Synthesis of Research

WHAT WE KNOW
ABOUT MANAGING
CLASSROOMS

Carolyn M. Evertson and Alene H. Harris

Opening Questions:
How many people consider classroom
management significant in teaching?

After doing your practicum, how

important is classroom management and
in what aspect?
 Outline
summarize the article

discuss how this works in real

classrooms

table activities

future inquiry
 A shifted focus
From controlling students’ behavior to:

teachers creating, implementing and

maintaining a classroom environment
that supports learning
Studies about Time
amount of time learning varies from
school to school

half or less of the school day is used

for instruction

often associated with student

achievement
 Effective Classroom
Management:
conserves instruction time by planning
activities

setting and conveying both procedural

and academic expectations

sequencing, pacing, monitoring and

providing feedback for student work
KEY ISSUE: Use of time!
Warning for Teachers
teachers must be aware of:
procedural display
mock participation

What can teachers do to engage their

students?
Group Management
Strategies by Kounin
with-it-ness

overlapping

smoothness and momentum

group alerting
Lessons that engage
students
higher students engagement in recitation

lower during seatwork

alternating cycles of two shorter segments

students engagement differs among teachers

engagement during recitation produce similar

rates
 Teachers’ role:
must recognize both academic and social
dimensions of classroom tasks

make clear their expectations and procedures

for student participation

ex: how to answer questions

recognize the interrelated nature of classroom

management and the curriculum
 Communications
class activities reveals need for
classroom management system that is:

visible
established
monitored
modified
refined
reestablished
Handling Misbehavior
classroom management will not stop
all misbehavior

unobtrusive techniques:
proximity
name drop
eye contact
punishment?
repeated misbehavior
 Other strategies
Meichenbaum’s ideas:
combination of modeling and self-
verbalization help

Doug and Lynn Fuchs’ ideas:

combination of goal-setting and self-
recording techniques help
 ACTIVITY TIME!
Get into 3 Groups

Three different Tables

Wait for instructions!

 Three topics to
Consider:
school discipline
school and community cultures affect
values and decision teachers make

quality of academic work

engagement does not equal content
acquisition

classroom management in different

contexts
inclusion of different learners
 Final Inquiries
How can classroom management and
organization support students’
substantive learning?

What is the nature and quality of the

learning that is supported?
 The End
Thank you for participating! :)