Titlebook: Classroom Management in Language Education; Tony Wright Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2005 educ

HAIRY

微不足道

背信

Introductiontion. Its relative unimportance in Applied Linguistics literature is far outweighed by its significance for teachers and students in classrooms. As a consequence, there has been a tendency to reduce classroom management to a series of procedures and techniques teachers use for ‘managing’ their class

esthetician

Towards an Agenda for Understanding Classroom Managementms, as a teacher and as a student, and the classroom has become my natural habitat. One consequence of this is that much of my knowledge — both active and stored — about classrooms is tacit. This accumulated knowledge enables me to manage my classroom without too much conscious thought. A lot of my

情愛

沉積物

Concerns and Practices in Classroom Managementure. Classrooms are, as we have seen, complex and multi-dimensional, open to many external influences as well as having a ‘life’ of their own, in real time. Classroom management is thus concerned with managing both internal and external events and influences. The characteristics and nature of classr

專橫

Consensus

nascent

Patterns of Participation: Managing Classroom Talkom management — order, opportunity and care — have strong discoursal characteristics. The patterns of participation revealed by analysis of how the main activities of teaching are realised in classroom talk provide insights into classroom management practice. By examining what learners and teachers

不要不誠實(shí)

Teachers’ Knowledge and Classroom Managementassrooms are complex contexts for learning, the sheer range of expertise that a teacher requires in order to do this work adequately is enormous. This is complicated by the fact that managing classrooms is also a social activity, and learners too are involved in managing the context. One of the most