一个教室的管理包括创造一个适当的工作环境，与学生们所从事的活动和任务相匹配，使他们能够保持专注，主动学习新事物，而不失去专注。教室的气氛必须放松和工作为导向，同时提供一个积极的气氛，使课堂愉快的学习场所，因为这会影响很多孩子专注于任务和参与活动。因此，积极的指示有助于创造一个积极的气氛，例如，在说我们应该做什么，而不是我们不应该，例如，'我们听对方时，有人在说话'，而不是说'我们不说话时，有人在说话'。在这样的课堂里，积极的气氛被宣扬，学生们对参与和参与活动更有信心。thody等人。（2000）提出了在课堂上培养积极行为的框架。该框架涉及的都是相互依赖相互之间的4个重要元素，这些都是；权利以及学生和教师的职责，这有助于创造工作氛围和人际关系的创造在学校的所有成员的规则。
澳洲查尔斯达尔文论文代写:教室的管理
The management of a classroom includes the creation of an appropriate working environment which matches the activities and tasks the students would be working on so that they are able to keep focused, motivated to learn new things and not losing concentration. The atmosphere of the classroom must be relaxed and work-oriented while providing a positive climate which makes the classroom a pleasant learning place since this affects a lot how much the children keep focused on tasks and involved in activities. Thus, positive instructions contribute a lot in the creation of a positive climate, for example in saying what we should do and not what we shouldn't, such as, 'We listen to each other when someone is speaking' instead of saying 'We do not talk when someone is speaking'. In such classroom where positive climate is preached, students feel more confident in involving themselves and participating in activities. Thody et al. (2000) came up with a framework for developing positive behavior in the classroom. This framework involves 4 important elements which are all inter-dependent amongst each other, these are; the rights as well as the responsibilities of the students and teachers, the rules which help creating a work-oriented atmosphere and in the creation of positive relationships amongst all members of the school.
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