How to Manage A Classroom- Secondary Education

This is one of teaching assignment which I have done few years back. I hope it has some value for users.

A-Introduction

The need for discipline cannot be denied in a classroom. In a school we produce citizens which when get older hold very responsible positions and roles. A good disciplined class represents a whole school. Minor things of pupil’s cannot be ignored because they are minor. It is an old saying that little things make a big difference.
The whole purpose of the teaching is to train a good generation of peoples which can be useful to the society. Hence it is important to have effective classroom management skills. Classroom management have various things in it. This can only be done with using good strategies and with good communication. It includes all those things which can happen and do happen in a classroom. I will be exploring not only the discipline but also the whole classroom management and how it can be made effective; off course discipline (behaviour management) is the major part of the classroom management. I will be giving the literature review and also explain my own experience.

Tauber, R. T. (1999) discusses that classroom management is mainly based on discipline. He further discusses that having a good discipline means good classroom management. Marzano, R. J. (2003) also agrees and give supporting arguments that discipline and behaviour issues are the most problematic in learning. They also give different strategies how to control behavioural issues such as delivering an engaging lesson. I am of the view that behavioural management can be tackled in using tactical teaching style and delivering and making teaching more fun. Every child matters and inclusion and child centred learning are useful tool.

This assignment has been divided din 4 parts including this introduction. In part 2 (literatures review) I will explore different information relating to the classroom management including powers of a teacher. Part 3 is based upon my experience and observations. In the discussion and conclusion session I will discuss and will conclude main point of the topic.

B- Literature review

Main problems which are encountered are the disrupting behaviour, making noises, not listening to the teacher or not concentrating on the lesson, giving disrespect and sometimes violence in the class and to the teacher. (Teaching Ideas and Resources , 2010)

1- Seating Plan
There are several benefits of good seating plans as considered in (Teaching Expertise, date unknown)

•access and movement
•individual needs
•distractions
•social groupings
•curriculum requirements
•safety
2- Making rules

Marzano, R. J (2003) discusses that the most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures. Choosing the rules is important and on the first day of the lesson it is important to choose the rules and take ideas from the students before agreeing on the classroom rules. (Teaching Ideas and Resources, 2010) It is like running a country or a house if the things go wrong we have to follow some rulings or in the severe case law of the country.

3- Be a role Model

If a teacher is a role model he is in a better position to enforce the rules on the class. His talks will be more convincing to the pupils.

4- Engaging lesson
To deliver an engaging lesson is a technique itself and it is a big subject.
Dialogue and experience are two main parts to achieve the engagement in the lessons.
(Developing Engaging Lessons: Students Work More—You Work Less, 2006)
Some engaging activities may include the following:

Fractions can be taught by cutting an object (such as apple, bread etc.) into different pieces.

Geometry can be taught by using actual shapes (of cardboard etc) in the class room.

Different activities and work sheets given in the class and asking questions about the subject help a lot. Exploring the examples of daily life, e.g., name the things of house which are triangular, cubical etc.

Algebra can teach by different games and activities by substituting the right value it will give the correct answer.

There are several online resources for Maths for students to use to make the learning fun.

5-Punishment strategies

Several punishment strategies can be considered depending on the school’s policy. Asking them to stand up in the class, sending them to stand outside the head teacher’s office and in more sever cases informing to the parents. See more under the heading powers of a teacher.

Other classroom management things to be considered: Tidying the classroom, issuing passes to for the need of toilet.

The Powers of a Teacher:
The education and inspections act 2006 applies anywhere where the pupil is under the charge of a teacher whether it is in the school or outside in a visit etc. (School discipline – your powers and rights as a teacher, date unknown)

The above mentioned act has to be applied in accordance with the school policies. Of course the school policies will not differ from the act but they may have limitations. When the teacher imposes punishment he may impose the following punishment:
a- one to one admonishment
b- removal form the group (in class)
c- withdrawal form a particular group (in class)
d- withdrawal from a particular lesson or peer group
e- withdrawal of access to the school IT system
f- withdrawal of participation in school trip or sports even that is not essential part of school curriculum
g- withdrawal of break or lunch time privileges
h- carrying out a useful task in the school
i- detention(conditions apply)
j- fine to parents and taking them to court
k- confiscation(conditions apply)

Detention:

Any pupil under 18 can be put in detention, assuming that it is allowed in the school’s policy. For break time detention there is no need to ask the parents but if the detention is outside the normal school hours then parents need to be given 24 hr notice. Parents can let the teacher or school that if this cause the family particular problem but they cannot over rule the decision.

