ABSTRACT
In the first edition of the Handbook of Classroom Management, Woolfolk Hoy and Weinstein (2006) investigated the extant literature on student and teacher perspectives of classroom management. The researchers reviewed a range of studies pertaining to two subcategories of student perceptions: perceptions of the “good teacher” and perceptions of disciplinary interventions. The former review reported students’ active role in the teacher–student relationship and some fundamental expectations that students have of their teachers when it comes to being a “good teacher.” For example, Woolfolk Hoy and Weinstein reported that students make considered behavioral choices that are frequently based on their liking of the teacher and in response to the teacher’s own (mis)behavior. The review also reported that almost all students want teachers who care about their academic, personal, and social well-being. In fact, Woolfolk Hoy and Weinstein summarized the overwhelming body of literature in this area by simply remarking that “[g]ood teachers care” (p. 206). Furthermore, the review noted that most students perceive good teachers to be those who provide clear behavior expectations and a safe learning environment. Most students also disliked teacher meanness and threatening or aggressive behavioral directives. Finally, the review showed that students desire a fun, interactive, and participatory curriculum, as opposed to the “chalk and talk” pedagogy that is synonymous with textbooks and rote learning. These results were seen to highlight “the inseparable relationship between classroom management and instruction” (Woolfolk Hoy & Weinstein, 2006, p. 210).
