And realistically there's over 30 years of really good research that's been conducted into what effective teachers do and in particular
what classroom management practices are effective as well.
Not exact matches
One is the lesser profile accorded to curriculum and instructional
practice and to
what happens once the teacher closes the
classroom door; another is the view that random assignment is premature, given its dependence on expert school
management and high - quality program implementation; and another is the view that quantitative techniques have only marginal usefulness for understanding schools, since a school's governance, culture, and
management are best understood through intensive case studies.
Beliefs play a key role in
what teachers do in the
classroom — including their instructional
practices,
classroom management, and support provided to students.
These
practices include using effective
classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between
what a learner can demonstrate without assistance and
what the learner can do with assistance)(Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).