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5 Principles of Outstanding Classroom Management

When we asked our community for their best classroom management practices, over 700 ideas rolled in.

Effective classroom management requires awareness, patience, good timing, boundaries, and instinct. There’s nothing easy about shepherding a large group of easily distractible young people with different skills and temperaments along a meaningful learning journey.

So how do master teachers do it?

To get a deeper understanding of experienced teachers’ go-to classroom management strategies, we took an informal poll on Facebook, Twitter, and Instagram. Unsurprisingly, there is no silver bullet for classroom management success. That said, as we pored over the more than 700 responses, we did see some clear trends. Here are the most often cited and creative approaches.

1. Take Care of Yourself to Take Care of Your Students

As the airline safety videos say: Put on your own oxygen mask first.

To learn effectively, your students need a healthy you, said our experienced teachers. So get enough sleep, eat healthy food, and take steps to attend to your own well-being . In her first year of teaching, Jessica Sachs “was working 15-hour days and was completely stressed out. My husband finally said to me, ‘The most important thing that you do at school is make decisions. If you are too tired to do that properly, it won’t matter how well-prepared you were the night before.’” A few deep breaths can go a long way to helping you identify frustration before you act on it. Mindy Jones, a middle school teacher from Brownsville, Tennessee, notes that “a moment of patience in a moment of frustration saves you a hundred moments of regret.”

Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment. While self-care is more of a habit or practice for your own well-being than an actual classroom management strategy, the benefits include improved executive function, greater empathy, and increased resilience—all qualities that will empower you to make better decisions when confronted with challenging classroom situations.

2. Focus on Building Relationships

This was the theme we heard the most: Building healthy student-teacher relationships is essential to a thriving classroom culture, and even sets the stage for academic success. The phrase “build relationships” occurred 27 times during the Facebook and Instagram discussions, and other variants of that wording appeared 78 times.

“Rapport is huge!” confirmed middle school teacher Kim Manzer, before adding that she always makes the time to talk to students as a whole class or one on one. Simple efforts like greeting kids outside the classroom before the start of the day pay outsized dividends. “They appreciate it so much when I just stop to listen and take interest.” Teacher Amanda Tait from Prince George, British Columbia, adds a little spice to the ritual: “I always meet them at the door and we do a ‘high-five, chicken-five,’ touching elbows with a ‘wing.’”

Yes! We high-five, chicken-five in agreement.

Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management. “Be consistent but flexible. Love them unconditionally, but hold them accountable. Give them voice but be the leader,” said Rae Rudzinski.

3. Set Rules, Boundaries, and Expectations (and Do It Early)

Students don’t thrive amid chaos. They need some basic structure—and consistency—to feel safe and to focus.

But maintaining a culture of mutual respect doesn’t mean your goal is to “make pals,” noted middle school reading coach Heather Henderson. “You can’t be their friend. You can be kind, loving, and supportive, but you still have to be their teacher.” Establish the code of conduct early in the year, and be sure that everyone—including the teacher—makes an effort to stay true to it. Predictability counts: “Follow through with rewards and consequences. If you say it, mean it. And if you mean it, say it. Be clear, be proactive, and be consistent,” said Lori Sheffield.

There was broad consensus among educators that modeling appropriate classroom behavior sets the tone for children: “You make the weather,” said Diana Fliginger from Minot, North Dakota. “Your attitude as the teacher really determines what the tone and environment of your classroom is like. If you want calm and productive, project that to your kids.” Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public: “Instead, say, ‘You and I will talk about this later,’” advises Denise Tremblay Drapeau. “That way you can still address the issue while saving face. It completely changed the vibe in my classroom.”

4. Take a Strength-Based Approach

In a long back-and-forth about classroom management practices, it might have been the most memorable quote: “Find ways to make your hardest kid your favorite kid,” said Karen Yenofsky, turning a nearly perfect phrase and triggering an avalanche of teacher love. “When you connect with them... it makes everything smoother.”

That’s not easy, of course. A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient. “Find the root of the problem,” urged teacher Judi Michalik of Bangor, Maine. “I have never met a student that doesn’t want to be successful. If they are misbehaving it is kind of like when a baby cries; there is something wrong in their world. If they are misbehaving for attention then find out why they need the attention and how you can give them what they need.”

And don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully. “Don’t sound surprised when remarking on struggling students’ successes,” said Jenni Park, a teacher from Asheville, North Carolina. “Instead of saying, ‘Wow! That was amazing,’ it’s better to say, ‘I’m proud of you, but not surprised. I always knew you could do it.’”

Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you. “Don't look at a single one of your kids as if they are deficit and in need of ‘guidance’ to become better,” says elementary educator Elijah Moore, drawing over 230 positive reactions. “Cultural difference does not equal cultural deficiency.”

5. Involve Parents and Guardians

“Never forget that every student is someone’s child,” writes Molly Francis, echoing many teachers in our thread. “Parents/guardians/caregivers want to hear that you see the good in their child. A positive connection with home can often help in the classroom.”

The popular apps Remind and ClassDojo were frequently praised, and appear to be well on the way to replacing phone calls—both from teachers to guardians, and in the other direction, too. “Let’s be honest,” wrote middle school teacher Kristin Ward. “If some parents had my personal cell number they would be calling all the time!”

The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress. “Catch them doing good and call their parents to let them know you noticed,“ suggests Barbara Rawson. And Kim Manzer (she’s so nice we quoted her twice) reminds fellow teachers that the benefits of parental communication find their way back to the classroom: “It’s important that parents are involved and know what’s going on so they can support and reinforce at home.”

Home — Essay Samples — Education — Classroom — Effective Classroom Management: A Personal Experience

Effective Classroom Management: a Personal Experience

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Published: Mar 16, 2024

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Setting expectations, building relationships, engaging lessons, addressing behavior issues, reflecting and adapting.

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121 Classroom Management Essay Topic Ideas & Examples

Inside This Article

Classroom management is an essential aspect of a teacher's role, as it plays a fundamental role in creating a positive and conducive learning environment. However, finding essay topics related to classroom management can sometimes be challenging. To help you out, here are 121 classroom management essay topic ideas and examples to inspire your writing:

• The importance of effective classroom management.
• Strategies for establishing a positive classroom environment.
• The role of the teacher in classroom management.
• The impact of classroom management on student achievement.
• Addressing diverse student needs in classroom management.
• The use of technology in classroom management.
• Creating a safe and inclusive classroom environment.
• The impact of classroom layout and design on classroom management.
• Effective strategies for managing student behavior.
• The influence of cultural factors on classroom management.
• Strategies for promoting student engagement and participation.
• The role of routines and procedures in classroom management.
• The benefits of collaborative learning in classroom management.
• The impact of teacher-student relationships on classroom management.
• Strategies for managing disruptive behavior in the classroom.
• The use of rewards and consequences in classroom management.
• The effects of different teaching styles on classroom management.
• Strategies for managing students with special needs.
• The role of parent involvement in classroom management.
• The impact of classroom management on student motivation.
• Strategies for promoting active learning in the classroom.
• The influence of classroom management on student self-esteem.
• The role of communication in effective classroom management.
• Strategies for managing time and resources in the classroom.
• The impact of class size on classroom management.
• Addressing bullying and conflict resolution in the classroom.
• The use of positive reinforcement in classroom management.
• Strategies for managing transitions and smooth classroom flow.
• The impact of classroom management on student well-being.
• The role of empathy and understanding in classroom management.
• Strategies for managing student anxiety and stress.
• The influence of classroom rules and expectations on behavior.
• The use of technology for behavior tracking and management.
• Strategies for managing off-task and distractible students.
• The impact of teacher feedback on classroom management.
• The role of student autonomy in classroom management.
• Strategies for managing student aggression and violence.
• The influence of cultural sensitivity on classroom management.
• The use of cooperative learning in classroom management.
• Strategies for managing student conflicts and disagreements.
• The impact of classroom management on student attendance.
• The role of classroom routines in behavior management.
• Strategies for managing student emotions and frustrations.
• The influence of teacher expectations on classroom management.
• The use of technology for classroom behavior monitoring.
• Strategies for managing student motivation and engagement.
• The impact of classroom management on student self-regulation.
• The role of restorative justice in classroom management.
• Strategies for managing student attention and focus.
• The influence of gender dynamics on classroom management.
• The use of mindfulness and relaxation techniques in classroom management.
• Strategies for managing student apathy and disengagement.
• The impact of classroom management on student learning outcomes.
• The role of student choice and autonomy in behavior management.
• The use of visual aids and cues for behavior management.
• Strategies for managing student competitiveness and comparison.
• The influence of teacher enthusiasm on classroom management.
• The impact of classroom management on student social skills.
• The role of student accountability in behavior management.
• Strategies for managing student impulsivity and hyperactivity.
• The use of behavior contracts and agreements in classroom management.
• Strategies for managing student boredom and lack of interest.
• The influence of teacher-student rapport on classroom management.
• The impact of classroom management on student confidence.
• The role of student goal-setting in behavior management.
• The use of peer mediation and conflict resolution in classroom management.
• Strategies for managing student absenteeism and tardiness.
• The influence of teacher consistency on classroom management.
• The impact of classroom management on student friendships.
• The role of student self-reflection in behavior management.
• Strategies for managing student anxiety and test-taking stress.
• The use of behavior charts and tracking systems in classroom management.
• Strategies for managing student impulsivity and lack of self-control.
• The influence of teacher support on classroom management.
• The impact of classroom management on student problem-solving skills.
• The role of student engagement in behavior management.
• The use of mindfulness and breathing exercises in classroom management.
• Strategies for managing student distractions and interruptions.
• The influence of teacher modeling on classroom management.
• The impact of classroom management on student creativity.
• The role of student reflection and goal-setting in behavior management.
• Strategies for managing student procrastination and lack of motivation.
• The use of behavior contracts and reward systems in classroom management.
• Strategies for managing student impulsivity and risk-taking behavior.
• The influence of teacher humor on classroom management.
• The impact of classroom management on student problem-solving abilities.
• The role of student self-assessment in behavior management.
• The use of cooperative games and activities for behavior management.
• Strategies for managing student time management and organization.
• The influence of teacher flexibility on classroom management.
• The impact of classroom management on student critical thinking skills.
• The role of student responsibility in behavior management.
• Strategies for managing student perfectionism and fear of failure.
• The use of behavior charts and point systems in classroom management.
• Strategies for managing student impulsivity and lack of patience.
• The influence of teacher empathy on classroom management.
• The impact of classroom management on student problem-solving strategies.
• The role of student self-awareness in behavior management.
• The use of role-playing and simulations in classroom management.
• Strategies for managing student time on task and productivity.
• The impact of classroom management on student decision-making skills.
• The role of student self-discipline in behavior management.
• The use of reward systems and positive reinforcement in classroom management.
• Strategies for managing student impulsivity and lack of self-discipline.
• The influence of teacher patience on classroom management.
• The impact of classroom management on student collaboration skills.
• The role of student self-regulation in behavior management.
• The use of group projects and cooperative learning for behavior management.
• Strategies for managing student attention span and focus.
• The influence of teacher organization on classroom management.
• The role of student self-control in behavior management.
• The use of behavior contracts and choice boards in classroom management.
• The impact of classroom management on student teamwork skills.
• The role of student self-motivation in behavior management.
• The use of positive reinforcement and praise in classroom management.
• Strategies for managing student impulsivity and lack of self-awareness.

