Dimensions of Person-Centered Classroom Management

Autor/inn/en	Freiberg, H. Jerome; Lamb, Stacey M.
Titel	Dimensions of Person-Centered Classroom Management
Quelle	In: Theory Into Practice, 48 (2009) 2, S.99-105 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Classroom Techniques; Discipline; Classroom Environment; Student Centered Curriculum; Theory Practice Relationship; Classroom Research; Functional Behavioral Assessment; Educational Practices; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Disziplin; Klassenklima; Unterrichtsklima; Theorie-Praxis-Beziehung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Public opinion trends over the last five decades show that lack of discipline continues to be one of America's top public educational concerns. This trend suggests that alternatives to the traditional model are urgently needed. In this traditional model of classroom management, based on behaviorism and still common in some areas, discipline is teacher-directed. Fifty years of research demonstrates that person-centered, pro-social classroom management may provide that alternative. Person-centered classrooms facilitate higher achievement, and have more positive learning environments with stronger teacher-student relationships than teacher-centered or traditional classrooms. There are four pro-social learner dynamics that a person-centered classroom management program emulates: (a) social-emotional emphasis, (b) school connectedness, (c) positive school and classroom climate, and (d) student self-discipline. This article shows how the theory and research of a person-centered learning environment can be practically applied to the classroom. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10