The Article ' Misconceptions And Goals Of Classroom Management '

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The article “Misconceptions and Goals of Classroom Management” by Tracey Farrell Garrett begins by addressing three common misconceptions regarding classroom management.
The first misconception of classroom management is that it is “synonymous with discipline” (Garrett 45). Garrett dispels the belief of discipline being the primary focus of classroom management. Referencing the work of education professors and researchers, Carol Weinstein and Carolyn Evertson, she explains that the organization of classrooms should help “avoid most behavior problems” (Garrett 46). The second misconception Garrett addresses is that a “quiet classroom” should be the result of classroom management. She points out that learning is an active process requiring the noise generated by “talking, sharing, discovering, experimenting, and questioning” (Garrett 46). The third classroom management misconception is the belief held by teachers that effective management entails of rewards and punishments. Garrett notes that effective classroom management often needs little use of behavioral incentives such as “sticker charts, marble jars, token economies, classroom stores, prize bins” (Garrett 46). After briefly addressing and removing some of the common misconceptions of classroom management, Tracey Farrell Garrett explains that teachers should become “understanding of the overall goals of classroom man¬agement” (Garrett 46). She explains the two goals of classroom management outlined in the research of
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