Classroom Management for an Effective

Learning Environment
By: Janelle Cox

Classroom setup is
an important component in a learning environment because it is an essential piece of classroom
management to support both teaching and learning. The physical atmosphere of the classroom can
help prevent behavior issues as well as promote and improve learning. The structuring of the
learning environment is essential for teachers and students. In fact, studies show that the physical
arrangement of the classroom can affect both student and teacher behavior, and that a well-
structured classroom management plan of design has the ability to improve learning and behavior.
In order to create an inviting and safe, supportive learning environment, using classroom
management for the way you arrange your desks matters. A supportive learning environment can
mean the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students will learn. This
means that every square foot of it needs to be used for activities that support learning. The spatial
structure of the classroom; where students will be seated, how the students will move about the
classroom, and the whole classroom atmosphere needs to be considered, as well as how the
classroom will be structured to address the academic, social, and emotional needs of the students.
The physical arrangement of the classroom should also be reflective of the student body and must
be consistent with the needs of all learners.

In addition to the way your classroom is physically arranged, the classroom environment as a whole
needs to be considered. What you put on your walls, the classroom materials you will use, and
where, and how you will set up your activities. All attributes of a structured learning environment
need to be considered when setting up your classroom.

Classroom Management: Benefits of a Well-Designed Classroom

According to a recent study at the University of Salford, a well-designed classroom can boost
student performance by 25 percent. That means that your classroom design can have a significant
impact on your students’ performance. So, it is essential to thoughtfully and clearly consider all
facets of your classroom design. A well-thought out physical arrangement of your classroom is also
important for these reasons:

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 Students will learn which behaviors are acceptable and expected in each specific location in
the classroom. For example, when in the classroom library, students need to be quiet, but
while in the classroom play area, students are allowed to talk.
 Students will learn to anticipate which activities will occur in specific areas of the classroom.
This helps students be mindful of how they need to behave for each specific area they are in.
 Students learn to respect boundaries. For example, there are “Teacher only” areas as well
as the boundaries of space a student has around his/her personal desk.
 The organization of classroom materials allows students to retrieve them quickly, which
helps to decrease unwanted behavior.
 Proper room arrangement provides predictably, which is essential for students, because
students thrive when they are in a comfortable learning environment.
Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the following questions:

 What information do my students need to know? They need to know the date,
assignment, classroom procedures, etc.
 What will inspire my students every day? Quotes, posters, classroom awards, everyday
heroes, etc.
 What education artifacts do they need? Word walls, literacy resources, purposeful posters
and bulletin boards, etc.
 How do I need to structure the desks? Teacher-focused activities means desks will be in
rows or small clusters facing the front of the classroom, while student-focused activities
means desks will be put into groups or semicircles so students can easily collaborate with
one another.
 Do any of my students have specific medical needs? A food allergy, wheelchair, etc.
 What furniture is available? Desks, tables, bookcases, shelves, etc.

The answers to these questions will help guide you to structure an effective learning environment for
your students. Depending upon what furniture is readily available, you will also need to structure
your classroom so that every student has a home base (or an individual learning area like their own
desk), a whole group instruction area, a dedicated teacher area, as well as a transition area where
students can wait for the next activity or lesson to begin, or at least have your space arranged so
students can move about easily and comfortably without bumping into one another.

Discipline often comes to mind at the mention of classroom

management, but the crucial component of teaching is much more.
Classroom management creates a set of expectations used in an
organized classroom environment. It includes routines, rules and
consequences. Effective classroom management paves the way for
the teacher to engage the students in learning.
Effective Teaching

A disorganized classroom without routines and expectations makes it difficult for the teacher to do her
job. Students don't know what to do, so they might get off task or cause disruptions. When the teacher is
constantly redirecting students or handling behavior problems, she loses crucial teaching time. Classroom
management strategies help create an organized classroom environment that's conducive to teaching.
Kids know the expectations in different types of learning situations. For example, kids would know that
when working in small groups, they talk in quiet voices and take turns talking. They might each have a
specific job within the group.

Efficient Use of Time

Taking time before school starts to create routines and procedures saves you time in the long run. When
the children know what to do, it becomes a natural part of the routine. After a few weeks, you don't need
to tell them what to do. The students know they get their planners out, write in homework assignments
and gather all of their materials at the end of the day, for example. You can get your kids out the door
faster at the end of the day. When you train them how to do each part of the school day, you don't spend
as much time giving directions.

