ABSTRACT
One very useful exercise for both teachers and student teachers is to set class management firmly into the context of reflection and action across the whole repertoire of teaching skills. On its own, the ability to manage people, resources, time or space is meaningless. Only in a context will techniques and insights acquire value and meaning. This means that class management needs to be seen alongside the other skills that teachers develop, such as the ability to explain new concepts clearly, to ask different kinds of questions or to listen attentively to what children are saying. These skills are covered in other books in this series.