These essay topic ideas provide a wide range of options for exploring different aspects of classroom management. Whether you are a teacher looking to improve your practice or a student studying education, these topics will serve as a great starting point for your essay. Remember to choose a topic that interests you and aligns with your research goals. Good luck with your writing!

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Teaching Students About Super Hero Girls: Empowering the Next Generation

Teaching students about the iron curtain: a comprehensive guide, teaching students about tribes: enhancing cultural awareness and understanding, teaching students about age of bruce springsteen, teaching students about hotel pennsylvania: a journey through time and hospitality, teaching students about the stanley cup finals: a lesson in hockey history and culture, teaching students about xavier: renegade angel – an exploration into surreal animation, teaching students about flashdance cast: a creative approach to film history, teaching students about hellenistic culture and its impact, teaching students about stokely carmichael: civil rights, black power, and the legacy of a revolutionary, how to write your philosophy of classroom management and classroom management plan.

Back when I was a professor of education, one of the most significant sources of anxiety for preservice teachers was classroom management. Most of them seemed unsure about their ability to manage a classroom full of 20 to 30 kids while responding to problem behaviors and facilitating the teaching and learning process . I always assuaged their concerns by letting them know that before they left my class, they would have a philosophy of classroom management and classroom management plan, which could be adapted to any classroom environment.

In my course, they learned that if students are in a safe and supportive environment, learning can take place. It is critical to have an engaging educational environment that includes all students. The primary goal of any philosophy/plan of classroom management is to assist the teacher in creating an environment for all students that will allow them to be successful and ultimately reach their full potential. In this piece, I plan to walk you through the creation of your own philosophy of classroom management and classroom management plan. Let’s get started.

Writing Your Philosophy of Classroom Management

I taught my students to divide their philosophy of classroom management into the three sections below. Completing a philosophy of classroom management is not an easy task, but I found a way to simplify the process. All you have to do is answer the questions from each section and use the resulting content to shape the body of your narrative. From there, simply add an introduction and conclusion and you are done. Revisions may be necessary, but at least you have a great first draft.

My Beliefs About Students:

• Do I believe that students need to be “controlled and disciplined” or that they can be taught self-control?
• Do I think that students are naturally disruptive and therefore need to be molded and conditioned to behave appropriately?
• Do I view students as equals or as charges?
• Do I believe that establishing a democratic classroom and giving students responsibility means letting them take over the class?

My Beliefs About Teachers’ Roles:

• Do I see myself as a boss or facilitator? A brick wall, jellyfish, or backbone teacher? An assertive educator?
• Do I think that I should create all of the rules and consequences, or do I think that students should offer their thoughts?
• Do I want to discipline or manage my students?
• Do I believe that teachers should spend time at the beginning of the year to teach rules and routines?

My Beliefs About Managing the Classroom:

• Do I think rewarding students for good behavior?
• Is the point of classroom management to manage the classroom or teach students to supervise and discipline themselves?
• Would I be ok with using a school-adopted classroom management program, or do I want to have more freedom to choose my own classroom management practices?

Writing Your Classroom Management Plan

After completing your philosophy of classroom management, you are now ready to write your classroom management plan . The cool think about it is that you can use parts of your philosophy of classroom management. Write a narrative that includes, but is not limited to, the topics/issues found below. Make sure you back your narrative up with recent research (less than three years old).

• Supportive, Effective, and Developmentally Appropriate Classroom Management Techniques
• Classroom Climate: Class Structure, Rules, Routines, Procedures, and Policies
• Classroom Design and Layout
• Student’s Expectation of Teacher
• Teacher’s Expectation of Students
• Positive and Negative Consequences and Individualized Behavior Management Intervention Plans
• Communication of Class and Behavioral Expectations to Students and Parents/Guardians
• Responsibility of the Parents/Guardians, Students, Teacher and School in Classroom Management
• Philosophy’s Connection to Theorist/Theory
• Philosophy incorporates pertinent and appropriate information from course textbooks; Classroom Management: Models, Applications, and Cases; Teacher-and Tested Classroom Management Strategies

From there, simply add an introduction and conclusion and you are done. Revisions may be necessary about this, but at least you have a great first draft.

Reflecting on your work is a vital part of being a professional and is essential to teacher development and the preparation of future teachers. Reflection allows you to examine your own beliefs, assumptions, and biases regarding teaching, learning, and classroom management and determine how those beliefs influence classroom practice and impact on the learning environment. If you are really want to impress your professor and receive an A, include a reflection along with your classroom management philosophy/plan.

Write a reflective 500 word paper about your philosophy of classroom management and classroom management plan. Please write the reflection in narrative form. The reflection paper should highlight how your classroom management details how you plan to develop a safe and supportive learning environment for your students. This may include:

• How do you believe your philosophy of classroom management and classroom management plan will work to provide your students with a safe and supportive learning environment?
• How do you plan on getting to know your students?
• How you plan on introducing students to your classroom management plan in the first 21 days of school and then reinforcing it beyond that time period?
• Communication of class and behavioral expectation to students and family
• Substitute teacher materials?
• Does the narrative reflect an understanding and thoughtful consideration of classroom management?

If you followed the directions in good faith, we are confident that you are now the owner of a world-class classroom philsophy of classroom management and classroom management plan. I would say good luck, but you won’t need it.

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Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

• Original Article
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• Published: 30 June 2020
• Volume 20 , pages 107–124, ( 2021 )

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• Helen Egeberg   ORCID: orcid.org/0000-0001-9907-8593 1 ,
• Andrew McConney 2 &
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Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

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Avoid common mistakes on your manuscript.

1 Introduction

Classroom management is universally seen as a key dimension of teachers’ work as reflected in research that places it among the most required teaching skills (Huntly 2008 ; Jones 2006 ; McKenzie et al. 2011 ). Teachers’ skill in classroom management is often cited as the dimension of teachers’ work that is the most challenging and the area of training that many beginning and pre-service teachers feel is lacking (Australian Education Union 2009 ; Evertson and Weinstein 2006 ; Kafman and Moss 2010 ; Peters 2012 ; Putman 2009 ; Ritter and Hancock 2007 ; Romano 2008 ). In order to enhance or transform these skills, as well as inform policy and practice with regard to classroom management it is important to investigate and understand teachers’ views and beliefs, as their “philosophy about the nature of teaching, learning and students determines the type of instruction and discipline we have in schools and classrooms” (Freiberg 1999 , p. 14).

As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively (Lewis 2001 ; Lewis et al. 2008 ; Roache and Lewis 2011 ; Sullivan et al. 2014 ; Woolfolk Hoy and Weinstein 2006 ) With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim is to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management, in order to inform both policy and practice in teacher education.

Students’ perceptions of teachers who create and maintain safe and supportive learning environments, and their classroom experiences, have been previously examined (Egeberg and McConney 2017 ). Despite varying school contexts, students identified effective classroom managers as teachers who meet students’ needs by developing caring relationships and controlling the classroom environment while fostering student responsibility and engaging students in their learning (Egeberg and McConney 2017 ). Few researchers, however, have investigated the views of both students and teachers in the same study, ensuring that setting and context are similar (Woolfolk Hoy and Weinstein 2006 ; Roache and Lewis 2011 ). In the current research, teachers at the same schools as the student participants in our 2017 study were surveyed about their views on classroom management, including those identified by their students as being effective managers. Teachers in this smaller group were also subsequently interviewed. Previous studies have reported teachers’ perceptions about education and teaching practices; the significance of this research, however, is that it examines the views and beliefs of teachers who previously had been identified by their students as effective in creating and maintaining quality learning environments.

