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Rules make an important
contribution to successful teaching where there is little disruption
and a high level of participation. However, so far research
has barely paid attention to the contents of these rules and
to their relationship to the classroom management. This article
highlights with the help of teachers’ (N=605) and pupils’
(N=923) data these questions. It identifies aspects (social
interaction, silence and order) where regulation is needed.
But an unbalanced focusing on rules of order is often accompanied
by a higher degree of disruption during classes. Finally, the
indirect nature of this correlation is illustrated in a model
and the role of the intermittent variables (especially the relationship
between teachers and pupils) is discussed. |
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