Survival as a school teacher depends on an ability to achieve
classroom control. In the years since this book was first published
little has changed in this respect. Classroom control continues to
lie at the heart of competent teaching. Teachers know it, pupils
know it. They know it implicitly because they experience it as a
normal part of their daily lives in schools. But, in this book, the
author stands back from our everyday knowledge about how things
work in classrooms to ask what control actually consists of. What
is it? How is it recognized? How is it challenged by pupils? How is
done by teachers? How is it negotiated? Drawing on extensive
ethnographic fieldwork in three large secondary schools in England
Martyn Denscombe explores the meaning of classroom control. He
looks at the influence of teacher training and the role of school
organization in establishing expectations about control, and then
shows how control is played out through the interaction of teachers
and pupils in class. His analysis travels well across the many
contexts in which teaching occurs and provides an illuminating
insight into the work of teaching and the nature of classroom life.
His evidence is drawn from ethnographic fieldwork in three schools
in England, and secondary sources covering the phenomenon of
classroom control in the UK, USA and Australia.
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