Abstract
Of all the professional anxieties that assail the teacher, those associated with class control often loom the largest. Children, singly or in groups, can present problems that even the most experienced teacher may find hard to handle, and there is no denying the misgivings that working with children, control of whom is slipping away from one, can bring. To make matters worse, many teachers suggest that in the final analysis all the teacher’s authority is based upon a kind of bluff. There are strict limits to the sanctions that can be brought to bear upon children, and if children test these limits and find themselves unimpressed by them, then the teacher’s bluff is called and there is little further that can be done.
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References
Isaacs, S. (1930) Intellectual Growth in Young Children. London: Routledge & Kegan Paul.
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Additional Reading
Fontana, D. (ed.) (1984) Behaviourism and Learning Theory in Education. Edinburgh: Scottish Academic Press. Contains some highly relevant material on behaviour modification in both normal and special schools. (Also recommended for Chapter 7.)
Fontana, D. (1985) Classroom Control: Understanding and guiding classroom behaviour. London: Methuen/The British Psychological Society. A close look at all aspects of class control problems and their management by the teacher.
Good, T.L. and Brophy, J.E. (1978) Looking in Classrooms, 2nd edn. New York: Harper & Row. An excellent book, dealing practically and sensibly with all aspects of classroom behaviour. (Also recommended for Chapter 11.)
Laslett, R. and Smith, C. (1984) Effective Classroom Management. London: Croom Helm. Sensible and informative text on how to organize and manage the successful classroom.
Leach, D.J. and Raybould, E.C. (1977) Learning and Behaviour Difficulties in School. London: Open Books. Specifically concerned with the causes of behaviour problems in children, and strongly recommended. Also deals with the treatment of behaviour problems.
Rutter, M. et al. (1979) Fifteen Thousand Hours: Secondary schools and their effects on children. London: Open Books. Geared more specifically towards the comprehensive school, it contains much useful information.
Upton, G. and Gobell, A. (ed.) (1980) Behaviour Problems in the Comprehensive School. Cardiff: Faculty of Education, University College Cardiff. This has the advantage that many of the contributors are experienced practising teachers, able to discuss a number of strategies that have actually been demonstrated to work within their schools.
Walker, J.E. and Shea, T.M. (1980) Behaviour Modification: A practical approach for educators, 2nd edn. St Louis, Missouri: Mosby. Probably the best practical text on behaviour modification techniques for teachers.
Wheldall, K. and Merrett, F. (1984) Positive Teaching: The behavioural approach. London: Croom Helm. Good practical text from the behaviourist angle.
Wragg, E.C. (1984) Classroom Teaching Skills. London: Croom Helm. Multi-disciplinary approach to classroom skills. Based on the research findings of the DES-funded Teacher Education Research Project.
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© 1988 David Fontana
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Fontana, D. (1988). Class Control and Management. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-19213-7_13
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DOI: https://doi.org/10.1007/978-1-349-19213-7_13
Publisher Name: Palgrave, London
Print ISBN: 978-0-333-46125-9
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