Classroom management for optimal learning in a context of shared instructional leadership
A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
South African Publ.
2016
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| In: |
Koers
Year: 2016, Volume: 81, Issue: 1, Pages: 1-9 |
| IxTheo Classification: | KBN Sub-Saharan Africa ZF Education |
| Further subjects: | B
Professional Conduct
B caring environment B philosophy of respect B functional arrangements B sense of belonging B shared instructional leadership |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. |
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| ISSN: | 2304-8557 |
| Contains: | Enthalten in: Koers
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| Persistent identifiers: | DOI: 10.19108/KOERS.81.1.2259 |