2 Literature review

The term classroom management is a conceptual umbrella, one that is often used interchangeably with discipline , but is also seen as distinct from classroom instruction (Egeberg et al. 2016 ). Research in the 1980s, however, argued that teachers’ management and instruction are not separate, but are inextricably interwoven and complex. “Classroom management is certainly concerned with behaviour, but it can also be defined more broadly as involving the planning, organization and control of learners, the learning process and the classroom environment to create and maintain an effective learning experience” (Doyle 1986 , p. 396). It is this definition, as well as the view provided in the Australian Professional Standards for Teachers that we subscribe to here (AITSL 2011 ). Using Woolfolk Hoy and Weinstein’s ( 2006 ) three interwoven aspects of teacher practice: classroom management (actions to create a productive, orderly learning environment); discipline (actions to elicit change in students’ behaviour); and, socialization (actions to help students fulfil their responsibilities) we aimed to examine high school teachers’ views and beliefs to better understand what teachers do to create and maintain safe and supportive learning environments.

Historically, teacher education has relied on scales focused on a narrower concept of discipline (Glickman and Tamashiro 1980 ; Wolfgang and Glickman 1986 ), rather than the broader concept of classroom management that encompasses both behaviour management (BM) and instructional management (IM). “Examination of the literature on teacher knowledge, beliefs, and perceptions indicates that we have potentially valuable scales and inventories that have rarely been used in research” (Woolfolk Hoy and Weinstein 2006 , p. 211). One of the scales that these authors refer to is Martin, Yin and Baldwin’s Attitudes and Beliefs on Classroom Control, which was later revised as the Behavior and Instructional Management Scale (BIMS) (Martin et al. 1998 ; Martin and Sass 2010 ). The BIMS is important in the study of differences that may exist between teachers’ beliefs and their capacity to implement them within the classroom (Martin et al. 1998 , 2007 ; Martin and Sass 2010 ). This, we believe, provides an appropriate starting point from which to examine teachers’ beliefs and perspectives of the more encompassing construct of “classroom management”. Although the BIMS is based on the Beliefs on Discipline Inventory developed by Wolfgang and Glickman ( 1986 ), it nevertheless reflects a broader concept encompassing teachers’ perceptions of their classroom management, in terms of both BM and IM around which Martin and her colleagues developed and validated the BIMS (Martin and Sass 2010 ). Teachers’ efforts aimed at preventing misbehaviour, along with how a teacher responds to misconduct, are related to BM, whereas IM includes the plans, goals, and tactics teachers use to deliver instruction in a classroom.

Research shows that teachers’ interactions with students are often linked to their beliefs about young people and how they develop (Erden and Wolfang 2004 ). Glickman and Tamashiro ( 1980 ) and Wolfgang ( 1995 ) conceptualized a framework to explain teacher beliefs and approaches along a control continuum, with relationship-listening beliefs and non-interventionist approaches at the least controlling end, rules/rewards-punishment beliefs and interventionist approaches at the most controlling end, and confronting-contracting beliefs and interactionalist approaches in the middle. A more recent conceptual framework clusters discipline theories across a similar continuum from autocratic through authoritative and mixed to egalitarian. This continuum also varies according to distribution of power in classrooms, from teacher-centred, to shared, to student-centred, and from a focus on student behaviour only, to a compound focus on behaviour, cognition, emotion and relationships (Porter 2007 ).

In the past, various studies had shown that many teachers and even some policies, reflected very traditional views about discipline (Adey et al. 1991 ; Oswald et al. 1991 , 1994 ). These studies identified four orientations to classroom discipline: traditional, liberal progressive, socially critical, and laissez-faire. Teachers who hold a traditional orientation have many beliefs in common with an interventionist rules-rewards philosophy as depicted in Wolfgang’s ( 1995 ) framework. Teachers with a liberal progressive orientation believe in a democratic approach in which students share power, are part of decision-making, and cooperation and social skills are essential for participation. Teachers who hold a socially critical stance see student misbehaviour as resistance against an unfair system with repressive and at times inappropriate practices. The laissez faire stance is essentially congruent with the non-interventionist, described in Wolfgang’s framework. Although few teachers adhered completely to one type of view, nearly 70% of secondary teachers identified as traditionalist, with the remainder mainly liberal progressive.

In a 2001 study, over 3500 students from years 6, 7, 9 and 11 in Australian schools were asked to complete a questionnaire that documented the extent to which their teachers used various discipline strategies. The students’ responses were used to conceptualise teachers’ classroom discipline behaviour in terms of three styles: influence which includes the use of listening and clarifying techniques to negotiate solutions; group management which includes class meetings, agreed management of behaviour and non-punitive teacher responses to enable students to make better choices; and, control which involves rules, rewards and a clear hierarchy of increasingly severe punishments for misbehaviour (Lewis 2001 ). Secondary students reported that even though some teachers used techniques such as hints and discussion, (aligned with an influence, relationship-based approach), many teachers tended toward the use of punishment. This suggested that most teachers held a controlling or coercive style of management. The study also showed that “students who receive more relationship-based discipline are less disrupted when teachers deal with misbehaviour and generally act more responsibly in that teacher’s class. In contrast, the impact of coercive discipline appears to be more student distraction from work and less responsibility” (Lewis 2001 , p. 315).

In a 2014 study, Sullivan, Johnson, Owens and Conway, asked 1380 Year 12 teachers in South Australia to identify the range and frequency of student behaviours requiring disciplinary response and to explain how they responded. Analysis of responses to the web-based survey showed that low-level disruptive behaviours occurred most frequently with very little aggressive or antisocial behaviour. The study showed that disengaged behaviours were the most prevalent suggesting that these “have more to do with factors within a teacher’s control than with those located within the student” (Sullivan et al. 2014 , p. 53). Instead of using responses that may address the underlying cause of the misbehavior, such as ways to engage students positively in their learning, the study found that teachers tended to implement a “stepped approach” involving increasingly severe coercive techniques. As Maguire et al. ( 2010 ) argued, moving the focus from controlling discipline approaches to ways of engaging students offers opportunities for teachers to preclude or divert unproductive student behaviour and reduce their reliance on punitive intervention strategies.

Thus, it is clear that determining what (typically) is and what is not effective classroom management is a complex issue (De Jong 2005 ). Many researchers have attempted to conceptualise guiding principles and practices that could be used to support the development of appropriate approaches to managing student behaviour (McLeod et al. 2003 ). In essence, “teachers who approach classroom management as a process of establishing and maintaining effective learning environments tend to be more successful than teachers who place more emphasis on their roles as authority figures or disciplinarians” (Brophy 1988 , p. 1). It is the ability of a teacher to know not only what they want to teach, but also how they will organise and structure it for their students and their circumstances that makes all the difference, creating a healthy, caring classroom culture where all students, and teachers, can thrive (Bennett and Smilanich 2012 ).

The current study investigates this broader view of classroom management. It encompasses both behaviour management (BM) which includes pre-planned efforts to prevent misbehavior as well as teachers’ response to it, specifically establishing expectations, monitoring and teaching behaviour and providing opportunities for student input and, instructional management (IM), which addresses teachers’ pedagogical aims and methodologies and includes aspects such as planning and structuring routines as well as the use of various instructional techniques to enable active participation and engagement. Consequently, this research gives voice to the views and experiences of not just teachers, but teachers who have been nominated by their students as being effective in creating and maintaining quality learning environments, centered on effective classroom management. The overarching question that frames the study is, “What are effective teachers’ views of classroom management?” Component research questions include:

What are secondary teachers’ orientations toward classroom management?

To what extent do teachers’ classroom management views differ according to school sector, school socioeconomic status (SES) or gender? and

How do teachers, who have been identified by their students as being effective, manage their classrooms?

3.1 Research design

The purpose of this study is to examine the perceptions of secondary school teachers about their classroom management, at a variety of high schools in Western Australia. For educational researchers holding a pragmatic worldview, the choice of research design is guided by the research question(s) asked, rather than epistemology, with a view to further understanding the phenomenon being studied and to add value, in a practical sense. In this study, our key aim is to advance our collective understanding of effective classroom management and to broaden the perspective with which it is viewed, thereby facilitating translation into practice. In achieving this, both description and explanation are important. Descriptions involve drawing a picture of what is happening, and “attempting to make complicated things understandable” (Punch 2000 , p. 15). Explanation involves examining the ‘how’, as well as describing the ‘what’ because this has the potential to influence our future practice. An increasingly used research approach to achieving both description and explanation is to employ both quantitative and qualitative perspectives on the phenomenon of interest—in this case teachers’ classroom management. For this reason, a mixed methods research design was chosen—with one type of data collection (e.g., qualitative) offsetting potential limitations or lack of depth in the other, and vice versa. Specifically, this study used a sequential explanatory design, with two distinct phases, quantitative followed by qualitative (Creswell 2014 ). As Greene et al. ( 1989 ) have explained, a mixed methods approach provides depth and detail to a study and potentially uncovers new insights into participant experiences. While a quantitative method allows stronger generalisability and comparability, and better accommodates investigating the ‘what’, a qualitative approach allows deeper examination to build a more complete picture of effective classroom management, and better accommodates answering ‘how’ or ‘why’ questions. In addition to its mixed methods design, the study was also interpretive in that high school teachers described their views through surveys (quantitative) and interviews (qualitative); we summarized, analyzed and interpreted these views to advance our understanding of effective classroom management.