Consistency

A teacher with strong classroom management skills creates consistency for his students. The kids know
what to expect every day when it comes to the routine activities. Your students may fare better when
you're gone if you have set expectations for everyday tasks. They know how the classroom runs so they
are able to help the substitute run the classroom. For example, if the kids know they're supposed to enter
the room and start working on a math problem on the board, a substitute doesn't have to spend his time
corralling the kids or trying to keep them occupied while everyone arrives. You can also create
consistency throughout the school by aligning your management strategies with the schoolwide
standards. If your school focuses on respect and responsibility, incorporate them into your classroom
management techniques. The students will hear those words throughout the school and know that the
expectations are the same anywhere in the building.

Fewer Behavior Problems

The main goal of classroom management is to reduce misbehavior in the classroom. Effective classroom
management gives the students little time to misbehave. Because the expectations are clearly explained,
the students know what they need to do. Transitions in particular are easier to control when a teacher has
strong classroom management skills.The expectations for behaviors that are part of a classroom
management plan give students boundaries, as well as consequences.

1. 1. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September

2012 Document No: Issued by: Page 1 of 6Developed by: BPAP Revision # Information
Sheet Importance of Classroom Management Learning Objectives: After reading this
Information Sheet, you should be able to describe the importance of Classroom
management. One of the most important and difficult roles that a trainer plays in a classroom
is that of a classroom manager. A well managed classroom offers a conducive environment
for effective teaching and learning to take place. Therefore, classroom management is not
simply restricted to the management and discipline of students, but includes ensuring that
stressful and non-educational situations are avoided and students learn topics and subjects
effectively. It is critical to understand and appreciate the effort exerted by a trainer to create a
well-managed classroom. Why is Classroom management Important?  To optimize student
learning and achievement Managing the classroom includes the various intricacies of student
learning that take account of expectations, interactions, motivation, and behavior. An
analysis of the classroom management research shows four general components of
classroom management that affect student achievement for all students. These four
components are (1) rules and procedures; (2) disciplinary interventions, (3) teacher-student
relationships, and (4) mental set. "Mental set" refers to the mindset with which you approach
your classroom management. Improving your classroom management means you are
constantly working to create a learning environment in which all students feel safe and
appropriately challenged. It means the learning opportunities you provide to students are
organized and delivered in ways that allow all students to succeed. Effective classroom
management is a crucial component of ensuring that all students achieve in your classroom.
 To successfully engage students. Classroom management is important for ensuring that
students learn the material rather than committing it to short-term memory for tests.
Engaging students in lectures by moving around the room, asking questions, and employing
both verbal and nonverbal teaching methods ensure that students are paying attention and
taking more from the learning experience than simple facts. Engaging students boosts their
confidence and makes the lesson more effective.
2. 2. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September
2012 Document No: Issued by: Page 2 of 6Developed by: BPAP Revision #  To manage
 classroom time effectively The efficient use of time is an important variable in helping
students achieve learning goals and making the classroom a pleasant place for trainers and
students. Instructional strategies must be planned to fit into fixed time frames. Variables that
affect your use of time include noninstructional routine procedures, transitions between
activities or classes, and other interruptions. Managing classroom time involves handling
administrative tasks quickly and developing strategies for making transitions and
interruptions as short and orderly as possible—even using them as teachable moments.
These routines and procedures form the backbone of an efficiently run classroom and help
students feel secure in your classroom.  To maintain a positive classroom atmosphere
Developing and maintaining a positive learning environment is a foundation for effective
teaching. Managing the learning environment is an ongoing active process in which the
