ABSTRACT
In addressing classroom management this chapter focuses primarily on what teachers do in response to student misbehavior, rather than what they do to avoid it. The term used for such behavior is classroom discipline. The discussion first establishes the significance of teachers’ disciplinary behavior in classrooms. Second, the gap that exists between Australian students’ and teachers’ perceptions of good disciplinary practice and that which is practiced inAustralian classrooms is examined. Finally, the impact of various discipline strategies on students is considered. In conducting this analysis, all patterns within the data are established before interpreting their significance and any implications for practice.