Previously, in an earlier phase of this research, 360 students from a variety of public and private secondary schools had participated in a study that catalogued and examined students’ views of effective classroom management. Students were recruited from metropolitan high schools in Perth, Western Australia (WA), and comprised Year 9 and 10 students (255 males and 105 females) ranging in age between 14 and 16 years. The overarching intention of that study was to better understand, from the perspective of their students, what teachers do to create and sustain safe and supportive learning environments. In this earlier phase, we used the Students Perceptions Survey (SPS) from Cambridge Education and Tripod Survey Assessments that allowed students to characterise what it is that teachers do in effectively managing their classrooms, and to nominate some teachers they believed did this well (Egeberg and McConney 2017 ).

3.2 Participants

In the current study, we invited teacher-participants via email asking them to take part in a survey and follow up interview. Participants comprised 50 secondary school teachers, (23 males and 27 females), working in six schools representing the three school sectors in Western Australia (WA)—the Association of Independent Schools of WA (AISWA), the WA Department of Education (DOE) and Catholic Education (CEWA). Of the 50 teachers who completed the first phase (survey), their students had nominated 25 (10 male and 15 female) as effective classroom managers. Twenty-two of these teachers (9 male and 13 female) were subsequently available for individual interviews. Across the six schools involved, between 3 and 5 teachers were interviewed from each school, ranging in age from 26 to 62 years. Table  1 provides a breakdown of this study’s teacher participants by school characteristics and gender. For the purpose of this study we combined AISWA and CEWA schools into one group and classified these as “Private”. School socioeconomic status (SES) was determined via the Index of Community Socio-Educational Advantage (ICSEA) which uses two data sources: student enrolment records including information relating to parent occupation, school education, non-school education and language background (direct data) and Australian Bureau of Statistics (ABS) census data (indirect data). ICSEA values range from around 500 (extremely socio-educationally disadvantaged) to about 1300 (very advantaged) (ACARA 2012 ). Any particular school’s ICSEA is the averaged value representing all students in the school. For this study, schools with an average ICSEA above 1100 were considered higher SES , and those with ICSEA values less than 1100 were considered lower SES .

3.3 Instruments

Two instruments were used for data collection: the first was a survey that allowed teachers to describe how frequently they use particular classroom management strategies or techniques. The Behaviour and Instructional Management Survey (BIMS) is a relatively brief, psychometrically validated instrument that measures how frequently teachers report using particular techniques, both behavioural and instructional. Martin and Sass ( 2010 ) used exploratory factor analysis (EFA) in validating the BIMS. Analysis of the Behavior Management subscale showed good internal consistency (Cronbach’s α  = 0.8), with an average inter-item correlation of 0.377 (SD .091). The average corrected item-total correlation for this subscale was 0.5 (SD .071), suggesting good item discrimination. Results for the Instructional Management subscale also showed good internal consistency ( α  = 0.8), with an average inter-item correlation of 0.365 (SD .092). The average corrected item-total correlation for this subscale was also 0.5 (SD .086), again suggesting good item discrimination (Martin and Sass 2010 ). Overall, Martin and Sass’s ( 2010 ) EFA results provided solid evidence of discriminant and convergent validity, good internal consistency and strong item discrimination. Using the BIMS as an inventory, we sought to determine the frequency with which 50 teachers-participants reported engaging in various classroom management behaviours. We emphasize that using the BIMS as a definitive assessment of teachers’ approach to classroom management was not the main purpose; rather, our intention was to “warm up” teacher-participants in articulating or focusing their views about classroom management during individual interviews.

Item 25, the last item on the teacher survey, was an open-ended question that asked teachers what they do that helps to create and maintain safe and supportive learning environments. This aspect of our data collection and analysis, and that of the ensuing teacher-participant interviews, centered on a qualitative approach, enabling further exploration of these teachers’ perspectives. We employed an inductive process of gathering detailed information from participants, in this case teachers, and then formed this into themes (Creswell 2014 ). The data were first coded thematically using NVivo, a qualitative analysis software that provides word frequencies and key words in the context of concepts like classroom management, caring relationships, behaviour and instruction. Using text search and word frequency queries we added annotations to record our insights and this in turn assisted with identifying patterns across the responses to identify connections and themes that informed our development of answers to the research questions posed.

The second phase of data collection comprised individual interviews with 22 selected teacher participants. These participants were chosen from those who had volunteered via the survey and who also had been selected by their students as effective in creating and maintaining safe and supportive learning environments. The interview topics were developed from research into effective classroom management (Ferguson 2010 ; Garza et al. 2010 ; Lewis 2001 ; Lewis et al. 2008 ; Woolfolk Hoy and Weinstein 2006 ). The topics were also used as the basis for further clarifying teachers’ perspectives about effective classroom management as well as their perceptions of the frequency, efficacy and acceptability of various disciplinary interventions. The interviews were semi-structured, audio taped with consent for future transcription, and about 30 min in duration.

4.1 Phase 1: survey

This study posed the following questions:

The BIMS provides a framework that allows characterisation and summarization of the strategies or techniques teachers use in managing their classrooms. On the BIMS, teachers report the frequency with which they use each of 24 briefly described strategies, as shown in Table  2 for the 50 teacher-participants in this study.

In answering research question 1, of the classroom management techniques used by teachers, the four that showed the highest frequency of use, across all teachers, were: I use whole class instruction to ensure a structured classroom (IM #2); I redirect students back to the topic when they get off task (BM #15); I direct the students’ transition from one learning activity to another (IM #16 ) ; and, I use a teaching approach that encourages interaction among students (IM #24). As shown in Table  2 , for these four items, all teachers (100%) reported using the strategy sometimes, often or always. Only one of the 24 strategies suggested a low proportion of teachers using the technique frequently. Specifically, 44% of teachers indicated that when a student talks to a neighbour, they would move the student away from other students (BM #7), sometimes (36%) or often (8%). This type of control or compliance strategy would seem not to be a major aspect of these teachers’ approaches to classroom management. In another example, only a small majority (56%) indicated that if a student’s behaviour is defiant, I demand that they comply with my rules (BM #23) sometimes (20%), often (26%) or always (10%).

Using the scoring system that Martin and Sass designed for the BIMS, with Always allocated a “5” to Never receiving a “1”, and scoring for some items being reversed, we examined responses for items aligned with three key approaches to classroom management: a controlling, interventionist approach; an interactionalist, needs-based approach, and; a less controlling non-interventionist approach. It is important to note that there are no specific cut scores for identifying teachers as interventionist, interactionalist, or non-interventionist, and this was certainly not our intention. It was also the case, however, that we viewed higher scores on the combined scales of the BIMS as indicative of a tendency toward a more controlling approach, lower scores suggestive of a less controlling approach and those centrally located indicative of an interactionalist approach, as had been the case in Martin and Sass’ classroom management research ( 2010 ). In this, we found that all of the 25 teachers identified by students as creating and maintaining effective learning environments most frequently used an interactionalist approach, whereas a more modest 74% of teachers not nominated by students indicated that they most frequently use this approach.

In answering research question 2 (To what extent do teachers’ classroom management views differ according to school sector, school socioeconomic status (SES) or gender?) we compared BIMS response distributions from teachers across school sectors (public and private), school SES (higher and lower ICSEA) and teacher gender. Very little difference was evident between groups of teachers in terms of what techniques they would use frequently in their classrooms. Female teachers comprised 52% of the teachers surveyed and 60% of the teacher cohort identified as effective by students. The largest group-based difference noted was for item BM#3: I limit student chatter in the classroom with 96% of female teachers suggesting they would use this strategy frequently in comparison to 75% of male teachers. Two other items showed a notably higher proportion of female teachers indicating frequent use as compared to males: 96% of female teachers indicated they establish a teaching daily routine in their classroom and stick to it (IM #8) compared to 79% of male teachers; and, 81% of female teachers indicated that they use input from students to create classroom rules (BM #9) compared to 63% of males. In contrast 71% of male teachers said they allow students to get out of their seat without permission (BM #11 ) in comparison to 58% of female teachers.

Similarly, to examine potential differences between teachers nominated by their students as effective classroom managers, and those not, and to answer research question 3 “How do teachers, who have been identified by their students as being effective, manage their classrooms?” we also conducted two statistical tests, the results of which are given in Table  3 . We conservatively used non - parametric statistical tests as the data provided via the BIMS are ordinal data. We used Pearson’s Chi Squared test to determine whether there was a statistically significant difference between expected and observed frequencies between teachers “nominated as effective” and those “not nominated”. On the other hand, Mann–Whitney U is a nonparametric test of the null hypothesis that it is equally likely that a randomly selected value from one population will be statistically different than a value from a second population. Mann–Whitney U can be used to investigate whether two samples were selected from populations having the same distribution. As detailed in Table  3 , we found that in no case were teacher-participants nominated as effective classroom managers by their students statistically different from teachers not nominated, in terms of the frequencies with which they used the management strategies reflected in the 24 items of the BIMS.

In further examining BIMS responses from the 25 teachers nominated by students as effective classroom managers, compared against the responses of 25 teachers not nominated however, it was the areas of control and interaction that showed some differences in approach between the two groups. Differences in the frequency with which the teachers frequently use a strategy between those nominated and those not are graphically depicted in Fig.  1 .

Differences in percentages of nominated and non-nominated groups of teachers who use BIMS strategies frequently in classroom management. Note : Positive differences (bars to the right) indicate that nominated teachers use a BIMS strategy more frequently; negative differences (bars to the left) mean that non-nominated teachers use the strategy more frequently

As shown in Fig.  1 , for example, 28% of nominated teachers indicated that they would frequently move a child for talking to their neighbor (BM #7), compared to 60% of teachers who were not nominated by their students. (Hence, 28% minus 60% results in a negative difference of 32% suggesting that teachers nominated by their students as effective managers, less frequently use punitive strategies. Nominated teachers more frequently took, it would seem, a flexible approach and less frequently demanded compliance (IM #22 & BM #23). Nominated teachers also more frequently used group work (IM #10), inquiry - based learning (IM #14) and student input when creating projects (IM#12) and also more frequently limited chatter in the classroom (BM #3).

