Teachers' classroom control procedures: are students' preferences being met?

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Abstract
The issue of classroom control is of considerable interest to parents and teachers. In an attempt to determine to what extent teachers' techniques in this area approximate to those preferred by students, an analysis is presented which is based on a number of published studies. The results indicate that teachers are generally meeting the needs of students with the notable exception that they are appearing angered and are publicly embarrassing students. Although the messages transmitted by teachers are democratic in nature, the manner in which they are transmitted is not.

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