Inge Poole and Carolyn Evertson discuss how collaborating professionally with peers, reading relevant research, and participating in classroom management training are valuable tools for meeting these challenges
CONSISTENTLY ACROSS THE PAST 40 YEARS, teachers list classroom management as a critical concern. However, the individual classroom teacher often feels he or she is the only one experiencing this. In fact, many teachers struggle silently with difficulties rather than be seen as a potential failure by peers. New teachers, especially, can fear the repercussions of sharing their sense of inadequacy with experienced colleagues or administrators.
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