ABSTRACT
This chapter outlines some of the different approaches to managing and guiding children’s behaviour in order to build a classroom environment in which mathematics learning can flourish. An important outcome of schooling is that students learn to function effectively in a social environment. The learning environment that the teacher creates can shape the knowledge, behaviour, skills and values of students. Both students and teachers have important roles to play in creating a classroom environment conducive to mathematics learning. By setting appropriate boundaries for behaviour, the teacher contributes to students’ sense of security in the classroom environment. Jacob Kounin’s approach to classroom management was to focus on instructional management. He analysed the effect that certain teacher behaviours have on the behaviour of students in classrooms. The quality of the learning environment is dictated by the extent to which students and teachers feel safe and secure in the classroom.
