The Development of Routines, Rules, and Expectations at the Start of the School Year

As teacher effectiveness research progressed during the past 20 years, it became clear that skillful classroom management was a necessary condition for effectiveness (Brophy, 1979(Brophy, , 1983;; Kounin, 1970; Soar & Soar, 1979). Quickly, teaching re~earchers~be~an to include more sophisticated observation instruments that allowed for a more complete analysis of teacher managerial strategies. As classroom management work progressed, it also became clear that managing so as to prevent disruptions and optimize class time for academic work was the pattern most often associated with differential achievement gains (Brophy & Good, 1986; Rosenshine, 1979).