Classroom management can be defined as providing an effective learning environment. This definition, however, suggests that the learning environment needs to be effective for all students within a particular class. How can this difficult task be achieved? This edition of Better presents a wide range of views and evidence about classroom management from international experts, providing both practical insights and evidence to ultimately enhance our children’s learning experience, their contribution to their own learning, and their own long-term outcomes.
|4–5||Good teaching is good classroom management||Robert Slavin|
|6–7||Am I the only one struggling with classroom management?||Inge Poole and Carolyn Evertson|
|8–9||Classroom management: What teachers should know||Regina M Oliver|
|10–11||What works in classroom management
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|12–13||From tourists to citizens||Jerome Freiberg|
|14–15||Promoting engagement with Check & Connect||Karen Stout and Angie Pohl|
|16–17||Dealing with classroom management problems||Saul Axelrod|
|18–19||Support for teachers around the world||Judy Hutchings|
|20–21||Positive Behavioral Interventions and Supports (PBIS)||Catherine Bradshaw|
|22–23||First Step to Success for preschool children||Edward Feil|
|24–25||Evidence in the news|
|26–27||The latest research|
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