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Classroom Management

Classroom Management: Creating a Positive Learning Environment

Hue Ming-tak
Li Wai-shing
Copyright Date: 2008
Pages: 220
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  • Book Info
    Classroom Management
    Book Description:

    This book is about management of student conduct in the classroom, which is the number one area of concern of many teachers. The chapters include discussions and real-life cases with specific reference to the influences of Chinese culture on Hong Kong classrooms. Examples are provided to illustrate how positive learning environments can be created and maintained in the classroom. Topics covered include managing challenging behaviour, establishing classroom rules, conveying authority, and coping with bullying.

    eISBN: 978-988-8052-11-0
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Foreword
    (pp. vii-viii)
    Kerry J. Kennedy

    Teachers play a fundamental role in the social and economic development of any society. Their preparation as professionals to meet the challenges of post-modern living is a key priority for both governments and universities. Many changes have taken place in teacher education since the establishment of formal institutions of teaching training in Hong Kong over one hundred years ago. Today, the Hong Kong government is committed to an “all graduate, all trained” profession and university level institutions are now responsible for all teacher education across early childhood, primary and secondary education. It is against this background that the Hong Kong...

  4. Preface
    (pp. ix-x)
  5. 1 Understanding Classroom Behaviour and Situations
    (pp. 1-20)
    Hue Ming-tak

    After reading this chapter, you should be able to:

    define the term “classroom management” and identify its purposes;

    take an interactionist perspective in examining classroom behaviour;

    identify features of classroom situations and their implications for behaviour management;

    explain classroom behaviour by examining the linkages between the situation, the person and the behaviour;

    use the framework of “ten important questions” for diagnosing classroom behaviour.

    What factors contribute to the creation of an effective classroom?

    What do teachers and students do in an effective classroom?

    How can a classroom be managed in an effective manner?

    What kinds of student behaviour should be...

  6. 2 The Influence of Chinese Culture on Hong Kong Classrooms
    (pp. 21-44)
    Hue Ming-tak

    After reading this chapter, you should be able to:

    identify the four aspects of classroom management — physical, cognitive, social

    and affective;

    understand the different approaches to classroom management;

    show awareness of the influence of Chinese culture in interacting with students;

    use the doctrine of yin and yang to explain the dynamics of classroom behaviour;

    identify the teacher’s role as a classroom manager.

    How would you define the term “culture”?

    What does Chinese culture mean to you?

    How familiar are you with the key beliefs of Legalism, Daoism and Confucianism?

    In the ongoing process of modernization, how sharply does Chinese...

  7. 3 Effective Classroom Management
    (pp. 45-62)
    Li Wai-shing

    After reading this chapter, you should be able to:

    understand the nature of effective classroom management;

    understand the concepts of classroom management and management of learning;

    identify the major factors conducive to learning in managing the physical


    establish classroom routines and rules with pupils;

    apply principles for using rewards and punishment in the classroom;

    understand the teacher’s authority in learning and teaching.

    What is the ultimate purpose of effective classroom management?

    What kind of classroom environment do pupils prefer?

    How would you decorate your classroom to help your pupils learn better?

    On the basis of your experience as a...

  8. 4 Managing Misbehaviour
    (pp. 63-84)
    Li Wai-shing

    After reading this chapter, you should be able to:

    formulate personal plans for managing students’ behavioural problems;

    understand the basis for non-intervention and intervention measures;

    understand the continuum for managing students’ misbehaviour;

    use intervention strategies to deal with students’ misbehaviour;

    employ logical consequences when students choose not to change their undesirable

    behaviour in the classroom.

    Why does a teacher have to take his/her own personality into consideration in

    formulating a personal plan for classroom management?

    It is often said that the ultimate goal of classroom management is to help pupils to

    become self-disciplined. Why is this goal so important in...

  9. 5 Approaches to Students’ Misbehaviour
    (pp. 85-108)
    Li Wai-shing

    After reading this chapter, you should be able to:

    identify commonsense models and theoretically-based models in classroom management;

    understand three major approaches for dealing with inappropriate student

    behaviour, viz. teacher-oriented, student-oriented and group-oriented;

    apply the Teacher Effectiveness Training Model in dealing with student


    apply the Canter’s Assertiveness Model of classroom management;

    apply Dreikurs’s Social Discipline Model in managing inappropriate student behaviour;

    use strategies taken from the interventionist, interactionist or non-interventionist

    approaches to classroom management

    Do you advocate a child-centred or teacher-centred style of teaching? Why do

    you think your chosen style is more effective in dealing with student misbehaviour

    in today’s classrooms?