Confiscation:

(Teaching Expertise, date unknown; Education and Inspections Act 2006, 2006)

A teacher or other member of staff may only seize, retain or dispose/confiscate of a pupil's property if s/he has authority to do it. Section 94 of the Education and Inspections Act 2006 provides that authority when the confiscation is a lawful disciplinary penalty. It is for the staff member confiscating the item to show the legality of the confiscation, since s/he has made the decision to interfere with the property, that is, the burden of proving the lawfulness of the act is on the teacher.

Exclusion:

The head teacher has the power to exclude the pupils’ if necessary. This can be for fixed period or permanently. The government guidance to independent appeals panels emphasise that this should not be overturned purely on the basis of technicalities or without good reason.

Searching, screening, use of force:

The Government set out a series of measures intended to tighten up discipline in schools: (Teachers ‘may face legal action if they search pupils’, 2010).

a- Ending the rule requiring schools to give 24 hours' written notice to parents for detentions

b- Allowing heads and school staff to search pupils for mobile phones, pornography and cigarettes.

c- Strengthening guidance and legislation if necessary surrounding use of force in the classroom.

d- Giving anonymity to teachers who have been accused of wrongdoing by pupils.

Mr Nick Gibb (School Minister) has said: “We are removing red tape so that teachers can ensure discipline in the classroom and promote good behaviour. Teachers should feel confident in exercising their authority, and pupils should not have to suffer disruption to their learning caused by the poor behaviour of others.”
Head teachers voiced concerns over Mr Gibb's plan to extend the use of force as a disciplinary measure in the classroom. Malcolm Trobe, policy director of the Association of School and College Leaders, said teachers would need expert training in the physical restraint of unruly pupils.

According to a view in the article in daily mail (Jan 2010) half of teachers quit the classroom because of violent pupils and red tape but there is continues debate on this. Tories highlighted a Health and Safety Executive report which concluded teaching was the most stressful job in the country, and surveys showing two thirds of teachers have considered leaving the profession because of verbal abuse from pupils and threats of violence. However, ministers claimed there had 'never been a better time to become a teacher' and that staff retention levels were rising. (Half of teachers quit the classroom because of violent pupils and red tape, 2010)
In a survey it has been concluded that Behaviour in schools is worse than it was five years ago, with pupils as young as five being disrespectful, intimidating and violent, a survey of teachers suggests (Behaviour in schools 'worse than five years ago', 2010). According to a research in 2003 by Liverpool University, Poor pupil behaviour is a major influence on secondary school teachers’ decisions to leave. (Factors Affecting Teachers Decision to Leave the Profession, 2003).
Some other important points to consider while in class room management such as look for the bullying issues whether it is with in the staff or in the students and tell the responsible persons in the school such as line manager or head or deputy head. It is compulsory for schools to have measures in place to encourage good behaviour and to prevent all forms of bullying. The DCSF supports schools in designing their anti-bullying policies, by providing comprehensive, practical-guidance documents. ECMA agenda not only applies to normal pupils but it also applies to those with special educational needs (SEN) and disability so that every child with SEN and disability reaches their full potential in school, and can make a successful transition to adulthood and the world of further and higher education, training or work. While managing classroom it is also important to give special provision to pupils with EAL.
(Aiming high: Meeting the needs of newly arrived learners of English as an additional language, 2010)

There is a regulation to protect the staff and teachers to protect them against work related harassment, malicious allegations etc. School should protect to prevent the misuse of facilities including internet or any other instrumental usage, threats and assaults on a member of staff are reported to police and local authorities and governing bodies have legal powers to prohibit access to the school buildings.

In case of discipline/behaviour issue there are rang of means to engage parents and to support them to improve their children’s behaviour this include parenting orders, penalty notices. The penalty is £50 rising to £100 if not paid in 28 days. If not paid in 42 days the parent can be prosecuted.

Almost all maintained secondary school and academies are now in local partnerships for improving behaviour and tackling persistent absence. They help each other to tackle the most challenging pupils. Every school has been given a nominated police contact. Under safe school partnerships (SSP) police officers regularly visit the schools. SSPs also facilitate support other agencies as well such as youth offending service and probation services. Police can help tackling gang culture and in searches and in truancy sweeps (If, for example, a youngster claims to be going to the dentist, the truancy sweep officers may ask to see an appointment card) (How truancy sweeps work, 2002).