teacher must be a careful observer, communicator, facilitator, and manager. Trainers try to
offer their students a rich and inviting classroom environment because they know that the
richness of students' experiences are enhanced or diminished by their surroundings. The
classroom atmosphere also affects the way students behave, as well as how much attention
they pay to instruction. To maintain a positive classroom environment, it is important to
establish rules, procedures and standards; implement classroom routines; prevent problems
from occurring, establish a clear standard of conduct; and instill a sense of respect and
community among students. To further create a relaxed atmosphere in the classroom, the
trainer must be friendly, understanding, respectful, patient, fair, set clear and reasonable
expectations and be willing to provide help.  Sound behavior management to avoid
classroom indiscipline Classroom discipline management is a skill that is not only learned but
practiced daily. Sound behavior management establishes the environmental context that
makes good instruction possible. An effective discipline plan is the key. A trainer must be fair
and consistent towards students; must come to class prepared for the lesson at hand; make
transitions between parts of lessons smooth; look out for signs of possible problems; make
classroom rules understandable; use humor to diffuse situations and avoid sarcasm.
3. 3. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September
2012 Document No: Issued by: Page 3 of 6Developed by: BPAP Revision #  To manage
classroom resources effectively Effective classroom managers maximize the classroom’s
physical space to facilitate easy teacher movement and proximity, as well as student
movement and transitions. A high-quality training program necessitates a classroom rich in
accessible, well-organized materials and inviting spaces where students can work alone, in
groups, and with you. Try different seating arrangements (e.g., circles, semicircles, U-
shapes, and squares). Constructive use of wall space makes a classroom more conducive to
learning and evokes a more positive climate. Important factors include:  The type of
furniture  The space in the classroom  The type of instruction and activities you intend for
the class  Individual workspaces  Storage of materials and records  Bulletin boards,
chalk boards and other wall spaces, including the door  Student movement and flexibility
To accommodate every student in the classroom, a trainer uses a wide range of audio visual
support devices:  Visual: Flipchart, Bulletin board/Pinboard, Whiteboard, Overhead
projector, Slide Projector, props and Accessories, Video clips, Word pictures, Imaging 
Hearing: Music (for change of mood/illustrations), sound effects, audio gimmicks,
onomatopoeia  Feeling: Handouts, anecdotes, metaphors, parables
4. 4. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September
2012 Document No: Issued by: Page 4 of 6Developed by: BPAP Revision # Self-Check True
or False Question Determine if the statements below are true or false. Write your answers in
your answer sheet. 1. When trainers are asked to identify the most difficult problem faced
during their first few years, they typically cite classroom management and discipline
problems. 2. Classroom Management is important only for managing classroom discipline.
Multiple Choices: Choose the best answer. Write the letter of your choice on your answer
sheet. 3. When effective classroom managers were compared to ineffective managers,
which behavior was not observed? A. Effective managers had procedures that governed
 student talk, participation, and turning in work. B. Misbehaviors were handled after class to
prevent disruption of the lesson. C. Effective managers gave clear presentations and
explanations. D. All of the above. 4. Classroom management _____________. E. Classroom
management is one area of teaching with a weak research base F. Classroom management
principles can only be learned through experience. G. Classroom management includes
ensuring that stressful and non- educational situations are avoided and students learn topics
and subjects effectively. H. all of the above 5. A well-managed classroom is characterized by
which of the following conditions? A. A minimum of student deviancy and high academic
expectations
5. 5. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September
2012 Document No: Issued by: Page 5 of 6Developed by: BPAP Revision # B. A minimum of
student deviancy and high work involvement C. Clear goals and expectations with minimum
disruptions D. Clear rules and procedures with minimum disruptions
6. 6. Trainers Methodology Plus Facilitate Learning Sessions Date Developed: September
2012 Document No: Issued by: Page 6 of 6Developed by: BPAP Revision # Answer Key 1.
True 2. False 3. B 4. C 5. B
Why Classroom Management Is Important for Teachers?
December 8, 2017/in Blog /by IQBoard | Interactive Education Solution Provider

