Annotated Bibliography Classroom Management

1. Pellegrino, A. (2010). Pre-service teachers and classroom authority. American Secondary Education, 38(3), 62-78. Retrieved from http//search. proquest. com. wwwproxy0. library. unsw. edu. au/docview/722356586? accountid=12763 In this article Pellegrino examines the classroom practices of 5 preservice secondary school teachers, identifying the challenges faced in establishing their authority to create an effective accomplishment environment.As a framework for his study, Pellegrino gives 3 basic origins of authority Traditional, Legal/Rational and Charismatic authority. Of the three, he recommends school-age child teachers aim to develop legal/rational authority as it is ground on values, rules and procedures and is almost conducive to modern views of learning. Pellegrino suggests classroom management is of rife concern to most student teachers and the effective application of concepts, methodologies and strategies knowing during their studies is ofttimes a struggle for them.Wi th placement soon approaching, classroom management is undeniably one of my greatest concerns, hence the reason I chose to include this article. In gaining insight into the common errors made by student teachers during placement, I look forward to to avoid repeating these mistakes during my tenure. The findings from this article demonstrated that although participants did utilize the knowledge and skills learned from their studies they all returned to traditional and/or charismatic authority styled forms of classroom management.This was seen in the creation of teacher-oriented classrooms as well as many attempting to take on the role of the cool teacher, unfortunately to no avail. As a likely high-school teacher, I am aware of the relatively small age-gap that is likely to survive between myself and my students. Pellegrinos warning about the ease of which student teachers very much establish charismatic authority, is something I will definitely keep in mind. Although easy to est ablish, this type of authority is based on irrational pith and as observed in the study, is often fleeting.For the participants in this study, perhaps the most significant errors made were trying to emulate the management styles of their mentors and/or cosmos inadequately prepared. From this I learned the importance of not only growing a well-structured and well thought-out management plan but one that I adhere to, can reflect upon and alter accordingly. 2. Gillies, R. & Boyle, M. (2010). Teachers reflections on cooperative learning Issues of implementation. Teaching and Teacher Education, 26(4),