The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms
Povzetek
This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Collin, J. S., & Laslett, R. (1993). Effective Classroom Management, a teacher’s guide. Routledge Falmer.
Cullingford, C. (1991). The inner world of the school, children’s ideas about school. London: Cassell Educational.
Dörnyei, Z., & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
Doyle, W. (1986). Classroom Organisation and Management. In M. C. Wittrock, Handbook of Research on Teaching. New York: Macmillan.
Kaulfer, W. C. (2006). The Management of a Foreign Language Class. The Modern Language Journal, 15, 1.
Kounin, J. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.
Kyriakou, C. (1992). Essential Teaching Skills. Hemel Hempstead: Simon and Schuster.
Mattheoudakis, M., & Alexiou, T. (2009). Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development. In M. Nikolov
(Ed.), The age factor and early language learning (Studies on Language Acquisition) (pp. 227–252). Mouton de Gruyter.
Paulsel, M. L. (2004). Using Behaviour Alteration Techniques to Manage Student Behaviour. Communication Teacher, 18(2), 98–114.
Rixon, S. (1999). Greece-Teaching English to Young Learners. The British Council.
Smith, C. J., & Laslett, R. (1999). Effective Classroom Management: A Teacher’s Guide. Routledge.
Weinstein, C. M., & Mignano, A. J. (1993). Elementary Classroom Management: Lessons from Research and Practice. McGraw Hill.
Wright, T. (2005). Classroom Management in Language Education. Basingstoke: Macmillan Palgrave.
Cullingford, C. (1991). The inner world of the school, children’s ideas about school. London: Cassell Educational.
Dörnyei, Z., & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press.
Doyle, W. (1986). Classroom Organisation and Management. In M. C. Wittrock, Handbook of Research on Teaching. New York: Macmillan.
Kaulfer, W. C. (2006). The Management of a Foreign Language Class. The Modern Language Journal, 15, 1.
Kounin, J. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.
Kyriakou, C. (1992). Essential Teaching Skills. Hemel Hempstead: Simon and Schuster.
Mattheoudakis, M., & Alexiou, T. (2009). Early foreign language instruction in Greece: Socioeconomic factors and their effect on young learners’ language development. In M. Nikolov
(Ed.), The age factor and early language learning (Studies on Language Acquisition) (pp. 227–252). Mouton de Gruyter.
Paulsel, M. L. (2004). Using Behaviour Alteration Techniques to Manage Student Behaviour. Communication Teacher, 18(2), 98–114.
Rixon, S. (1999). Greece-Teaching English to Young Learners. The British Council.
Smith, C. J., & Laslett, R. (1999). Effective Classroom Management: A Teacher’s Guide. Routledge.
Weinstein, C. M., & Mignano, A. J. (1993). Elementary Classroom Management: Lessons from Research and Practice. McGraw Hill.
Wright, T. (2005). Classroom Management in Language Education. Basingstoke: Macmillan Palgrave.
Objavljeno
2013-09-30
Kako citirati
Giannikas, C. N. (2013). The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms. Revija Centra Za študij Edukacijskih Strategij , 3(3), 87–104. https://doi.org/10.26529/cepsj.233
Rubrike
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
