The concern for ‘care’ in the classroom discussed in Chapter 6 gives rise to a variety of management practices and activities. Some of these operate at the macro level of classroom management — for example, conscious decisions to implement particular ‘humanistic’ values or a ‘philosophy’ of care. Others relate to the planning of activity in long-term schemes of work or more immediately in lessons. Most, however, are improvised spontaneously during real time classroom activity. Research and practice in the affective domain naturally begins at the classroom level and will be enhanced by the incorporation of data from the meso and macro levels to understand practices.
KeywordsCoherence Arena Meso Harness Metaphor
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