In reviewing the comments made by teachers in response to Question 25 (an open-ended question that asked teachers what they do that helps to create and maintain safe and supportive learning environments), a third construct of classroom management other than the two already determined emerged, that of care . We therefore categorised teachers’ responses into one of three emergent themes—instructional management, behaviour management and care—with some comments appearing in more than one category as shown in Table  4 .

Teachers’ building of positive relationships with their students received the greatest proportion of responses, with nearly 43% of 50 teachers surveyed suggesting this a key strategy. Teachers specified that building positive relationships by showing genuine care and listening to student voices is important in being an effective manager. For example:

Taking the time to get to know your students and build that relationship on a daily basis is, in my opinion, the most important thing a teacher can do.

Coupled with this, the teacher’s ability to listen to students and to confer with them on various elements of their learning and school experience was also seen as important:

Positive accountability; the students knowing that they are valued, that they have a voice that is heard.

4.1.2 Behaviour management

For many of the teachers nominated as effective by students, care and concern were also manifested in the way they managed the class, and in high expectations. Thirty-nine percent of teachers’ responses could be categorized as focused on behaviour management , their ability to establish clear boundaries and high expectations without being rigid, threatening or punitive. For example:

Have high expectations of students in all aspects of their classroom conduct and effort. Treat all students with respect when dealing with them individually or in a group/class situation.

For those teachers not nominated by students a consistent comment was the need for consistency, consequences for all actions and follow - through, seeming to suggest a somewhat more authoritarian view of how student behaviours should be managed.

4.1.3 Instructional management

Thirty two percent of the responses could be categorized as related to the theme of instructional management; that is, teachers’ ability to engage their students by creating interest, clarifying students’ understandings of various concepts and consolidating this understanding especially through the use of formative assessment with useful and appropriate feedback. Those teachers nominated by students considered engaging teaching and clear explanation as paramount in their management of the class:

Show a willingness to be flexible in interpreting and delivering the curriculum in a way that students will find engaging. Make the learning intentions clear. Encourage questions and make mistakes part of learning.

In contrast, those not nominated by students seemed more focused on detailed subject knowledge as opposed to how that subject knowledge was delivered. Teachers also used words like clear, effective, humour, relationship, understanding, interesting, and respect to describe what they do to create and maintain safe and supportive learning environments.

4.2 Phase 2: interviews

In further answering research question 3, and indeed the overarching question of this study, the teachers who participated in the interviews were 22 of the 25 nominated by their students as being effective classroom managers. The interviewer posed a series of questions aimed at creating a mental set for participants around student behaviour and effective classroom management. All of the teachers agreed that students choose to behave well in some classes and not so well in others with one surmising what most had suggested: ‘how much of that is a conscious choice or a learned response to the context could be different’. A variety of reasons for students’ misbehaviour in school were suggested. Many were seen as ‘factors outside the teacher’s control. It can be the temperature, it can be what they’re doing at night, it can be the relationship with their family and it can be problems with their friends.’ Two key factors were dominant in the responses given by these teachers:

I think relationship is the main thing. I think kids find it really hard to misbehave when they have a really good relationship with the teacher but I also think that lack of engagement plays a key factor. Some kids will misbehave if they’re bored or something’s too difficult for them and they’re frustrated and they can’t do it.

Discipline was not so much about punishing students for infractions as it was teaching them how to behave appropriately and therefore disciplinary interventions needed to be both preventative and corrective.

Discipline is really all about getting the kids to control themselves and to make better choices. Discipline, I suppose, is about teaching discipline.

In discussion of key techniques used or required to manage classrooms a number of concepts were mentioned, all of which fell into the three key themes developed through analysis of the survey data, and well-articulated by one teacher who said, “look after me, manage my room, and do stuff that’s interesting. I think if we’ve got those three happening, we’re in a pretty good situation.” The use of various reminders and redirects such as eye contact, minimal use of verbal responses, use of students’ names and proximity were considered the “best way to go. Give them chances, keep it low key, scan the class, proximity, body language, all of that is crucial.”

The teachers interviewed had mixed opinions on involving students in classroom discipline decisions including creating rules with the students or talking with students to discuss the impact of their behaviours. One teacher explained, “we’re not a democracy, we’re a benevolent dictatorship.” But, others were quick to advocate otherwise:

At the beginning of the year that’s what we should all do. I do it by asking kids what they expect in the classroom, if we’re going to be productive, what do they expect from me as a teacher, what do they expect from other kids in the room, what do they expect from themselves. Then, based on that, if you had to put some guidelines in place what would they be for this to be a place of work?

When it came to the use of punishment all of the teachers interviewed agreed:

It’s such a negative thing to do. There’s no relationship-building aspect to it either. You’ve sort of lost what you’ve built. Obviously, there has to be consequences if you did something wrong. But punishing and being aggressive, handing out detentions and “scab” duty, it’s ineffective because you separate the consequence, not only from the behavior but separate it from yourself. It doesn’t do anything, it makes them angry and it doesn’t change their behavior. It doesn’t teach them, it doesn’t encourage them to a better way of behaving.

Encouraging students to a better way of behaving was important amongst all participants.

I don’t bribe them with anything. Sometimes it’s just a comment or bit of encouragement, or even a call home to say doing well. I often will say things like “It’s been a really great lesson today, we’ve had some really great input, everyone’s been focused, I thought the group work was fantastic” that kind of lay it on a bit thick and so it’s been really good, and try to mention a few names of, that comment that Susie said, you know that really generated some interesting discussion… rewarding them for their learning.

All teachers interviewed agreed that, “90% of it [effective classroom management] is building a rapport. Once I’ve built a rapport then I can train them, both academically and socially. I think if you are engaging and interactive and actually show that you care about them and about their progress. That goes a long way into establishing a successful classroom.”

5 Discussion

Effective classroom management is a key dimension of teacher preparation and practice, and an important factor in early-career teacher retention or attrition (Buchanan et al. 2013 ). In an effort to improve teachers’ classroom management and its development within Initial Teacher Education (ITE) programs, it seems important to take strong consideration of teachers’ views of the practices that comprise positive learning environments. Recognizing the equal importance and value of students’ views about what happens in the classrooms (OECD 2014 ), this study investigates the beliefs and self-reported actions of teachers that students nominated as effective in creating and maintaining quality learning environments.

The aim of this study was to examine the views of teachers that students suggest manage their classes well to ascertain what their approaches are and how they manage the behaviours of the students in their classrooms. Our analysis of teachers’ survey responses showed that the two constructs of effective classroom management, instructional and behavioural management, were certainly evident in all teachers’ classrooms with most indicating their preference for techniques that are more consistent with an interactionalist approach. However, 16% of teacher-participants also suggested a preference for a more corrective and controlling approach in their classroom management. In comparing the views of those nominated by students with those not, teachers’ use of compliance and coercion strategies showed the largest differences between the two groups, despite not being statistically different . However, all teachers nominated by students as effective reflected a largely interactionalist rather than interventionist approach to classroom management. This would seem to be consistent with research that suggests that most success comes from those teachers who exhibit interactionalist traits (Brophy 1988 ; Lewis 2001 ; Maguire et al. 2010 ).

In analysing the open-ended question that asked teachers what they do that helps to create and maintain safe and supportive learning environments, the differences between those nominated by students and those not became wider and clearer. Responses from those teachers not nominated by students show a much greater reliance on imposing and maintaining control, with 20% of their comments referring to the need to regulate and enforce rules through the use of consequences such as detentions or time out. Interestingly, over 20% of those nominated by students referred instead to building caring relationships as a key element in effective classroom management. This led us to suggest a third key construct of classroom management needing attention, that of care for students .

Interviews with teachers nominated by students further consolidated the three constructs of effective classroom management: caring relationships, behaviour management and instructional management. Participant-teachers believe building rapport through caring for their students’ well-being, as the key to building positive relationships. They indicated that trust and encouragement were fundamental aspects of their relationships with students in addition to high expectations and appropriate challenges. These teachers held students accountable but also fostered student responsibility with support and structure. They firmly believed in creating learning experiences for their students that were varied and engaging.

A limitation of this study was not being able to verify the views of these teachers in observed practice. An obvious extension of this research would be to observe some of these teachers in the classroom, to further develop and highlight key practices that effectively manage students and their learning environment. Core findings from this study, however, re-affirm that effective classroom management is multidimensional including caring relationships, high expectations and opportunities for engagement, participation and contribution. This has important implications for how we prepare new teachers, for supporting early career teachers and for teachers’ ongoing professional learning. Do we attend sufficiently to the multidimensionality of classroom management in our initial teacher education programs? Are we providing impactful, research based professional learning for teachers, that offers support and mentoring as well as skills-based training?

Furthermore, at the macro policy level, these findings should be used to inform standards–setting authorities such as the Australian Institute for Teaching and Leadership (AITSL) as part of ongoing reviews of policy instruments, including the Australian Professional Standards for Teachers (AITSL 2011 ) and Initial Teacher Education mandated program accreditation standards (AITSL 2018 ). Any such reviews would greatly benefit from considering the views of teachers identified by students as effective classroom managers. As many of the teachers in this study suggested that students themselves had been a great influence on their knowledge and understanding of how to effectively manage their classrooms, perhaps greater value could be placed on the views of those we seek to most influence—the students themselves. It seems important to also note that while building positive relationships and having high expectations may be more difficult to regulate, measure and quantify than some other pedagogical practices, they were nevertheless considered by both students and teachers in this study to be of central and critical importance.