I had done a simple search in the website www.guadian.co.uk about “classroom violence” the results screen shot is pasted below:

After reading few of the articles I have found that the violence is on the rise that is why the new government is planning more stricter penalties( on pupils/parents) and more authority to teachers.

C. My Experience

(I had no placement so I had to use my experience rather than a proper placement based research).

I have been teaching one-one for a while 1-1 (about 5 years) and in groups of 1 -3 but this was my first time to teach in a school. I had astonishing experience initially as in year 8 especially there was too much noise. It was very irritating but with the help of head teacher who calmed the class down and asked them to behave I had a relief. I had similar experience with year 10 and year 11 while year 7 and 8 was not too bad.

I had to build a relationship and had to more study and research to cope these situations “Children’s perceptions of trainee teachers” (Cooper, Hilary; 2000) was helpful in this regard as it gave me ideas how pupils interact to a trainee teacher.

I gradually built relationship and learnt that more consistent behaviour is required to become a good teacher. Also being more serious and when there is right time for joke make a right joke helps. To make a lesson engaging I used different strategies. I have used different tasks for different ability groups to make the lesson more engaging. For example while teaching maths I gave harder questions to intelligent pupils while easier to those who were not good at maths. Also keeping them busy is good tactic and it does not give them chance to misbehave. In this regard giving an extension task is useful to those who already finished their task.

I had to follow the school policy and the main points were:

The emphasis in the school is on promoting good conduct. This should result in reduction and ideally disappearance of misbehaviour.

Reward System in the School:

Writing the pupil's name on the right hand side of the board and giving ticks can encourage good behaviour/effort in classroom. If the pupil gets three ticks, privileges such as activities of his own choice awarded during the lesson.

Pupils, who show excellent work, good effort, behaviour and support in the class, will receive a 'Good News Note' to be taken home. Pupils will achieve 'Pupil of the Month' certificates for demonstrating good behaviour, cleanliness of the room, and contributions to school, punctuality and attendance in school. 'Certificate of Achievement' is awarded during the year if they have received three 'Pupil of the Month' certificates. These certificates will be displayed on the main notice board for a week.
In addition to this, there is a merit system to encourage good behaviour and work.
Stage 1-75 merits will earn a Bronze certificate and nominal prize,
Stage 2-75 merits will earn a Silver certificate and nominal prize
Stage 3-75 merits a Gold certificate and nominal prize.

Sanction System:

If a pupil misbehaves the following steps will be taken in ascending order. The supervisor/teacher issues a clear warning speaking calmly but firmly and clearly giving a choice to behave and if not then face the consequences (which could be in escalating order for example removing privileges in the class).If misbehaviour or lack of effort continues, the teacher will then write his name on the left side of the board with a cross next to it. If a pupil gets three crosses and still continues to misbehave then the pupils will receive ten minutes break or thirty minutes lunch-time detention.
If misbehaviour or lack of effort continues, the teacher will issue a 24-hour notice to the parents of the day pupils to attend after school detention. If misbehaviour continues, the supervisor/classroom teacher will report the pupil to the parents via the school diary. If a pupil is misbehaving or lack of effort continues on a recurring basis, this will result in him being put on a daily report. The pupil will be reported on in every lesson for two weeks. The report is then sent to the parents. In case of continued bad behaviour or lack of effort, the parents of the pupil will be called in and a target will be set for an agreed period by which the pupil's behaviour/effort must improve.
If the behaviour/effort does not improve the Head of Boarding (HOB), Head of School (HOS) will give a final warning in writing before a pupil is recommended for exclusion. If a pupil continues to misbehave or has not shown enough improvement, the pupil can be excluded. The procedure of exclusion is; supervisor/class teacher discusses the matter with HOB/HOS. HOB/HOS recommends exclusion (either permanent or temporary) to the Principal. HOB/HOS on behalf of the Principal in consultation with the Governing Body issues a letter of exclusion to the parents in which they are informed as to the reasons, which lead to the exclusion. The period of suspension has to be stated. Exclusion will normally be for a period of one to three days in the first instance. The Principal in consultation with Governing Body can apply the permanent exclusion on the recommendation of HOB/HOS.

