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Brophy, (1983 in Regina & Daniel

A good classroom manager adheres to
three principles:
Be willing to accept responsibility for
classroom control
Advocate to long-term, solution-oriented
approaches to problems and abstain from
short-term, control responses
Endeavour to discover underlying personal
problems for symptomatic behavior.

Theoretical teacher orientations

The self-concept/personal adjustment orientated
teacher encourages discouraged pupils,
builds self-esteem by arranging for and
calling attention to success and improving
peer relationships

The insight (cognitive) orientated teacher

spends time with problem pupils individually,
getting to know them personally, attempting
to instruct and inform them; and

the behavioristic teacher

offers incentives, negotiates contracts, calls
attention to and reinforces desirable


Good, T. L., & Brophy, J. E. (2000).
Looking in classrooms (8th ed.). New
York: Longman.