Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

教师关于教学，学习和学校经历的观点是教育中的重要考虑因素。作为课堂互动的主要参与者，学生和老师自然对有效管理学习和周围行为所需要采取的态度有强烈的看法。考虑到这一点，并且因为我们认为忽略任何一个利益相关者的想法都会损害教学和教师教育，因此我们专注于聆听和理解教师关于教学，学习和课堂管理的声音。我们的目的是进一步阐明教师对教育者如何创造优质学习环境以及收集他们对各种学科干预措施的看法的观点，他们对挑战学生的看法以及他们对课堂管理的效能感，以便为教师教育提供政策和实践指导。对50名中学教师进行了一项调查，以收集他们对课堂经验的看法。对学生认为对他们的课堂管理有效的老师进行的后续采访提供了一致的报告，即有效的教室管理员与学生建立了积极的关系，通过建立明确的界限和很高的期望来管理教室，并使学生参与学习。