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Video vignette notes

You will find staged video vignettes for primary and lower secondary education on the topic of classroom management.. Each video vignette includes two core classroom management strategies from the Linz Concept of Classroom Management LKK (see subsection "Classroom Management"), as well as additional secondary strategies. An overview of the strategies included can be found in the respective table above the corresponding video. For each video vignette, you will also find an associated transcript as a download.
Our video vignettes are available in two versions: a) (Rather) successful or good-practice variant and b) (Rather) critical variant. Of course, classroom management is much more complex and thus the video vignettes should not be discussed in a "black and white" way. Please note the Notes for reflection on video vignettes.

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Notes for reflection on the video vignettes

The example from the English lesson "Vocabulary repetition", among others, makes it very clear that there can be negative consequences if the teacher does not comply with ubiquity. In the video vignette, uncommented errors in vocabulary repetition can be heard before the game escalates. In the good practice variant, the teacher is omnipresent and negative consequences are absent. In the course of the reflection, it should be discussed with the participants whether it is always inappropriate in the sense of omnipresence to turn one's back to the students and write something on the blackboard. Of course, a teacher must be able to take time in between to check homework or write something on the board, for example. However, the teacher should have the students well engaged at such a time and be able to rely on them (i.e., certain rules and routines should be established). Furthermore, even then, the teacher should not completely walk away from the situation, i.e., she should multitask and listen to what is going on in the class. Referring to the video example, the teacher should have, for example, interrupted the blackboard writing each time a vocabulary word was mispronounced and not corrected accordingly by the class or when a girl provocatively starts to disrupt the game by saying "Ey, ask what "boring" means!". In summary, this means: Showing the video vignettes in contrast illustrates that using classroom management strategies makes a difference in terms of classroom management quality. However, there should always be discussion about what alternative behaviors might also constitute good practice in addition to those shown in the good-practice vignette.