    Do you think pupils are able to discipline themselves without adult intervention?...

  10. 6 Enhancing Communication and Strengthening Teacher-Student Relationships
    (pp. 109-128)
    Li Wai-shing

    After reading this chapter, you should be able to:

    understand the importance of communication in the classroom;

    identify major factors that facilitate communication;

    identify major barriers that hamper communication;

    understand the nature of “I-messages”;

    know how to construct “I-messages”;

    understand why active listening is useful in establishing good teacher-pupil relationships;

    build and maintain good teacher-pupil relationships in the classroom.

    How important are communication skills to teachers?

    What are the factors that facilitate interaction in the classroom?

    List all the possible barriers to communication.

    Do you think teachers are good listeners? Why/why not?

    What do you mean by good teacher-pupil relationships?...

  11. 7 Promoting Positive Peer Relationships
    (pp. 129-148)
    Hue Ming-tak

    After reading this chapter, you should be able to:

    understand the significance of good peer relationships for personal growth and academic achievement;

    identify practices and classroom cultures which are detrimental to promoting positive peer relationships;

    provide some basic principles for enhancing peer relationships;

    outline a framework for supporting students with peer problems;

    introduce some strategies for promoting good peer relationships.

    What kinds of peer relationships among students encourage effective learning?

    How can you make sense of positive peer relationships?

    If a student in your class had a very bad relationship with his/her peers, what could you do to help him/her...

  12. 8 Collaboration with Colleagues to Improve Classroom Behaviour
    (pp. 149-164)
    Hue Ming-tak

    After reading this chapter you should be able to:

    1. recognize that all teachers have collaborative roles in implementing a wholeschool policy on discipline, both inside and beyond the classroom;

    2. explain the benefits of developing a whole-school policy on discipline as a way to encourage collegial collaboration;

    3. understand the phenomenon of classroom isolation and the advantages of collegial collaboration;

    4. provide ideas on ways of working with your colleagues to improve students behaviour;

    5. recognize the ineffectiveness of referral systems in schools.

    1. What kinds of school culture and organizational structure are more favourable for encouraging collegial collaboration?

    2. What types of colleagues do you like and dislike working with?

    3. If you were the form tutor of a class and found that a teacher who taught your class was completely unable to manage the students’ behaviour, in what ways could you give him/her some support?

    4. If you found some students’ behaviour unmanageable and intended to seek support from other colleagues, what inner feelings would you have?

    5. In what ways could you work with the form tutor to improve the behaviour of a difficult student in your class?...

  13. 9 Working with Parents to Create a Positive Classroom Environment
    (pp. 165-182)
    Hue Ming-tak

    After reading this chapter, you should be able to:

    recognize the importance of promoting the development, growth and evolution of partnership between teachers and parents;

    establish some forms of partnership with parents to promote students’ learning and whole-person development;

    understand how to build a platform for teacher-parent collaboration;

    introduce various approaches to involve parents;

    identify specific contexts where parents can be invited to work with you to enhance the learning and welfare of their children;

    organize meetings with parents in an effective manner;

    develop communication skills for handling any conflicts which may arise in a teacher-parent meetings.

    Why is it...

  14. 10 Learning from Classroom Experience: Reflection and Action Research
    (pp. 183-202)
    Li Wai-shing

    After reading this chapter, you should be able to:

    understand the importance of an inquiring classroom;

    know why questioning and reflection are important means to better classroom management;

    distinguish three levels of reflectivity;

    distinguish three major practices of reflection;

    identify critical incidents in the classroom and school;

    conduct action research for effective classroom management;

    construct personal management plans;

    write school action plans.

    Why do teachers have to be aware of what is happening in the classroom?

    Why do teachers need to ask questions about their own behaviour and decisions in managing their classrooms?

    Do you think that teachers need to...

  15. Index
    (pp. 203-210)