The School will endeavour to ensure that there is no use of unacceptable or excessive forms of punishments. No form of physical, mental or emotional punishment will be tolerated. Any disciplinary powers of prefects or equivalent are clearly described in the Prefect duties. Administration of major punishments will be recorded in writing in a book with the name of the pupil concerned, the reason for the punishment and the person administering. Any physical restraint by reasonable and non-injurious means used by staff will only be for the minimum time necessary to prevent injury to self or others or very serious damage to property. This will always be recorded in writing

Those who were misbehaving or disrespectful given the punishment then and there, normally in this situation they were sent up to stand outside the head teacher’s office. If the misbehaviour was serious I used to tell the head teacher personally. Once one student was disrespectful and was copied the teacher (myself), upon asking to stop this he did not stop and carried on with this attitude, this was reported to head teacher. Once while the teacher (myself) was going to home after the school a pupil came in front of my car deliberately and I reported to the head teacher. I had already reported this pupil for misbehaviour. I noted that the head teacher sent a warning of exclusion to the parents as this pupil had history of misbehaviour as I came to know from another teacher.

I used different strategies and styles of teaching. I realised that the pupils take it granted that this teacher is new and he does not know us well or he does not know our names. So before I start lesson I used to take attendance and try to remember the names of all and in case I can not remember the name or they did not tell me the name I disciplined them and ask them to stand outside the head teacher’s office. I also used different seating strategies. Those who was misbehaving or not concentrating even after giving them warning was sent out of the class and sent to stand outside the head teacher’s office. I used different seating plans according to abilities so that they can learn from each other. When I noted that they are going too much in the toilet I asked them to have a “pass” from me. This reduced the number dramatically of those who used to go to toilet. The “pass” was a printed piece of paper signed by mylself.

I used different activities and reward system. For example I someone can do this question quicker then he (this was a boy’s only school) will get a sweet or prize (could be a pencil/toffee etc.).

In first few lessons I noted that my time management skill was not working well as the lesson I planned was all sabotaged by the pupil. Hence I learnt how the behaviour management is so important. Just having subject knowledge is not enough but delivering it properly and efficiently is a technique. I always give about 5 min for starter activity and settle down then I start my main activity. Some times this may end up to 10 min if they are still not settled. Using interesting videos, power point slides and cards and mathematical games are good way of learning and keeping them engaged. I had to give myself and pupils enough time for preparation and digest the material. Before I delivered the lesson I made sure at least a night before that every thing is completely ready.

D- Discussion and Conclusions

There are different ways of looking at classroom management it come with experience and as well of as knowledge. There are different theories as well relating to education psychology and classroom management itself for example
Kauchak and Eggen (2008) explain classroom management in terms of time management. According to them the goal of classroom management, is not only to maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time. On the other hand G. Kimble in 1961 in theory of learning defines the learning: Learning is a relatively permanent change in a behavioural potentiality that occurs as a result of reinforced practice (Gregory Adams Kimble, date unknown).

While William Glassers’ choice theory of education psychology has the 10 axioms (Choice Theory, 2010):

1-The only person whose behaviour we can control is our own.
2-All we can give another person is information.
3-All long-lasting psychological problems are relationship problems.
4-The problem relationship is always part of our present life.
5-What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
6-We can only satisfy our needs by satisfying the pictures in our Quality World.
7-All we do is behave.
8-All behaviour is Total Behaviour and is made up of four components: acting, thinking, feeling and physiology.
9-All Total Behaviour is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.
10-All Total Behaviour is designated by verbs and named by the part that is the most recognizable.

I feel that teachers should be equipped with more knowledge and training to overcome violence and misbehaviour as Tauber, Robert T (1999) discusses
Says in his book “almost every piece of literature dealing with violence prevention in schools seems to say the same thing: teachers need to be provide with information, information, and more information; training, training and more training!”

I quote a figure from Classroom Management That Works: Research-Based Strategies for Every Teacher (Marzano, Robert J. Marzano, Jana S. Pickering, Debra 2003) which shows what should be the role of a teacher in terms of dominance and cooperation. This diagram shows the role of a teacher and how to balance his/her duties in the school.