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Egeberg, H., McConney, A. & Price, A. Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools. Educ Res Policy Prac 20 , 107–124 (2021). https://doi.org/10.1007/s10671-020-09270-w

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Effective Classroom Management Essay Example

Classroom management is an organization of teachers and students, where teachers maintain and monitor student behavior inside and outside the classroom. A great way to promote effective classroom management is by creating strong teacher-student bonds (Terada, 2019). As a teacher,  collaborating with students in the classroom creating different benefits. If teacher-students relations get affected with negative behavior performed by students it can cause disruption, and damage the relationship. Relationship building with students is critical, and happens when teacher-student establish their first meeting in the classroom. It’s important to  maintain positivity throughout the school year, and eliminate negativity through useful strategies. So, I would like to ask, is classroom management important for discipline in the school/classroom? I believe students need an effective classroom management regime, so they can focus and progress as the weeks go by. My thesis statement is how classroom management is essential to any effective classroom at an elementary school level.  

Introduction

I would like to address how important classroom management is in building teacher- student relationship. By providing effective classroom management skills in an elementary school level, help students in building future goals. In this paper, I would like to mention strategies that will help build effective classroom management which includes building correspondence with families, make positive phone calls home, celebrate hard work, maintain authorities all year, accommodate all learners, and mostly be prepared (Terada, 2019). 

By making positive phone calls home to parents it helps students with positive reinforcement in the classroom. It also helps maintain the priorities of what teachers and parents think are crucial for the child.  My thesis statement is how classroom management is essential to any effective classroom at an elementary school level. Effective classroom management help build  teacher relationship through effective safety measures (Terada, 2019). As a new teacher, observing other teachers experiences grants meaningful connections which prevents disruptive behavior in the classroom. 

It is very important as a teacher to have a positive flow in the classroom, by allowing that it helps maintain authority all year long in the classroom (Spencer, 2018). As a teacher it’s important to be professional with students, always yelling will break professionalism and create a hostile environment in the classroom. By fabricating a list of rules, and sharing them with students daily places a positive setting in the classroom. Although we make rules as teachers, it’s equally important to make sure the children know what those rules mean and assuming that by stating, posting and repeating them it doesn’t mean they are understood by students always (Goodwin, 2018). By ideally entrusting effective classroom rules as a teacher it exemplifies to students the normality of the classroom. 

Accommodating all students with diverse knowledge and background is a technique on  its own. Students learn through different methods, some learn better individually and others in group settings. When creating lesson plans it’s very important as a teacher to create plans that accommodate students who have IEP’S, disabilities, and special needs. (UOK, 2019) If a teacher is stuck it will be a great idea to work with special ED teachers to come up with creative ideas where students with IEPS are included. A lot of times it becomes the teacher’s responsibility to control behavior before facing the IEP. In some cases, the only thing that needs to be understood  are the procedures involved. Another possibility that should be considered for effective classroom management is to be prepared. Having prepared lesson plans is a good way to begin the year, as a teacher the day goes by quickly and that itself can be very exhausting. When  students are engaged with passionate teachers, it promotes creativity in students by creating a passion for learning. 

In the methods section of the paper I would like to include the materials, participants and procedures. Classroom management is a process by which teachers and students maintain and monitor student behavior in classroom settings (Great school partnership, 2014).  A great way to promote effective classroom management is by creating strong teacher-student bonds, but not limited to keeping kids organized, focused and on to stay on task. By collaborating in the classroom it creates a variety of benefits. If these relationships get affected, it can cause disruption and damage student-teacher relations. Relationship building with students is between three phases, room arrangements, classroom rules, classroom procedures and student encouragement. So I would like to ask, is classroom management important for discipline in the school/classroom? I think it is. The model I will be using is a classroom that I observed on a regular basis as a teacher assistant. 

While observing a first grade classroom, I observed a high quality of classroom management. As I observed the setting of her classroom, she grouped the children into four by putting four desks together. Two boys sitting across from two girls, and I noticed a great flow because of this system. While interviewing the teacher, I hope to get answers on classroom management that I can apply in my future classroom. The ones who were talking were grouped close to the teacher, and the other talkative student sitting diagonally to the back of the classroom. When the teacher’s focused in the beginning of the day the students are to. When the children are seated in gives the teacher the cue that they are ready to learn. The students who finish with morning smart start (ex. Spelling words), they are told to read quietly while the others are finishing. 

The teacher was highly motivated in meeting student needs. They transition into the math lesson successfully. As they began the lesson, a slight disruption of a pencil breaking caught everyone’s attention. The student knew he had to grab another pencil from the back desk as the teacher continued the lesson. This proved to me an exemplary class management agenda. This shows effective classroom rules, classroom procedures, room arrangement and student encouragement. 

Literature Review

Yurtoğlu, N. (2018). Http://www.historystudies.net/dergi//birinci-dunya-savasinda-bir-asayis-sorunu-sebinkarahisar-ermeni-isyani20181092a4a8f.pdf. History Studies International Journal of History,10(7), 241-264. doi:10.9737/hist.2018.658

This article is based on the key to classroom management by using research based strategies allowing teachers to build positive classroom dynamics. Teaching has caused an upgrade in learning aspects. Teacher student relationship is a keystone in all other aspects, especially when it comes to building high quality relationships (Yurtoglu, 2018). In order to have a high quality of teacher student relationship in a classroom environment its essential to have appropriate levels of dominance, establish clear expectations and consequences, establish clear learning goals, exhibit assertive behavior, appropriate levels of cooperation, provide flexible learning goals, take personal interests in students, use positive classroom behavior and awareness of high need students.

I believe that the author of this journal article is very organized and came up with detailed ideas on what classroom management involves. This is a book based credible journal article through EL Educational Leadership website, which provides an analysis through a journal article. The fact that a hundred studies were involved adds great weight to the topic. The author placed categorical views on high need students passive, aggressive, attention problems and perfectionist and socially inept. This helps teachers on picking what level a certain group of children can be categorized. I believe this is a great article to infuse in my capstone project because it gives great ideas on how to create effective classroom management. 

Conklin, T. A. (2016). Knewton (An adaptive learning platform available at https://www.knewton.com/)Knewton (An adaptive learning platform available at https://www.knewton.com/). Academy of Management Learning & Education,15(3), 635-639. doi:10.5465/amle.2016.0206

Http://ljournal.ru/wp-content/uploads/2016/08/d-2016-154.pdf. (2016). doi:10.18411/d-2016-154

The article starts off with discussing a kindergarten class and how important classroom management is even at that young level. In this case the observer noticed the stress in the environment and evaluated that management skills should be in place, and creates a platform in the classroom(Conklin, 2016). The first and far most effective tool is the teachers have written rules which students need to follow at all times. That becomes a routine for the students, and it’s very important that the teachers state the rules from the beginning firmly. A teacher has a goal for her classroom, where she/he wants to provide an adequate learning environment. 

I believe that his author is precise with what she is saying. Her experience is in a classroom setting, and it’s a great article to put in some type of analysis of my paper on classroom management. It gives great ideas on how to initiate as a teacher and how to infuse their children's reaction and working with their personalities and molding the classroom. 

I had the privilege to interview a first grade classroom teacher on effective classroom management in the classroom. I interviewed her during the second period of class was taking specials. The first question I had asked was the advantages and disadvantages of punishment in schools, and she had answered Advantages were to help deter other students that they aren’t supposed to do. Disadvantages were setting up a proper system for discipline rather than punish. I believe as well that punishment doesn’t solve the problem, but indeed worsens it. Sometimes it’s better to talk it out. I had also asked about what was challenges teachers faced in the classroom, she answered Aggravating parents, parents not being concerned about the important thing. Parents don’t focus on the big picture but complain of the little things. Some exposure that little children have sometimes has no filter when coming in the classroom. I didn’t realize how important teachers believe this point to be true, but it is. The teachers are working very hard to make sure there is an effective learning environment for these children.  

I asked next, how should teachers deal with disrespect in the classroom? She replied, “When a child is disrespectful I replied sarcastically. For example “Is that correct?” “ It’s important to develop a relationship with that child showing that you care about them.  Sometimes it’s a great way to brush it off, but in reality some children might feel insulted and rather get embarrassed. Another question that I asked was, how do you as a teacher deal with a student who doesn’t do their homework? She had replied, in the past, I would ask, “Why they don’t you do your homework? Is something going on their household? “Give them opportunity to finish, at the end of the day or the beginning of class. I didn’t realize how effective this way of teaching. 

Some students don’t have that environment in the home. Next I had questioned, how do teachers deal with fatigue in the classroom? And her response was, I like to let them do small activities at their desks, desk push up, songs, different types of back and forth up and down, drinking water, stretching a lot, basically get them energized.  Another question asked was, how do teachers deal with empathy in the classroom? And she replied, talking to them and giving eye contact, they understand to involve them, and giving examples of when they were in that position. How would you feel like this and that? Talking to them one on one is a positive solution. Overall, the interview gave me a great insight on how to deal with situations to help me manage a smooth and effective classroom. 