In addition to being highly knowledgeable in the subject matter, teachers also need to know how
to manage classroom dynamics effectively. This entails organizational and disciplinary
skills that both help make different types of classroom interactions more systematic and aligned
with the learning objectives. Otherwise, classes that are conducted by teachers with very minimal
classroom management skills tend to produce less favorable outcomes, such as low student
achievements. Some studies, in fact, suggest that when teachers are inefficient at managing
disruptive classroom behavior, the average pace of cognitive development among all students
suffer greatly.
If you happen to handle classes where disruptive behavior is present, then there are classroom
management techniques that you can implement to reduce or even eliminate disruptive classroom
behavior. This article presents two solutions–one a process and the other a set of methodologies–
that you can use in various combinations depending on the learning conditions in each of your
classes.
Class Management Process
This set of steps aim to transform the classroom environment into one that actively encourages
learning. By modifying both the physical and human aspects of the classroom, teachers will be
able to establish an ecosystem that has a positive atmosphere and one that compels everyone to
attain learning goals.
1. Have a plan.Nothing beats a comprehensive strategy for achieving learning goals. Each learning
session must follow a pre-planned outline that details 1) the expected learning outcomes; 2) how
the teacher is to introduce, demonstrate, or explain a lesson or subject matter; 3) the techniques
by which the teacher will motivate the class to actively participate in the learning process; 4) how
the students will participate; and 5) the alternative strategies in case the actual learning outcomes
and student behavior are not what has been expected.
2. Establish the best learning climate possible.Excluding human factor, the overall learning
conditions in any classroom can be modified readily. How a room looks and feels have a direct
impact on learning. Lighting can be configured depending on the teaching purpose, for example
(well-lit rooms facilitate clear reception of all sensations especially those that are visual while a
darkened room magnify sound sensations and may be good for articulating pronunciations, and
other verbal concepts; a spotlight focuses students’ attention to a particular learning stimulus such
 as the teaching conducting a lecture, a visual image, or the whiteboard.). Get rid of disruptive
background noise (a faulty electric fan or air conditioning unit, for example) whenever possible.
Clutter and other visual pollution that unnecessarily divert people’s attention should also be
addressed.
3. Conduct class sessions efficiently.Clarify the goals you want your students to achieve and the
ways by which they can achieve them. Never appear to be disorganized to your students. Be
consistent in order to set an example and establish a clear system for different classroom activities.
4. Practice authority positively.Develop mutual respect but integrate wholesome humor in your
interactions. This will allow you to reach out to all your students and to avoid neglecting anyone.
Maintain a positive and accessible demeanor so that your students will be encouraged to
communicate. Practice the so-called three F’s required of successful educators: firmness, fairness,
and friendliness.
5. Class Management Techniques
Managing student behavior is critical to the success of your teaching sessions. You can use any
of the following techniques in order to establish the right learning attitude among your students.
1. Subject Focus.Everyone in your class should be primed for learning before you introduce a new
subject matter. When students are engaged in chatter that is unrelated to the subject matter or
appears to be doing something not related to the lesson, don’t continue your teaching until you get
their full attention. Temporarily stop discussing the subject matter whenever you think students
are not paying attention since that would be a waste of time and effort. Otherwise, opting to teach
even when students are not paying attention will establish the notion that it is okay to be rude and
to ignore someone speaking to you.
2. Modelling.For the learning process to be healthy and effective, teachers need to establish their
leadership and authority inside the classroom. They also need to exhibit the very traits they want
their students to develop and possess. As role models, teachers should know and practice how to
show respect and concern for others so that students can emulate their actions. In addition,
teachers should show decisiveness and fairness in order to establish a good, disciplined
environment for learning.
3. Proximity and Modality.Students tend to be more involved when teachers are at arm’s length
compared to when they are more distant. This is because people tend to do whatever they want to
give the chance to do so. In a classroom setting, students in locations that are farthest from the
teacher are likely to do their own thing and misbehave compared to those who are in close
proximity to the teacher. To address this issue, move across the room during lectures or seatwork
as much as possible. Equally, engage as many students as possible and make it clear that you
confer due attention to everyone and care about their learning achievements.
4. Reward System.Teachers should understand what motivates students and use these as
platforms for cognitive development. Human needs such as a sense of belonging and affirmation
can be used for further nurturing good classroom behavior. Also called “Positive Discipline” by
some educators, this technique showcases positive traits instead of calling students’ attention to
bad behavior. Praise and reward often accompany this technique and are used to reinforce
everyone’s preference for good behavior.
5. Regular and Random Aptitude Assessments.To check whether students are learning as much as
expected, teachers should give regular tests in the form of announced exams, seat works, group
activities, and other assignments such as random concept checking. Unannounced quizzes should
also be regularly given not only to monitor students’ progress but also to compel students to
consistently pay attention in order not to fail in the surprise quizzes.
6. Lesson Management.The teacher’s understanding of people’s motives and behavior is just one
side of the coin. The other side concerns teachers themselves. The fact is, while it is assumed that
 teachers know their subject areas adequately, sharing their knowledge is another matter. Due
preparation and planning are necessary to conduct each learning session successfully.
Teaching is a rewarding profession and is critical in preparing the next generation of people for
meeting the challenges of tomorrow. It can also be a highly stressful discipline especially for
new teachers who are easily intimidated by adverse classroom dynamics. These guidelines
should be able to help teachers streamline their classroom engagement strategies in order to yield
positive outcomes–both for them and their students.
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THE WHY AND HOW OF CLASSROOM MANAGEMENT

As Compiled by Frank Brunette (Adjunct University Supervisor)

PREFACE

Classroom management refers to all of the things that a teacher does to organize students, space, time
and materials so that instruction in content and student learning can take place. In all that you
communicate, no matter how insignificant or innocuous it may seem, it contributes to your status as a
teacher and your ability to manage the classroom.

