Successful Classroom Management Research Articles

The Language Learner: Improving Attitudes toward Language Learning

Frequently, foreign language teachers assume that: students know how to study Spanish/Portuguese; understand the homework; are able to approach various types of assignments without clear directions; will ask questions if they do not understand something; can budget their time on tests or homework; and understand the basic skills or concepts of a language course. If the teacher avoids making these assumptions, pitfalls can be avoided at the beginning of the year, and a more positive learning process and experience will result. Positive attitudes can enhance the learning/teaching experiences. Within the classroom the teacher has the opportunity to provide a variety of learning activities for success which enhance self-worth and foster a more positive image for the student. Learning styles vary and by studying and observing the individual, the teacher can adjust teaching materials, pace, groups, and instruction within the classroom. The input from the students is important for successful classroom management and atmosphere. An activity that may be used as a quick method to determine a student's interests and will help the teacher in choosing appropriate activities for the individual learner is to provide a list stating a variety of materials or methods of instruction to each student. The student circles the item(s) that help the most with respect to his/her learning process. A suggested materials/methods list is as follows:

Classroom Management and Student Teachers’ Cognitive Abilities: A Relationship

A computer-administered test battery was created to collect measurements of teachers’ multiple-attention and vigilance skills that are hypothesized to be related to successful classroom management. Measurements from this battery were tested for correlations with observed teacher management behavior and student on-task behavior. Results are discussed in terms of models that explain teacher interactive decisionmaking and in terms of prospects for implementing recommendations for classroom management.

Classroom Management and Student Teachers' Cognitive Abilities: A Relationship

A computer-administered test battery was created to collect measurements of teachers’ multiple-attention and vigilance skills that are hypothesized to be related to successful classroom management. Measurements from this battery were tested for correlations with observed teacher management behavior and student on-task behavior. Results are discussed in terms of models that explain teacher interactive decisionmaking and in terms of prospects for implementing recommendations for classroom management.

Applicability of humor in the reading/language arts curriculum

Abstract The value of humor in a reading/language arts program may not be completely understood and may often be overlooked. Critics contend that it is inappropriate for successful classroom management, that it is another “add‐on” to the curriculum, and that too much student humor seems to be counterproductive. It is suggested in this article that the use of humor is supportable by many learning theorists and that it has probable affective and cognitive benefits. Furthermore, humor does not have to be viewed as an “add‐on” when it is used to enliven skills that are traditionally taught. Finally, the authors believe that the reading/ language arts setting may represent the most likely curricular area to nurture student‐generated humor.

Making It Till Friday: A Guide to Successful Classroom Management. 2d ed. By James D. Long and Vir ginia H. Frye. Princeton, N.J.: Princeton Book Company, 1981

Making It Till Friday: A Guide to Successful Classroom Management. 2d ed. By James D. Long and Vir ginia H. Frye. Princeton, N.J.: Princeton Book Company, 1981