ABSTRACT
As illustrated by the diversity of chapters in this volume, “classroom management” is a rather broad domain of educational practice. One characterization by Froyen & Iverson (1999) includes the management of content (space, materials, equipment, movement, and lessons), conduct (discipline problems), and covenant (social dynamics and interpersonal relationships). This chapter further clarifies classroom management in terms of five types of actions teachers take to facilitate learning in their classrooms:
Engagement-maximizing involvement in academic tasks; Curriculum-defining the scope and sequence of instruction; Relationships-interacting with and among students; Development-changing behavior and cognition over time; Discipline-preventing and addressing behavior problems.
