Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Part III Professional practice
- Chapter 5 Aligning curriculum, pedagogy, assessment and reporting
- Chapter 6 Planning for teaching
- Chapter 7 Student diversity, education and social justice
- Chapter 8 Aboriginal and Torres Strait Islander education
- Chapter 9 Understanding classroom management
- Chapter 10 Classroom management
- Chapter 11 Trauma-informed practice
- Part IV Professional engagement
- Index
- References
Chapter 9 - Understanding classroom management
from Part III - Professional practice
Published online by Cambridge University Press: aN Invalid Date NaN
Book contents
- Learning to Teach in a New Era
- Acknowledgement of Country
- Learning to Teach in a New Era
- Copyright page
- Contents
- Foreword
- About the authors
- Acknowledgements
- Using your VitalSource enhanced ebook (PDF Only)
- Introduction
- Part I Preparing to teach
- Part II Professional knowledge
- Part III Professional practice
- Chapter 5 Aligning curriculum, pedagogy, assessment and reporting
- Chapter 6 Planning for teaching
- Chapter 7 Student diversity, education and social justice
- Chapter 8 Aboriginal and Torres Strait Islander education
- Chapter 9 Understanding classroom management
- Chapter 10 Classroom management
- Chapter 11 Trauma-informed practice
- Part IV Professional engagement
- Index
- References
Summary
Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. Therefore, teachers need to organise and manage particular learning environments according to a number of factors, including the age range, learning needs and number of students they are teaching, the nature of the learning context, and the aims and purpose of the teaching and learning being undertaken. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised. In the second section, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities. Theories are of little use in classroom management if they exist only at the level of abstract thought, so we explore ways in which theory can be enacted in practice across learning contexts.
Information
- Type
- Chapter
- Information
- Learning to Teach in a New Era , pp. 303 - 337Publisher: Cambridge University PressPrint publication year: 2025
References
Further reading/resources
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