Literaturnachweis - Detailanzeige
| Autor/in | Lasley, Thomas J. |
|---|---|
| Titel | Classroom Management: Perspectives for the Preservice Teacher. |
| Quelle | (1985), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Techniques; Discipline; Higher Education; Preservice Teacher Education; Teacher Education Curriculum; Teacher Role |
| Abstract | 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. First, the teacher education curriculum should include the teaching of disciplining methods, with focus on keeping students on-task. Second, prospective teachers should be taught to help students learn a repertoire of positive problem solving strategies geared to the appropriate grade level. To be able to achieve these outcomes, prospective teachers must know how to reach three specific objectives: (1) foster student involvement; (2) focus student attention on learning; and (3) serve as positive role models. Although teachers should work toward dealing with behavioral problems to foster growth toward self-discipline, teachers must also realize that misbehavior is a part of classroom life. (CB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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