Abstract
In the same way that we learn reading and mathematics and science, we learn the expectations of a classroom – what we are supposed to do while we are there. When you walk into a classroom where learning levels are high, structure is apparent. Those classrooms may be quiet places or noisy places. There may be a teacher in front of a group, several groups being active, or all students working as individuals. When you scan around, however, all of the students appear to be engaged. Pressley and his colleagues provide a detailed description of what the productive hum looks like.1 This does not happen automatically; management practices matter. Because students learn management expectations, we expect the ULM principles and rules to apply to classroom management issues just as they apply to learning content.
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© 2010 Springer Science+Business Media B.V.
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Shell, D.F., Brooks, D.W., Trainin, G., Wilson, K.M., Kauffman, D.F., Herr, L.M. (2010). Managing the Classroom Environment. In: The Unified Learning Model. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3215-7_13
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DOI: https://doi.org/10.1007/978-90-481-3215-7_13
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Publisher Name: Springer, Dordrecht
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Online ISBN: 978-90-481-3215-7
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