Teachers need to match discipline methods with children's developmental levels. Young children need interventionist techniques stressing teacher power and control. Older children thrive when teachers employ strategies to enhance student involvement and self-discipline. A few other youngsters move to a self-directive stage; these students need…

The author focuses on how to provide a more unified and conceptually sound approach to classroom management in the teacher education curriculum, preservice to inservice. He advocates a developmental view that accommodates teachers' needs. (CH)

Teachers can increase students' learning time by following specific instructional methods that maintain interest and develop the experience of success. Selection of realistic learning goals is essential. (CJH)

Presents a model explaining student misbehavior in the classroom and an instrument that translates the model into improved supervision of teachers, particularly in helping teachers learn to handle student misbehavior. (Author/IRT)

One of the most vexing problems confronting today's prospective teachers is pupil management or discipline. There are many different opinions regarding what preservice teachers should reasonably be expected to know and minimum conditions they should establish for classroom management. However, two outcomes of teacher preparation appear essential.…

This study examines ways in which teachers who are more and less effective classroom managers prevent misbehavior and deal with misbehaviors they cannot prevent. Six middle-grade teachers in a suburban, midwestern school district were observed during spring, 1988. Information on misbehavior in teachers' rooms was coded according to four…

Most student misbehavior is either a way of challenging or coping with the classroom system. Examples of and suggestions for dealing with coping and challenging behaviors are given. (Author)

Researchers observed one urban and one suburban junior high classroom, recording misbehavior incidents, teacher's response, and student's reaction to teacher's control technique. Two categories emerged for student misbehaviors (coping behaviors and challenging behaviors) and one category for teacher responses (managing behaviors). Within each…

The purpose of this investigation was to follow through the second year of teaching a group of 18 teachers who were intensely studied as part of a first-year teacher study. The group responded to a questionnaire designed to reveal changes in attitude toward the following aspects of their work: (1) discipline; (2) relationship to the school…

An inductive analysis of studies on discipline reveal four characteristics of effective classroom management. Preservice teachers should be able to: (1) develop a workable set of rules; (2) respond consistently to inappropriate behavior; (3) structure activities to minimize disruption; and (4) respond to, but not denigrate, the disruptive student.…

Research about student attitudes toward preservice teaching experience focused on two primary questions: (1) What do undergraduate education students expect from early field experiences? and (2) What underlying construct can be inferred from these expectations which may be useful in shaping future experiences? Two types of data were collected from…

Teaching young people prosocial values and nonagressive responses to problems is challenging, especially in a culture valuing individuality and personal independence. This article describes two American value orientations (individual rights and multiculturalism) that engender personal aggression and outlines three strategies for coping with the…

The article challenges the efficacy of the manager metaphor for new teachers, proposing an alternative metaphor of the teacher as technician. Teacher educators can simplify the classroom management training process by limiting the skills covered and focusing in more depth on what teachers will actually experience. (SM)

Faceworking, or allowing a student to "save face," enables teachers to deal with mild discipline problems without creating unnecessary conflicts. Presented are ways teachers can use excusing, humoring, or ignoring, to enable students to maintain their self-esteem while at the same time modifying their behavior. (KC)

An exploratory study was conducted during 1979 and 1980 to determine how Ohio teacher education institutions were responding to the state's newly implemented Standards for Colleges or Universites Preparing Teachers. The study's purpose was to provide an overview of two curricular areas addressed in the standards: human relations and managing…