ABSTRACT

This discussion is guided by three major premises. First, classroom management is more comprehensive than controlling student misbehavior and administering discipline. It involves planning, facilitating, and monitoring experiences that are conducive to high levels of learning for a wide variety of students. It also entails creating and sustaining classroom environments that are personally comfortable, racially and ethnically inclusive, and intellectually stimulating. Many scholars of classroommanagement support these ideas. For example,Marzano,Marzano, and Pickering (2003), Burden (1995), Charles (1996), Emmer, Evertson, and Worsham (2000), and Jones and Jones (2004) include in their characterizations of classroom management organizing physical spaces, establishing relationships and facilitating interactions, planning and conducting instruction, maintaining order, motivating students, maximizing on-task learning, and disciplining inappropriate behavior.