Effective Classroom Management in Reading Instruction.

Autor/inn/en	Rupley, William H.; und weitere
Titel	Effective Classroom Management in Reading Instruction.
Quelle	(1983), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Class Organization; Classroom Environment; Classroom Techniques; Discipline; Elementary Education; Elementary School Teachers; Reading Instruction; Teacher Effectiveness; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Elementarunterricht; Elementary school; Grundschule; Volksschule; Lehrer; Leseunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle
Abstract	In light of the importance of a teacher's managerial ability and the use of small and large group instruction to increase direct instruction time, teachers should apply specific managerial skills in their reading classes to ensure student learning. Successful teachers get to know their students, set instructional goals, and make sure students know what is expected of them. Preparing reading materials in advance and distributing them before class begins will minimize disruptions. The use of individual student activity folders will also minimize disruptive transitions and can aid in keeping students on task. Students should be taught to use a help sign when they have a problem with seat work, which can cut down on the amount of time wasted when a problem arises and reduce student interruption of a lesson when the teacher is busy elsewhere in the room. By positioning students so that they can be seen by the teacher at all times from anywhere in the room, teachers can more easily monitor student engagement in learning activities. Task-related comments, which specify what the students should be doing at the moment, serve to refocus students' attention to the assigned task without embarrassing them. The best way to minimize disruptive behavior is to note when a student misbehaves, whether there is a pattern to the behavior, and how much it affects other students. Such reflections can help teachers understand the problem and take steps to correct it. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01