Classroom As Organization

Organizing For Learning In The Primary Classroom

The primary classroom is the context in which a wide range of teaching and learning experiences occur - and not just for the children! What is it that underlies classroom organization, routines, rules, structures and daily occurrences? What are the prime objectives and what influences the decisions of teachers and children? What is it useful for teachers to consider when contemplating the issues of classroom management and organization? What do different practices have to offer? "Organizing for Learning in the Primary Classroom" explores the whole range of influences and values which underpin why teachers do what they do in the classroom context and what these mean to children and others. Janet Moyles draws on several different research findings to examine the evidence in relation to the underlying issues of teachers' beliefs and values. She examines teaching and learning styles, children's independence and autonomy, coping with children's differences , the physical classroom context and resources, time management and ways of involving others in the day to day organization. Practical suggestions are given for considering both the functional and aesthetic aspects of the classroom context. Opportunities are provided for teachers to reflect on their own organization and also consider innovative and flexible ways forward to deal with new and ever increasing demands on their time and sanity!.

Classroom Organization and Control

Classroom Organization and Control (Classic Reprint)

Excerpt from Classroom Organization and Control The management of a school is a many-sided problem, lying, roughly speaking, between the intimate details of teaching method at the one extreme, and the coarser ad justments of administration and supervision at the other. As the term implies, the task is essentially an executive one the manager, that is, the teacher or the principal, being a director of the activities of children in their pursuit of an education. The functions of this teacher executive are not only to direct; she must also formulate much of the policy she is to execute. To do this she must have some knowledge of the essential working principles upon which organization and management rest. These principles have been set forth in this book, not so much as a theoretical treatise, but rather by showing, as concretely as possible, how such principles are to operate among the plain practical facts which are to be dealt with in actual school situations. It is assumed that in managing a school the first step is a clear aim; the second, carefully formulated plans; the third, execution; the fourth, evaluation of results. Thus, by implication, it is demanded of school managers that they shall take a critical attitude toward their work, and dismiss the idea that experience is all that counts in preparation. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.