ABSTRACT
Two primary factors differentiate most secondary settings from their elementary counterparts: (1) the division of the school day into separate predetermined periods of instruction with multiple teachers according to subject matter, and (2) the adolescent population found in secondary school settings. Classroom management plans and strategies need to accommodate these two factors in severalways. For example, secondary students enter and leave the classroom at the beginning and end of each instructional period, so efficient procedures are needed to handle the transitions.Because secondary students are in six ormore classes daily, teachers need to develop work routines that facilitate students’ efficient use of time. And because secondary teachers work with adolescents, their ability to understand the developmental characteristics of this population plays an important part in whether they can formulate a sound management plan, communicate effectively, and work constructively with this population under sometimes stressful circumstances.
