Organizing and Managing the Junior High Classroom.

Autor/inn/en	Emmer, Edmund T.; und weitere
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Organizing and Managing the Junior High Classroom.
Quelle	(1982), (157 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Ability Grouping; Class Activities; Class Organization; Classroom Communication; Classroom Environment; Classroom Techniques; Discipline; Educational Strategies; Junior High Schools; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Homogene Gruppierung; Niveaugruppierung; Streaming; Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Lehrstrategie; Sekundarstufe I; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This manual provides guidelines and activities for organizing and managing junior high school classes. The first five chapters are devoted to the topic of getting ready for the beginning of the school year; the last four chapters suggest guidelines and activities that are helpful in maintaining a management system. Chapter 1 deals with organizing the classroom and materials before the beginning of school. The topic of chapter 2 is developing a workable set of rules and procedures and planning individual classroom routines. The third chapter discusses the major facets of student accountabiity, such as work requirements, communicating assignments, monitoring, checking work, and offering academic feedback. In chapter 4, the subject of discipline is dealt with; consequences, penalties, and incentives are discussed. Suggestions are provided in chapter 5 on planning for the first day and week of school. Chapter 6 provides guidelines for maintaining a classroom management system, including monitoring student behavior, handling inappropriate behavior, using consequences consistently, and dealing with special problems. The seventh chapter is devoted to a discussion of instructional clarity. In the eighth chapter, planning and organizing instruction is discussed. The ninth chapter presents recommendations for adjusting instruction for special groups and classes with heterogeneous abilities. In each chapter, summary guidelines are included as well as a teacher checklist, suggested activities, and a narrative case study. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC