In Part I of this series, I laid out my philosophy of the role of classroom management in a learner-centered classroom.
In Part II, I discussed a strategy for setting expectations in a way that I think empowers learners and allows them to take ownership of the classroom and its culture.
In this final part, I want to share some thoughts on what to do when learners don’t meet those expectations. First, though, I want to share an idea I keep coming back to:
The more time we spend planning engaging lessons, the less time we have to spend planning classroom management. Continue reading