Managing Engagement: The Affective Dimension of Classroom Life
This chapter explores the affective dimension of classroom management, developing issues raised by the core concern of ‘care’ (Chapter 5). As well as focusing on the care dimension of classroom management in which affect is intentionally foregrounded, we also discuss the emotional consequences of order and opportunity orientations to management in, for example, classroom participation patterns, as revealed in the discourses of learning encounters. In Chapter 1, I referred to this as engagement. Engagement, or a lack of it, is integral to classroom management practice.
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- Arnold (1999) contains a number of valuable papers on the affective domain.Google Scholar
- Brookfield (1990) contains a powerful account of a teacher’s perceptions of the affective domain.Google Scholar
- Claxton (1999) has a strong account of the emotional dimensions of learning.Google Scholar
- Cook (2000) is a full discussion of the role of play in language learning.Google Scholar
- Dornyei (2000) provides a comprehensive account of motivation.Google Scholar
- Goleman (1995) is a comprehensive and readable introduction to the role of emotions in all aspects of human life.Google Scholar
- Legutke and Thomas (1991) has a critique of ‘humanistic’ approaches to language teaching in action, and is singular in its treatment of the emotional domain in language teaching.Google Scholar
- Rogers, A. (1996) is a wide-ranging text on adult learning with a good section on affect.Google Scholar
- Rogers, C. (1983) is a classic argument for a ‘humanistic’ alternative to formal education.Google Scholar
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- Whitaker (1995) examines the affective dimensions of management in education.Google Scholar