This three-section paper describes a course for teachers on classroom management, offered at the University of Houston (Texas). The first section describes the course's analytic-pluralistic approach to classroom management. The four-stage process is outlined, in which the teacher: (1) specifies classroom conditions desirable to foster student…

Data for this study were collected by observing 60 secondary school English classes over a four-month period. The principals of six schools chose 15 of their most effective teachers to be observed. Four questions were addressed: (1) How do teachers and students spend classroom time together?; (2) What instructional processes are used most often?;…

Interaction styles of special education teachers were investigated using semi-structured observation of 13 student-teacher pairs during one-on-one language arts instruction of elementary students with cognitive disabilities. Teacher use of directions and responses of differing communication modes and types were analyzed. Student task-engagement…

A teacher draws upon personal experiences to argue that successful classroom discipline is the product of teaching competence and style rather than the result of behaviorist classroom management techniques. Emphasis is on keeping children involved in learning activities. (PP)

Beginning with general observations on the human element in excellent teaching that often goes unnoticed by researchers, this speaker provides a wide range of suggestions for making more effective use of class time. These suggestions pertain to monitoring time on and off task, classroom organization and planning, making assignments, clarifying…

The Teaching-Learning Interaction Study tested the separate and interactive effects of teacher and student entry characteristics on their subsequent classroom behavior, and the effect of that behavior on students' regressed gain, over a school year, in achievement, attitudes toward school, self-esteem, and coping skills. Fifty-three tri-ethnic…

The Middle School Study of Mainstreamed Students sought to establish a foundation for interdisciplinary research on middle school mainstreaming by merging teacher effectiveness and special education practices. The study examined teaching behaviors through macro (classroom) and micro (individual student) analyses of classroom interactions, to…

This Master's degree project developed a program for decreasing disruptive student behavior in order to increase the amount of on-task time in the classroom. Types and occurrences of disruptive behavior were documented over a 6-week period in two classrooms at each of two junior high schools (grades 6-8) in Illinois. Analysis of the data revealed…