Classroom management as method and manner

We describe two case studies of experienced teachers whose classroom-manage ment approaches, whilst quite different, appear seamless and in agreement w ith classroom manner and with the goals and desires they have for their stu dents. We examine classroom management, manner, beliefs about classroom lif e and moral and intellectual goals for students, and classroom behaviour th at directly informs students of expectations for virtuous conduct. The data include classroom observation and videotapes, and interviews with teachers . In developing these case studies, we join with the recent trend toward a more holistic view of the teacher and his or her conduct. The case studies focus on who a teacher is, what a teacher believes and how these beliefs ar e manifest in the teacher's conduct.