Undoubtedly, the most challenging problem facing novice teachers today is classroom management. In fact, the school administrators highly prize classroom management and measure the effectiveness of novice teachers in terms of management (Achinstein & Barrett, 2004). It is fundamentally essential to reiterate that in a study reviewing 11,000 pieces of research that spanned 50 years, Wang, Haertel, and Walberg (1993) identified 28 factors that influence student learning. The most important one was classroom management. No matter how much potential a teacher might possess, little or no learning will occur without management (Ornstein and Lasley, 2004).
The book, What’s Management Got To Do With It?: A Veteran Language Arts Teacher Discusses Management Through Practical Strategies, Information, Research, And Theories chronicles vital topics such as getting to know learners, common mistakes made in management, what to do when you want to give up, what retired educators shared, how to cope with tough days, and understanding parents. Research and theory are tied into realistic classroom scenarios and it includes what researchers revealed about how novice teachers attempt to make the proverbial paradigm shift into the classroom.
Logan was quoted as saying that “veteran teachers have an inherent responsibility to prepare those future millennial teachers who will follow in our footsteps with an understanding of the management strategies and information that they will desperately need in order to teach.” Logan decided in her 30th year of teaching in a suburban school in Tennessee to diary everything she saw and heard from those considered strong classroom managers. She also closely observed and reflected on those students considered as management challenges in her own classroom.
Logan has taught at Armstrong for 14 years. In 2003-2004, she wrote three handbooks: Diary of a Suburban Middle School Teacher, The Meat and Potatoes of Middle School Writing, and Don’t Stop Telling Those Stories. Logan earned her M.A. from the University of Northern Colorado in Curriculum and Instruction in 1978. She completed the doctorate (Ed.D.) in Curriculum Leadership at George Peabody College of Vanderbilt University in 1983, and her B.S. in English Education at Savannah State College in 1972.