Class Management in the Secondary School

Class Management in the Secondary School

Class Management in the Secondary School

Class Management in the Secondary School


This book is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were best sellers, and these revised second editions of the series will be equally welcomed by teachers eager to improve their teaching skills. Successful secondary teachers operate in many different ways, but they have one thing in common - an ability to manage their classrooms effectively. Without the skills required to do this, the most inspiring and knowledgeable teacher will fail. In Class Management in the Secondary School , Ted Wragg helps teachers to clarify their own aims and to find the strategies which will work for them. Topics covered include: *first encounters *the establishment of rules *relationships *management of time and space *specific discipline problems There are certain skills that teachers possess that are of paramount importance - class management is one of those areas. Effective classroom management can be the single most influential factor in getting it right and is a core teaching skill that both trainee and experienced teachers should constantly be improving on.


Improving the quality of learning in secondary schools, and preparing children for what will probably be a long and complex life in the twenty-first century, requires the highest quality of teaching and professional training. The Successful Teaching Series focuses on the essence of classroom competence, on those professional skills that make a real difference to children, such as the ability to explain clearly, to ask intelligent and thought-provoking questions, to manage classes effectively and to use the assessment of progress to enhance pupils' learning.

'Success' may be defined in many ways. For some it is seen purely in test scores, for others it is a broader issue, involving the whole child. In this series we report what teachers have done that has been judged to be successful or unsuccessful. To do this several criteria have been used: headteachers' assessments, pupil progress measures, esteem from fellow teachers or from children. Skilful teachers ensure that their classes learn something worthwhile; unskilful teachers may turn off that delicate trip-switch in children's psyche which keeps their minds open to lifelong learning.

Experienced teachers engage in hundreds of exchanges every single day of their career, thousands in a year, millions over a professional lifetime. Teaching consists of dozens of favoured strategies that become embedded in deep structures, for there is no time to re-think every single move in a busy classroom. Many decisions are made by teachers in less than a second, so once these deep structures have been laid down they are not always amenable to change, even if a school has a well-developed professional development programme. Reflecting on practice alone or with colleagues does enable teachers to think about what they do away from the immediate pressures of rapid interaction and speedy change.

Rejecting the notion that there is only one way to teach, this series of books explores some of the many strategies available to teachers, as well as the patterns of classroom organisation which best assist pupil learning. It demonstrates that teachers, even when working to predetermined work schemes and

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