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Five Basic Principles for Effectively Managing the Classroom

Five Basic Principles for Effectively Managing the Classroom Five Basic Principles for Effectively Managing the Classroom Wlodkowski, 1990). Significant classroom events can occur accidentally and those moments challenge even the most gifted teacher's abilities. Consider delivering a difficul t lecture and in the middle of a complicated point, one of your students arrives late and disrupts the moment. How do you respond? One single experience with a student will neither determine the qualities of a skilled teacher nor how to manage the classroom environment. Instead, it is the policies and procedures we create and the related behav- iors w e exhibit that communicates our approach to students. Conti (1998) defines this as "teaching style." Teaching style can be conceptualized on a continuu m ranging from being teacher-centered to student-centered. In practice, the instructor usually reflects an eclectic combination of the two ends of this continuum. Informed by one's educational philosophy, teaching style is shaped by the cumulative result of a set of interrelated expe- riences sustained over an extended period of of social work education and curriculum By Leslie E. Gomberg and time (Zinn, 1998). Teaching style serves as a development, supervision, and advanced Susan W. Gray guide to dealing with the interpersonal aspects clinical practice in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Five Basic Principles for Effectively Managing the Classroom

Gomberg, Leslie E.; Gray, Susan W.
Adult Learning , Volume 11 (4): 4 – Sep 1, 2000
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References (23)

Publisher
SAGE
Copyright
© 2000 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959901100409
Publisher site
See Article on Publisher Site

Abstract

Five Basic Principles for Effectively Managing the Classroom Wlodkowski, 1990). Significant classroom events can occur accidentally and those moments challenge even the most gifted teacher's abilities. Consider delivering a difficul t lecture and in the middle of a complicated point, one of your students arrives late and disrupts the moment. How do you respond? One single experience with a student will neither determine the qualities of a skilled teacher nor how to manage the classroom environment. Instead, it is the policies and procedures we create and the related behav- iors w e exhibit that communicates our approach to students. Conti (1998) defines this as "teaching style." Teaching style can be conceptualized on a continuu m ranging from being teacher-centered to student-centered. In practice, the instructor usually reflects an eclectic combination of the two ends of this continuum. Informed by one's educational philosophy, teaching style is shaped by the cumulative result of a set of interrelated expe- riences sustained over an extended period of of social work education and curriculum By Leslie E. Gomberg and time (Zinn, 1998). Teaching style serves as a development, supervision, and advanced Susan W. Gray guide to dealing with the interpersonal aspects clinical practice in

Journal

Adult Learning – SAGE

Published: Sep 1, 2000

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