From the data that I had collected, the answers truly are significant to my question. I would like to know why are students the only one for motivation and incentives to learn? What about the teachers, don’t they deserve something for motivation? Giving the students an opportunity to involve themselves in classroom activities results to positive outcomes in the learning process. In this particular first grade classroom, the teacher created a strong student-teacher bond, presenting strong collaborating methods. The groups that she created were well focused. My study does include CLD and ESE students. An effective teacher does truly try to include all of her students. In the class I observed had 2-3 students who still can’t read at the first grade level. The teacher is consciously motivating them to read instead of wasting time, where their reading level was of a pre-k student. If there isn’t effective classroom management children will be all over the classroom creating a hostile environment where other students who want to learn are unable to progress.

I believe that my research agrees with researchers that effective classroom management is the key to a successful classroom. And to prove it furthermore, the annotated bibliographies discuss successful methods as well to portray the research I have conducted. 

Bibliography

Partnership, G. S. (2014, November 26). Classroom Management Definition. Retrieved from https://www.edglossary.org/classroom-management/

Terada, Y. (2019, February 27). The Key to Effective Classroom Management. Retrieved from https://www.edutopia.org/article/key-effective-classroom-management

Spencer, B. (n.d.). The Impact of Effective Classroom Management. Retrieved from https://blog.teamsatchel.com/the-impact-of-effective-classroom-management

Goodwin, J. (n.d.). Top 10 Classroom Rules for Elementary School Students. Retrieved fromhttps://go.magoosh.com/schools-blog/top-10-classroom-rules-for-elementary-school-students

Advice for Classroom Teachers: Your Students with IEPs. (n.d.). Retrieved from https://educationonline.ku.edu/community/advice-for-classroom-teachers

WeAreTeachers Staff on April 4, 2. .. (2019, April 05). 7 Classroom Management Techniques That Really Work. Retrieved from https://www.weareteachers.com/classroom-management-techniques/

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BASIC Classroom Management

While we don’t see it used very often these days, BASIC was fairly revolutionary in bringing computers to the masses. It was one of the first high-level languages to catch on and make computers useful for those who didn’t want to (or have time) to program them in something more complex. But that doesn’t mean it wasn’t capable of getting real work done — this classroom management software built in the language illustrates its capabilities.

Written by [Mike Knox], father of [Ethan Knox] aka [norton120], for his classroom in 1987, the programs were meant to automate away many of the drudgeries of classroom work. It includes tools for generating random seating arrangements, tracking attendance, and other direct management tasks as well as tools for the teacher more directly like curving test grades, tracking grades, and other tedious tasks that normally would have been done by hand at that time. With how prevalent BASIC was at the time, this would have been a powerful tool for any educator with a standard desktop computer and a floppy disk drive.

Since most people likely don’t have an 80s-era x86 machine on hand capable of running this code, [Ethan] has also included a docker container to virtualize the environment for anyone who wants to try out his father’s old code. We’ve often revisited some of our own BASIC programming from back in the day, as our own [Tom Nardi] explored a few years ago .

21 thoughts on “ BASIC Classroom Management ”

Pretty much, the spreadsheets carried the masses the rest of the way. While the techno-elite complain about, “right tool for the job”.

Erm, “the right tool for the job” is the tool you have right now, and back in the 80s, BASIC was pretty much the only tool that came with most home computers. That’s what we used, and note that plenty of commercial software has been written in BASIC by the “techno-elite”.

You can write good code in BASIC and you can write crap code in BASIC, that is up to you.

I generally agree, but.. The very popular and iconic C64 had a very limited BASIC interpreter, making this difficult.

Doing something sophisticated required using Peek+Poke, in-line assembly (in DATA lines) or using SYS. Or using SIMONS BASIC, which wasn’t freeware, though.

Other computers like, say, MZ-80K had just a monitor in ROM and did load BASIC via cassette. A good one, I mean (SA-5510, S-BASIC etc). Fortran and Pascal were also available. Compilers, too. Later machines also had boot capability for Quick Disc (QD) or floppy disk.

On IBM PC, there also was ROM BASIC, but it was inferior to the later disk-based GW-BASIC that shipped bundled with DOS disks. BASIC-86 (MBASIC, BASCOM) and QuickBASIC were also available, followed by Basic PDS 7 and Visual Basic, respectively.

Yeah, I should have included the “use a well featured flavor of BASIC” disclaimer.

Personally I found BBC Basic to be the best. Bonus that it comes with a build-in assembler (6502 or ARM). Although you could do most things in BBC BASIC (thanks VDU command), and usually just used assembly to optimize part of the code I had already written (and profiled) in BASIC.

We had BASIC ‘puters running at our school. Great for printing out ‘100 lines’ punishment. eg ‘I must not use GOTO command on this computer’.

We had one computer in the school district headquarters, and our teacher had to take our punch cards in to run them after school. Got the results back the next day on green/white fan fold paper. Twenty four hour write/run/debug cycle!

Thanks Mr Charleson, you were great.

I’m not trying to be a Scotsman, but in 1975 my high school computer class only got one run on friday evenings.

Simple software can be pretty capable. It seems to me that this application would have worked equally well on an 8-bit computer like an Apple ][ (in the US) or BBC micro (in the UK), or ZX Spectrum (though these were far less common in schools). I suspect in French schools some kind of Thompson TO5 was used. It would have been a bit more tricky on a Commodore 64, because it was hard to generate a graphical chart.

Let’s guess at the storage requirements. In the UK a typical class size was 35. If we assume 7 subjects per student; one grade per week per subject and each grade takes 1 byte, but also attendance needs 2 bits per day (morning and afternoon), then a year’s worth is (52-13) = 39 weeks => 11.3kB per class, or 77kB per 240 student year intake. Those kinds of storage and performance requirements would easily fit within an 8-bit system.

I really miss BASIC for this reason. A lot of reasonably intelligent people used it to solve real problems in exactly the manner they desired, without becoming part of the sainted priesthood of “real” software developers.

Interesting that an article about BASIC brings out this hostility towards people how care about writing quality code (or the “techno-elite” as the other detractor phased it).

Assuming you have a well featured flavor of BASIC, it is possible to write high quality with BASIC. If you choose to write crappy code, that’s up to you, but no need to paint those that choose to write good code as religious zealots.

As a 30+ year industry veteran (most of it in dev tools) I am as “techno elite” as they come. In our quest to solve ever more complex problems, we have built ever more complex languages, frameworks, etc. In doing so, we have significantly increased the barrier to entry and in retrospect I don’t think this is a good thing.

In my day, we were taught BASIC in elementary school. My daughter had to wait till high school because they can’t find enough teachers qualified to teach “proper” programming languages they now use.

Thanks for reply, I get what you mean. I keep saying “when I was a kid computers were cool, and not so much burden as today…”.

But at the same time, while entry bar is higher, it unlocks access to far more amazing things than we had back in the day. Like video/image processing (OpenCV), NLP (Stanford NLP core), advanced statistics (numpy, scikit, etc.), 3D graphics (openscad), 3D printing, embedded systems, SDR, DSP, distributed processing, and much more.

I feel there is also far more access to quality tuition now compared to when we were starting out. From coding courses at community colleges to online tutorials to youtube videos. Although still, maybe it would better to have kids learning coding rather cursive at school. The amount of knowledge is a lot greater than 35 years ago, we should update general education to reflect that.

When I was a lad… we only ‘ad 1Kb of memory an’ if ye want’d to play a game ee ‘ad to be writtin it y’sel’…. (I was going for Yorkshireman, but I think it went a bit Geordie) I was lucky to be in the first round of CS students in my high school. While I preferred to code in BBC BASIC or assembly, we had to learn and use CAMEL (1) for a lot of our exercises. I may have had to learn it from the manual, then help fill in the gaps for the teacher. Funny that many of coding interview questions asked today were covered in my high school CS class over three decades ago (sorting, link-lists, hashes, etc).

(1) https://en.wikipedia.org/wiki/COMAL

Kids don’t learn cursive anymore.

@Taylor That might depend on where you live. Where I live they still learn cursive.

There was a golden age of “domain experts” who actually understood the tasks to be done, writing software in Basic and Turbo Pascal themselves. The shift to C was very much a professionalisation take over, and functionality went way backwards.

Yes, there’s some truth within. At least on PC, practical programmers had used Quick Basic 4 (full version of QBasic) or Visual Basic. Some also had been using Turbo Pascal. Both Turbo Pascal and QB/Turbo Basic had combined elements of Pascal and Basic, making them fine languages for sane people. Both allow to program in a clean and structured way. No need for programming spaghetti code. Or to turn into a freak (as easily happens with learning C/C++).

Its easier to teach an engineer how to program than a programmer how to engineer. In college (’84 – ’88 ) we used GW-BASIC for all sorts of engineering problem solving. Ex: in particle dynamics we had to show from above a figure skater doing a figure 8 on a rotating rink.

We had Z100s which did 640×225 in 8 colors. We had a 3D CAD program (zcad of course) that was written in BASIC (and we had the source!). It has a mode that displayed in red & green so you could use 3D glasses. Autocad didn’t do 3D back then.

I found JustBasic https://www.justbasic.com/ is a really good introduction to object orientated programming while still being intuitive enough for those of us that can still remember programming on a Sinclair.

The TRS80 had a classroom setup where the teacher’s terminal controlled the student’s computers TRS80s and class records were kept using Visicalc. I like many others ran a BBS in Dos (The BreadBoard System or TBBS by Phil Becker) which also had a database system TDBS, online games and even a mail system (TIMS) through Fidonet….all in DOS…the great and powerful …of its time. I miss those days. TBBS was modified a few years ago to connect to the Internet but the support forum has since folded. Also I saw on eBay a company that has an addon board to improve the graphics add a RTC and Ethernet; all running in TRSDOS/DOSPLUS/DRDOS.

