A preventative approach to classroom management is associated with increases in student engagement and improved teacher well-being. However, research indicates that many teachers use predominantly reactive practices, aimed at controlling student behaviour. Queensland state secondary school teachers ( N = 587) were surveyed about the classroom management practices they most often used to prevent and respond to unproductive student behaviours in their classrooms. Findings indicated that teachers mainly relied on practices to establish expectations, practices from the Essential Skills for Classroom Management professional development resource, and practices which sanction students for behavioural infractions. There were, however, also encouraging indications that teachers try to prevent unproductive behaviour by fostering student engagement in learning activities while addressing misbehaviour in low-key ways. Implications for pre-service teacher preparation and ongoing professional development are discussed.

中文翻译：

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中学教师常用的课堂管理实践：昆士兰调查结果

课堂管理的预防性方法与学生参与度的提高和教师福利的改善有关。然而，研究表明，许多教师主要使用反应性的做法，旨在控制学生的行为。昆士兰州立中学教师 (N = 587) 接受了关于他们最常用于预防和应对课堂中学生低效行为的课堂管理实践的调查。调查结果表明，教师主要依靠实践来建立期望，来自课堂管理专业发展资源的基本技能的实践，以及惩罚学生行为违规的实践。然而，有 还令人鼓舞的迹象表明，教师试图通过促进学生参与学习活动，同时以低调的方式解决不当行为来防止非生产性行为。讨论了对职前教师准备和持续专业发展的影响。