewis’s framework which offers teachers a simple and practical strategy for dealing with misbehaviour. Lewis’s framework incorporates various...

6 - Enhancing Communication and Strengthening Teacher-Student Relationships

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pp. 109-128

Communication is crucial for good teacher-pupil relationships. This chapter examines ways of inviting communication which is productive for teacher-pupil relationships, and of inhibiting communication, which is not. It goes on to discuss barriers to communication, such as the use of labeling, preaching and interrogating. The use of “I-messages...

7 - Promoting Positive Peer Relationships

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pp. 129-148

This chapter highlights the importance of good peer relationships in students’ personal growth and academic success. It also describes how students’ conceptions of friendship change from primary to secondary education and outlines the characteristics of popular students...

8 - Collaboration with Colleagues to Improve Classroom Behaviour

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pp. 149-164

In this chapter, it is suggested that effective classroom management can be achieved through collegial collaboration, which can be promoted at two levels: school-wide and between individuals. At the school-wide level, it can be established by adopting a whole-school approach to behaviour management in which the school takes the initiative...

9 - Working with Parents to Create a Positive Classroom Environment

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pp. 165-182

This chapter suggests ideas on how teachers can establish positive partnerships with parents. It proposes some specific contexts where teachers may take the initiative in inviting parents to work with them to promote their children’s learning and growth. In all these contexts of collaboration, parents’ contributions are highlighted, and issues which teachers...

10 - Learning from Classroom Experience: Reflection and Action Research

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pp. 183-202

Good teachers are reflective practitioners: they are aware of and reflect on what is happening in the classroom. This chapter introduces the idea of an “inquiring classroom” in which teachers are critical of what they do and observe in class. Three kinds of reflection — technical, practical and critical reflection — are discussed, and action research...

Index

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pp. 203- 210