How Teachers Learn to be Classroom Managers

Authored by: Laura M. Stough , Marcia L. Montague

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch23

 Download Chapter

 

Abstract

Seven decades of research have documented the central importance of classroom management in providing quality instruction (see Brophy, 2006; Brophy & Evertson, 1978; Emmer, Evertson, & Anderson, 1980; Fuller, 1969; Gilberts & Lignugaris-Kraft, 1997; Kounin & Gump, 1958). Teacher educators (e.g., Doyle & Carter, 1996; Emmer & Stough, 2001; Evertson & Weinstein, 2006) have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom instruction. Studies have also demonstrated that when teachers are effective classroom managers, their students achieve at a higher level (Freiberg, Stein, & Huang, 1995; Omoteso & Semudara, 2011; Stronge, Ward, & Grant, 2011; Stronge, Ward, Tucker, & Hindman, 2008) and display more interest in the subject matter of the class (Kunter, Baumert, & Köller, 2007). Plainly, teachers must learn to competently manage instruction and behavior if they are to become effective instructors.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.