This study uses a qualitative inquiry to examine the classroom management skills of two veteran elementary school teachers, comparing the effectiveness of their skills with three phases of classroom management: to identify expectations for student behavior and work requirements, to establish expectations regarding behavior and work, and to maintain expectations. Data includes classroom observations, interviews with teachers, and an analysis of educational artifacts. Results indicate that both teachers follow the three phases of classroom management to varying degrees. Both take time to prepare for the first days of school, communicate and develop expectations with the students, and reinforce these expectations as necessary.
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