ABSTRACT
Studies of effectiveness in classroom management have under-scored the importance of an efficient activity system in establishing and maintaining order in classrooms (see Doyle, 1986; Emmer and Evertson, 1981). This chapter contains a report of research conducted to define more fully the procedural knowledge and the interpretive processes teachers use to manage classrooms successfully. The findings of this research as well as the concepts used to guide the inquiry have considerable practical significance for beginning and experienced teachers.
