1. Future inquiry
1.1. School level discipline and classroom management
1.1.1. Teachers' management decisions that are not supported at school.
1.1.2. Community levels lose credibility with students.
1.2. Quality of academic tasks
1.2.1. Good management and organization
1.2.1.1. Focus more on the content and substance of what is being managed and less on the look of engagement.
1.2.1.2. " Classrooms with high levels of student engagement, but meager academic content, resulting in low levels of learning".
1.3. Classroom management in different contexts
1.3.1. School reform
1.3.1.1. Teaching problem-solving
1.3.1.2. Thinking skills
1.3.1.3. Integrating learning experiences
1.3.1.4. Implementing multiple tasks
1.3.1.5. Require news methods of organization and management
1.3.2. Classrooms with routinized
1.3.2.1. Academic tasks
1.3.2.2. Activities
1.3.3. Different instructional contexts
1.3.3.1. Language settings
1.3.3.2. Process writing
1.3.4. How can classroom management and organization support students?
1.3.5. What is the nature and quality of the learning that is supported?
2. Educating teachers in classroom
3. Teacher actions to create, implement and mantain a classroom environment that supports learning.
4. Educating teachers in classroom management
4.1. Class themes should be planned from the beginning of the school year
4.2. Teachers must learn more and more about how they can direct the teaching of their class
4.3. Learning to teach requires a long time of practice, because it is a skill that is perfected over time
4.4. There are several documents that have been published throughout the history of education so that teachers are better prepared before each session.
4.4.1. In the era in which we find ourselves today, everything is constantly changing, therefore teachers must adapt quickly to the changes that present society presents
5. Reviews of research
5.1. Teachers must be aware of and make visble what the students are actually learning.
5.2. Group management strategies
5.2.1. - Whithiness - Overlapping -Smoothess and momentum - Group alerting
5.3. Lessons that engage students
5.3.1. Recitation more than seatwork
5.3.1.1. Participation = control
5.4. Teachers must recognize both academic and social dimension of classroom tasks and need to make clear their expectations and procedures for student participation.
5.5. Classroom communication
5.5.1. Verbal and not verbal ways that norms. It´s necesary a classroom management system that is visible, established, monitored, modified, refined, and reestablished.
5.6. See classroom as "moving systems" and make desitions based on.
5.6.1. Effective class management is characterized by preventing bad behavior and problems rather than stopping it.
5.6.1.1. Implementing a system at the beginning of the school.
5.6.2. The success of intervention depends on orderly structures being place.
5.6.2.1. - Communicating their expectation cleary.
5.6.2.2. - Systematically monitoring students academic work and behavior.
5.6.2.3. - Provinding feedback about academic performance and behavior.
5.7. Handling misbehavoir
5.7.1. Define effective management techniques or methods to adapt to the needs of the class and the continuing exploration of behavior modification techniques.
5.7.1.1. - Physical proximity or eye contact.
5.7.1.2. - Punishment as response to repead misbehavior.
5.7.1.3. - Dicipline programs
5.7.1.3.1. Teacher effective- ness training.
5.7.1.3.2. Reality therapy and assertive dicipline.
5.7.1.4. - Combination of modeling and self-verbalization.
5.7.1.5. -Combination of goal setting and self-recording.