THEME: CLASSROOM MANAGEMENT AND TEACHER-LEARNER

Авторы

  • Safarova Dildora Автор
  • Ziyodullayeva Mohinur Автор
  • Qorabekova Shaxzoda Автор

Ключевые слова:

motivation, engagement, classroom distribution, time management, learning environments active participation, constructive feedback, relationships between students

Аннотация

Classroom and teacher-learner interaction are two fundamental aspects of effective teaching. A well-managed classroom creates a structured and supportive learning environment, while meaningful teacher-learner interaction enhances engagement, motivation, and comprehension. When both elements are implemented effectively, students are more likely to achieve academic success and 
develop essential life skills.   

Библиографические ссылки

1.Emmer, E. T., & Sabornie, E. J. (2015). Handbook of Classroom Management.

Routledge.

2.Jones, V. F., & Jones, L. S. (2012). Comprehensive Classroom Management:

Creating Communities of Support and Solving Problems. Pearson Education.

3.Kounin, J. S. (1970). Discipline and Group Management in Classrooms. Holt,

Rinehart, and Winston.

4.Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management

That Works: Research-Based Strategies for Every Teacher. ASCD.

5.Positive Behavioral Interventions & Supports (PBIS) (2020). PBIS Implementation

Guide.

6.Sprick, R. S. (2013). Discipline in the Secondary Classroom: A Positive Approach

to Behavior Management. Jossey-Bass.

7.Martin, N. K., & Sugarman, D. B. (2013). Behavior Management: From Theories to

Practice. Pearson.

8.Walker, H. M., & Gresham, F. M. (2014). Handbook of Evidence-Based Practices

for Emotional and Behavioral Disorders. Guilford Press.9.Smith, P. K., & Doug, S. (2018). Classroom Management and Behavioural

Disruption in Schools. Routledge.

10.Brophy, J. (2010). Motivating Students to Learn (3rd ed.). Routledge.

Опубликован

2025-04-04

Как цитировать

THEME: CLASSROOM MANAGEMENT AND TEACHER-LEARNER . (2025). ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ, 66(5), 68-75. https://scientific-jl.com/obr/article/view/7643