Institutional Aspects of Classroom Management

  • Tony Wright
Part of the Research and Practice in Applied Linguistics book series (RPAL)


A consequence of formal learning is that classrooms are invariably located in institutions, and their fundamental characteristics flow from this fact:
  • Institutions designate classrooms as ‘spaces’ which offer opportunities for, and at the same time, constrain learning and professional activity. Classroom learning is ‘enclosed’.

  • Institutional time envelops classroom space, and is a significant influence on professional discourse, both in the classroom and in the lives of teachers and students outside the classroom.

  • Institutional and professional discourses intertwine in spatial and temporal aspects of formal education.


Formal Education Front Region Classroom Management Classroom Learning Formal Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Further reading

  1. Erickson and Shultz (1992) is a wide-ranging study of learners’ experiences of the curriculum in action, in the classroom.Google Scholar
  2. Goffman (1969 and 1974) provides a social theory of variation in human behaviour in different spheres of activity.Google Scholar
  3. Hall’s books (1966 and 1984) are readable and comprehensive studies of the influence of space and time in human life.Google Scholar
  4. Hargreaves (1994) is a powerful study of teachers’ lives with good material on how time affects teachers’ and learners’ lives.Google Scholar
  5. Leask (2001) contains papers addressing online teaching and learning issues from a pedagogic viewpoint.Google Scholar
  6. Murphy, Walker and Webb (2001) is a comprehensive collection of papers about the issues of teaching and learning online.Google Scholar

Copyright information

© Tony Wright 2005

Authors and Affiliations

  • Tony Wright

There are no affiliations available

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