Classroom management

Children at desks in a classroom. One child raises her hand.
Establishing procedures, like having children raise their hands when they want to speak, is a type of classroom management technique.

Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens. Such disruptions may range from normal peer conflict[1] to more severe disturbances of the social class dynamics, such as bullying among students,[2] which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.

It is a difficult aspect of teaching for many teachers. Problems in this area causes some to leave teaching. In 1981, the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was negative student attitudes and discipline.[3]

Classroom management is crucial in classrooms because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action. Classroom management can be explained as the actions and directions that teachers use to create a successful learning environment; indeed, having a positive impact on students achieving given learning requirements and goals.[4] In an effort to ensure all students receive the best education it would seem beneficial for educator programs to spend more time and effort in ensuring educators and instructors are well versed in classroom management.

Teachers do not focus on learning classroom management, because higher education programs do not put an emphasis on the teacher attaining classroom management; indeed, the focus is on creating a conducive learning atmosphere for the students.[5] These tools enable teachers to have the resources available to properly and successfully educate upcoming generations, and ensure future successes as a nation. According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control.[6]

Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.[7] From the student's perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.[8]

  1. ^ Burger, C. (2022). "School bullying is not a conflict: The interplay between conflict management styles, bullying victimization and psychological school adjustment". International Journal of Environmental Research and Public Health. 19 (18): 11809. doi:10.3390/ijerph191811809. ISSN 1661-7827. PMC 9517642. PMID 36142079.
  2. ^ Burger, C., Strohmeier, D., Kollerová, L. (2022). "Teachers can make a difference in bullying: Effects of teacher interventions on students' adoption of bully, victim, bully-victim or defender roles across time". Journal of Youth and Adolescence. 51 (12): 2312–2327. doi:10.1007/s10964-022-01674-6. ISSN 0047-2891. PMC 9596519. PMID 36053439. S2CID 252009527.
  3. ^ Wolfgang, Charles H; Glickman, Carl D (1986). Solving Discipline Problems. Allyn and Bacon. ISBN 978-0205086306.
  4. ^ Soheili, Fariba; Alizadeh, Hamid; Murphy, Jason M.; Bajestani, Hossein Salimi; Ferguson, Eva Dreikurs (2015). "Teachers as Leaders: The Impact of Adler-Dreikurs Classroom Management Techniques on Students' Perceptions of the Classroom Environment and on Academic Achievement". The Journal of Individual Psychology. 71 (4). Project Muse: 440–461. doi:10.1353/jip.2015.0037. ISSN 2332-0583. S2CID 147203759.
  5. ^ Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne (2015). "Bringing Reality to Classroom Management in Teacher Education" (pdf). Professional Educator. 39 (1). ISSN 0196-786X. ERIC EJ1062280.
  6. ^ Moskowitz, G.; Hayman Jr., J.L. (1976). "Success strategies of inner-city teachers: A year-long study". Journal of Educational Research. 69 (8): 283–289. doi:10.1080/00220671.1976.10884902.
  7. ^ Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 309–325). Washington, DC: National Association of School Psychologists.Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New York: Macmillan.
  8. ^ Allen, J.D. (1986). Classroom management: students' perspectives, goals, and strategies. American Educational Research Journal, 23, 437–459.