The figure above shows how dominance can also be lack of attentiveness and high submission will lack the full concentration on the learning rather it will concentrate on submission. High cooperation is concern for the needs high opposition on the other hand is characterised by antagonism and not listening to or not cooperating eight the pupils hence the shaded area in the is the optimum level it does not show the extremes of high cooperation and high dominance the teacher has to have his/level to exist and dominate in order to enforce and apply rules and keep the learning environment to its optimum level.
Here are some techniques that can be used in classroom that will help you management and control. (11 Techniques for Better Classroom Discipline, 2009)

Focusing:
Have the attention of all in your class before you start and let the class settle down in this way. This will help to get control. If you start the lesson the children may think that the teacher does not mind talking us and they may well carry on talking. Hence it is important to make sure they are all listening and concentrating.

It may be an affective approach to start with a quieter voice than normal when all the class is completely silent. This will help the class listen more carefully.
A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice.

Direct Instruction:
Uncertainty increases the level of excitement in the classroom. Direct instruction and telling the pupils what we will be doing and when we will finish next ten minutes or so and how much will be covered in this lesson etc. helps to reduce unnecessary excitement in the class. Further to this another adding “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes.” Will help the class to concentrate and work with good pace (11 Techniques for Better Classroom Discipline, 2009)
.
If the teacher is more willing to wait for class attention students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour.

Monitoring:
Monitoring and assessing is important and going around the class every 2 minutes or so when the pupils are solving problems is very useful. The teacher knows which students are doing what hence the teacher can assess them as well and adopt the teaching style accordingly.

Modelling:
Be a good role model. Having a good dress, be punctual on in the class, doing your things yourself (cleaning the board etc.) and delivering the lesson steadily and with good pace helps and impresses the pupils. . The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehaviour.

Non-Verbal Cuing:
Your body language such as posture, body language and hand signals you use is very important to tackle misbehaviour and to mange the classroom. Take time to explain what you want the students to do when you use your cues.

Environmental Control
Make the classroom nice and cosy. Posters, pictures and information about the subject look nice and make the environment nicer. Seating plan and proper temperature should be checked. You may try putting the pictures of yourself in the class room. When the students know you better you will see less misbehaviour problems.

Reward System:
When you see good behaviour rewards it and try not to embarrass the students in front of the class if they misbehave. Do not hurt their feeling rather condemn the bad behaviour or attitude.

Things to Avoid:

Things to Avoid as a Teacher
(Top 10 Worst Things a Teacher Can Do, 2010); (Laslett, Robert Smith, Colin J.; 1992)

Here is some important point and hints which a teacher should avoid.

1. Avoid smiling and being friendly with your students.
   Smiling may mean to some students that the teacher Is not strict or they can get away to his orders. You should be friendly but not a friend otherwise they may take it for granted. Teaching is not a popularity contest and you are not just one of the guys or girls.

2. Stop your lessons and confront students for minor infractions in class
   It is much better to pull them aside and talk to them personally to rectify their behaviour.

Humiliation is a terrible mistake and do not name and shame students if possible unless it is really necessary.

1. Yelling
   Yelling means that you have lost your temper and this breaks the positive relationship with the children which you have been building with the students. I know some of the teachers may think that it may be necessary but it really depends. I have seen the head teacher yelling and it worked but as a teacher I do not think it works.

2. Give your control over to the students
   Be a democratic in the class and take the comments of students on board so they know and feel that your decisions are made for good reason.

3. Treat students differently based on personal likes and dislikes
   Personalized learning is one of the important points so treat students according to their likes and dislikes.

Note: 1- I have used h or she interchangeably for male or female teacher. Similarly for pupil (s) I have used word student as well. In the bibliography behavior is used instead of behaviour in US English. I have used both US and British Literature although preferred British Literature for obvious reasons.

Bibliography and References

Aiming high: Meeting the needs of newly arrived learners of English as an additional language, (2010) http://nationalstrategies.standards.dcsf.gov.uk/node/85337?uc%20=%20force_uj [Accessed August 4, 2010]

Anne W. Watson, D. (2006) Raising Achievement in Secondary Mathematics.
Berkshire,
GBR: McGrawHill Education

Behaviour in schools 'worse than five years ago', (2010)http://news.uk.msn.com/uk/articles.aspx?cp-documentid=152833915[Accessed August 10, 2010]

Blatchford, P. (2003)
The Class Size Debate: Is Small Better?,Open University Press

Choice Theory, (2010)
http://www.wglasser.com/index.php?option=com_content&task=view&id=12&Itemid=27 [Accessed August 5, 2010]

