
Contents
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Introduction Introduction
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Definition of “Classroom Management” Definition of “Classroom Management”
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The Diverse Learning Needs of Students The Diverse Learning Needs of Students
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Four Aspects of Classroom Management Four Aspects of Classroom Management
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Management of the physical aspect Management of the physical aspect
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Managing the instructional aspect Managing the instructional aspect
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Managing the social aspect Managing the social aspect
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Managing the affective aspect Managing the affective aspect
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Various Approaches to Classroom Management Various Approaches to Classroom Management
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Three categories of approaches to classroom management Three categories of approaches to classroom management
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Three modes of classroom management Three modes of classroom management
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Specific Strategies for Classroom Management Specific Strategies for Classroom Management
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A teacher-orientation: Assertive discipline A teacher-orientation: Assertive discipline
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A group-orientation: Social discipline A group-orientation: Social discipline
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A student-orientation: Teacher effectiveness training A student-orientation: Teacher effectiveness training
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Adopting Chinese Classic Philosophies for Managing a Diverse Classroom Adopting Chinese Classic Philosophies for Managing a Diverse Classroom
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The Confucian approach to classroom management The Confucian approach to classroom management
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Taoist approach to classroom management Taoist approach to classroom management
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Legalist approach to classroom management Legalist approach to classroom management
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Summary Summary
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Points for Discussion and Learning Activities Points for Discussion and Learning Activities
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Glossary Glossary
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References References
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14 Classroom Management for Children with Diverse Learning Needs
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Published:October 2007
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Abstract
At a time when the inclusive classroom is being actively promoted in many countries in Asia, teachers and parents frequently ask how a diverse classroom can be managed effectively. To ensure they create and maintain an effective classroom, teachers have to develop an intellectual framework for thinking not only about how to teach but also about ways of catering for the diverse learning needs of individual students. This chapter offers a broad view of classroom management and stresses its positive functions in managing the diversity of students’ learning needs. It also makes particular reference to managing the inclusive classroom and, although it focuses on the Hong Kong classroom, the content is broadly applicable to the “Chinese” classroom.
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