> also included a docker container to virtualize the environment I was more excited about this, though I was hoping for a containerized DOS emulation, and it’s actually a containerized Basic emulator. While I have 8086 machines to run my GW-BASIC on, it is nice to have a container for demonstrating projects for others. I want to get to a place where I can easily pull a docker container for most legacy DOS tools, and glue them together as needed.

Dartmouth BASIC’s superpower: moving the complexity from the language into your code.

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Classroom Management Issues Essay

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From the case study scenario, one can conclude that Mr. X is concerned that a classroom manager has a little impact on the education process and student outcomes. His concerns should be addressed because they can affect his motivation and the quality of the education process in general, because of the frustration connected to the new role. The paragraphs below aim to explore the question of classroom management and address the concerns of Mr. X by explaining the role of classroom management in the context of continuing education.

In the context of Mr. X’s concerns, it is essential to examine the role of an educator and a classroom manager to distinguish between the two and highlight the similarities that exist. From the context of Mr. X’s words, one can conclude that he sees educators as people who provide knowledge though lectures, and classroom managers as individuals who give learning materials to students. Arguably, an educator’s main task is to help students gain knowledge by presenting information and guiding learners through the material, although some instructors may see their primary task as using lectures to teach the material.

A classroom manager is responsible for organizing learning activities and instructing the students regarding the tasks they have to complete (Hulac and Briesch 11). However, the overall practice of classroom management is more complex and usually contains three primary elements – humanistic tradition, applied behavior analysis, and the classroom management traditions (Fricke 9). The first element is connected to the communication and problem solving within a classroom, the second one is a modification of behavior and reinforcement for improved learning outcomes, while the final element is connected to content presentation and instructions.

Considering this, one can argue that Mr. X’s view of classroom management does not incorporate the variety of components that allow an educator to analyze the behavior and attitudes of the students and organize the learning activities in the most effective way. One should also note that Stough et al. state that numerous studies found a correlation between a student’s achievements and the effectiveness of a classroom management technique chosen by the instructor (36). Therefore, an active classroom managed aids students in gaining more comprehensive knowledge, suggesting that Mr. X can help his students improve their learning outcomes by using classroom management.

Mr. X voiced a concern regarding the task of distributing the material as the main element of classroom management. However, the previous paragraph explains that the methodology of classroom management involves more than merely presenting instructions and materials because it incorporates the development of an appropriate learning environment. Although Mr. X may have less time for lectures, he can leverage the various means of learning, such as discussions or teamwork, to ensure that students comprehend the material better.

According to the survey by Stough et al., approximately 83% of educators report a lack of training that would prepare them to become classroom managers, which may explain the frustration that Mr. X feels (36). This means that instructors do not receive training and practice that would prepare them for using classroom management in practice, resulting in a discomfort similar to that felt by Mr. X.

The main task of such a teacher is to arrange the classroom to ensure that everything is an order and that the students are aware of the procedures and materials they have to learn. However, unfortunately, many educators misperceive this concept, understanding the main focus of this approach as a discipline (Hulac and Briesch 10). An interesting outlook on the issue described by Mr. X regarding the role of a classroom manager, especially in the context of continuing education is offered by Garett, who states that a misunderstanding of the concept of classroom management is common because educators may perceive it as having control (45).

An educator, however, is the central element of the education process because they present the material to the class, ask questions, and check the assignment. With this approach, a student does not have enough autonomy over the course of studies.

Classroom management involves a variety of methods and approaches that allow an educator to analyze the needs and learning capabilities of the class and choose techniques suitable for these individuals. In addition, according to Fricke, “finding ways to effectively manage a class in order to guarantee a high amount of learning time is a matter of research all over the world” (9). This information suggests both the importance of this approach to education and the need to continuously improve the existing best practices.

Overall, this case study highlights the issues that classroom managers encounter in their work due to the insufficient understanding of their role in the education process. However, it is essential for an educator to have a cohesive understanding of the contemporary approaches to education and allow students to lead the education process. Therefore, the answers that Mr. X. should receive to allay his discomfort include the diversity of classroom management techniques and strategies and the lack of adequate guidelines, leading to concerns from many educators.

Assignment #2

New educators or neophytes may struggle with determining their professional identity and establishing themselves as a faculty member. An assessment of classroom management’s best practices suggests that Mr. X successfully applied this methodology during his lecture and created a positive learning environment for students encouraging behavior that aids learning. The following paragraphs will focus on examining the approach taken by Mr. X to evaluate the evidence suggesting that he managed the class.

In order to identify the evidence suggesting that Mr. X managed the class, it is necessary to examine the definition of classroom management and the main elements of it. Classroom management encompasses different approaches and techniques that teachers use to help students engage in the learning process. Arguably, Mr. X’s lecture focused on providing students with an opportunity to take part in different forms of learning new material, such as role-play and discussions. According to Stough et al., one of the models that describe classroom management is titled “Judicious Discipline” model, and it implies that an educator manages the behavior of the group (36).

As such, the focus on the interactionalist approach implies that the educator creates an environment where the students develop behavior systems that allow them to adjust their behavior for adequate learning. In the case of Mr. X, the students were provided with a lot of autonomy during the lecture. However, they were not passively listening, as the educator included several activities, such as a discussion and group work, allowing these individuals to be engaged in the process and learn best practices of education.

Mr. X ended the lecture by discussing the main aspects of the concepts that were defined during the lesson and by assessing feedback from students about the approaches he used during the lesson. This is an essential element of classroom management that teaches individuals to evaluate information and methodologies critically, as well as to learn about their personal preferred style of learning. According to Sharma, “the purpose of education is not just making a student literate but also adds rationale thinking, knowledgeably and self-sufficiency” (1). Through feedback assessment, Mr. X was able to address the mentioned elements of education.

The purpose of classroom management is to provide individuals with an ability to engage in the process of learning, instead of merely listening to a lecture or looking through the materials. Sharma cites active learning and the use of multimedia as a vital component of modern classroom management (1).

In this context, Mr. X successfully addressed the two domains since he showed students a video as an introduction to the topic. Sharma argues that this is a problem-solving method designed to help students develop a new set of skills by viewing multimedia materials (1). Additionally, the process of active learning implies that students collaborate and discuss the topic for better learning outcomes. Mr. X employed this technique several times because he invited students for a discussion of the topic and offered them a role play game and group work. Due to the fact that these were non-traditional learning approaches, one can argue that Mr. X managed the class.

Over the course of the lesson, Mr. X employed several different techniques and approaches, including digital content, discussions, and group work, that allowed the class to learn the material from different sources. This is consistent with Kohn’s theory of Student Directed Learning developed in 2006, which suggests that extrinsic motivation is ineffective, and instead, teachers should encourage the intrinsic curiosity of students ( Understanding Three Key Classroom Management Theories ).

One of the ways to leverage Kohn’s approach is to use multiple activities with different structures. Mr. X successfully employed this since the entire lecture consisted of different tasks. In such an environment, students exchange ideas on the topic and aim to explore the elements of it that are of the most interest to them ( Understanding Three Key Classroom Management Theories ). Moreover, they learn how to apply the examined concepts in their clinical practice, which is essential and was facilitated by the final discussion of the practical implications.

Classroom management is more complicated than traditional approaches to educating students, as one can see by examining the example of Mr. X. This method requires “creating active, relevant learning experiences that enable students to demonstrate mastery and success” ( Understanding Three Key Classroom Management Theories ). Since Mr. X continuously offered students new activities and employed different learning techniques, it can be argued that he successfully applied classroom management.

Overall, Mr. X successfully managed the class despite being a neophyte and having anxiety about his professional performance as an educator. The evidence that supports this conclusion includes the definition of classroom management as the use of different techniques that help create an appropriate environment for learning. Additionally, this educator leveraged the benefits of “Judicious Discipline” model, by guiding the students through the process of discussing the topic and working in collaboration with others.

Works Cited

Garrett, Tracy. “Misconceptions and goals of classroom management.” The Education Digest, vol. 5, no. 5, 2015, pp. 45-49.

Hulac, David Amy Briesch. Evidence-Based Strategies for Effective Classroom Management. The Guilford Press, 2017.

Fricke, Katharina. Classroom Management and Its Impact on Lesson Outcomes in Physics: A Multi-perspective Comparison of Teaching Practices in Primary and Secondary Schools. Logos Verlag Berlin, 2016.

Sharma, Rajesh. “Emerging Innovative Teaching Strategies in Nursing.” J OJ Nurse Health Care, vol. 1, no. 2, 2017, pp. 1-3.

Stough, Laura et al. “Persistent Classroom Management Training Needs of Experienced Teachers.” Journal of the Scholarship of Teaching and Learning, vol. 15, no. 5, 2015, pp. 36-48.

“Understanding Three Key Classroom Management Theories.” Husson University. Web.

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IvyPanda. (2021, July 29). Classroom Management Issues. https://ivypanda.com/essays/classroom-management-issues/

"Classroom Management Issues." IvyPanda , 29 July 2021, ivypanda.com/essays/classroom-management-issues/.

IvyPanda . (2021) 'Classroom Management Issues'. 29 July.

IvyPanda . 2021. "Classroom Management Issues." July 29, 2021. https://ivypanda.com/essays/classroom-management-issues/.

1. IvyPanda . "Classroom Management Issues." July 29, 2021. https://ivypanda.com/essays/classroom-management-issues/.

Bibliography

IvyPanda . "Classroom Management Issues." July 29, 2021. https://ivypanda.com/essays/classroom-management-issues/.