Cooper, H. and Hyland,R.,Editors, (2000) Children's Perceptions of Learning with Trainee Teachers,
RoutledgeFalmer

Developing Engaging Lessons: Students Work More—You Work Less, (2006)
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Donovan, M.S.(Editor) Bransford,J.D. (Editor) Committee on How People Learn (Contributor) (2005)
How Students Learn: Mathematics in the Classroom
Publisher: National Academies Press

Education and Inspections Act 2006, (2006)
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Factors Affecting Teachers’Decisions to Leave the Profession, (2003)http://www.education.gov.uk/research/data/uploadfiles/rr430.pdf [Accessed August 10, 2010]
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Journal of Educational Psychology 61, 207-219

Gregory Adams Kimble, (date unknown)
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Half of teachers quit the classroom because of violent pupils and red tape, (2010)http://www.dailymail.co.uk/news/article-1239790/Half-teachers-quit-classroom-violent-pupils-red-tape.html#ixzz0wJE4Oi4G [Accessed August 9, 2010]

Hewitt, D. (2008) Understanding Effective Learning: Strategies for the Classroom
Publisher: Open University Press

Hopkins, D. (2008) Teacher's Guide to Classroom Research
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Kauchak, D., and Eggen, P. (2008). Introduction to teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies
McLeod, J.Fisher,J.Hoover, G. (2003)
Publisher: Association for Supervision & Curriculum Development

Kobrin, D. (2004) In There with the Kids: Crafting Lessons That Connect with Students, 2nd ed.
Publisher: Association for Supervision & Curriculum Development

Laslett, R. (1992) Smith, C. J. Effective Classroom Management
Publisher: Routledge

Learning to Teach in the Secondary School: A Companion to School Experience (4th Edition)
Leask, M.(Editor) Turner, T. (Editor) Capel, S.(Editor) (2005)
Publisher: Routledge Falmer

Marzano,R. J. (Author) Marzano, J. S. (Contributor) Pickering, D. (Contributor) (2003)
Classroom Management That Works: Research-Based Strategies for Every Teacher
Publisher: Association for Supervision & Curriculum Development

Miller, A. (2003) Teachers, Parents and Classroom Behaviour: A Psychosocial Approach.
Berkshire, GBR: McGraw-Hill Education

Posamentier,A. S.Jaye, D Krulik,S.(2007) Exemplary Practices for Secondary Math Teachers
Publisher: Association for Supervision & Curriculum Development

Psychology of Education
Long, M. (2000)
Publisher: RoutledgeFalmer

Quick Hits for New Faculty: Successful Strategies By Award-Winning Teachers
Cordell, R. M. (Editor) Lucal, B. (Editor) Morgan, R. (Editor) (2004)
Publisher: Indiana University Press

School discipline – your powers and rights as a teacher,(date unkown)
http://www.teachernet.gov.uk/_doc/13516/8209-DCSF-School%20Discipline%20DL.pdf
[Accessed August 7, 2010]

Shapiro,D.(2004) Conflict and Communication : A Guide Through the Labyrinth of Conflict Management
Publisher: International Debate Education Association

Tauber,R.T. (1999) Classroom Management : Sound Theory & Effective Practice,
Greenwood Publishing Group, Incorporated

Teaching Expertise, (date unknown) http://www.teachingexpertise.com/articles/confiscation-retention-and-disposal-of-pupils-property-2363 Confiscation, retention and disposal of pupils' property, [Accessed August 10, 2010]

Teaching Ideas and Resources (2010) http://www.teachingideas.co.uk/ [Accessed August 10, 2010]

Teaching Expertise, Classroom seating plans, (date unknown) http://www.teachingexpertise.com/e-bulletins/classroom-seating-plans-6637 [Accessed August 10, 2010]

Teachers ‘may face legal action if they search pupils’, (2010)
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Top 10 Worst Things a Teacher Can Do, (2010) http://712educators.about.com/od/teachingstrategies/tp/worstactions.htm [Accessed August 10, 2010]

Use of Language Across the Secondary Curriculum
Bearne, E. (1998)
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Winning Strategies for Classroom Management
Cummings, C. B.(2000)
Publisher: Association for Supervision & Curriculum Development

Wright, E. O. (2000) Class Counts,Cambridge University Press

11 Techniques for Better Classroom Discipline, (2009)http://www.honorlevel.com/x47.xml
[Accessed August 2, 2010]