Ginott states, “that good classroom management, like surgery, requires precision – no random cuts, no
rambling comments. Above all, a teacher demonstrates self-discipline and good manners – no tantrums,
no insults, no blistering language. His/Her management plan is never sadistic. He/She lives by the law of
compassion, even when challenged by children to defy it.”

Research tells us, “The amount of time students are actively engaged in learning contributes strongly to
their achievement. The amount of time available for learning is determined by instructional and
management skills of the teacher…” This implies that teachers must plan and prepare well, be
organized, maximize student time on task, keep students actively engaged, efficiently utilize time, and the
list goes on.

In a study reviewing 11,000 pieces of research that spanned fifty years, three researchers determined
that there are twenty-eight factors that influence student learning and these have been ranked in
order. The most important factor governing student learning is classroom management.

THE LITANY FOR SUCCESSFUL CLASSROOM MANAGEMENT

 Look at yourself! Be mindful of your self-confidence, voice, attitude, enthusiasm, personal

appearance, manners, values, and most of all, composure and self-control. Losing composure
and shouting does not enhance classroom management. The teacher sets the tone and creates
the learning environment in the classroom. Consequently, the classroom climate takes on the
characteristics of the teacher’s personality and disposition.

 On the first day of school introduce written rules and procedures and post them. Above all, be
generous with appreciative praise, encouragement, and reward for achievement and positive
behavior. Delineate the boundaries for unacceptable behavior.
 Have the students practice, learn, and be able to explain classroom procedures (grade
appropriate). The procedures need to become routine. Student should be able to perform the
procedures automatically.

 Establish a cue (words, sound, hand signal, etc.) to which the students are taught to respond to
immediately. Be consistent in using the cue. Practice it! Use the cue only when you are
absolutely ready to get the students’ attention. Once you give the cue do not engage in any other
activity or have your attention diverted. Wait! Wait time is a very effective and important know-
how and ability for teachers to possess. Non-verbal communication consistent with the cue is
powerful. Silence can be thunderous!

 Set and convey high expectations of your students. However, there must be a support system in
place and materials available to attend to individual differences to assure achievement.

 When planning, schedule time for presentation and study, select the best activities to facilitate
learning, and delimit content to be studied. When students work cooperatively, have them use a
“work voice”.

 Communicate goals and objectives. Be clear about requirements and consequences for
unsatisfactory performance. Children tend to be more cooperative and willing to attack a task if
they have a clear understanding of what they are to do, why they are being asked to do it, and
how they are to proceed.

 Regulate the learning activities. First, sequence content so that knowledge builds on itself by
linking new information to students’ existing knowledge. Secondly, pace the instruction so that
students are ready for subsequent learning. Then, monitor students’ success rates. This will
assure that students stay productively engaged regardless of how quickly they learn. Finally,
adjust instruction based upon what the monitoring and or assessment indicates.

 Learn to use non-verbal behavior to communicate. Provide non-verbal feedback (smiles, frowns,
nods, move closer to students, etc.) for acceptable and unacceptable behavior. Eye contact
and/or facial expressions communicate pleasure, concern, interest, mood, etc. Be certain that
your verbal communication is consistent with your non-verbal behavior.

 Gesture to accent points. Research tells us, “that of all the parts of the human body used to
communicate information, the hands and face are the most powerful”. Scientists are studying the
link between the body gestures and the mind. This issue has given raise to an international
 Society for Gesture Studies. Gestures provide another dimension to instruction by adding visual
cues, which may trigger understanding.

 Voice inflections stress points of interest and importance. Studies on the effects of voice
inflection have shown that variety in pitch and intensity affects receptivity of the
listener. Additionally, where the inflection is placed affects credibility of the sender.

 Reinforce appropriate behavior, praise appropriate behavior and name it. (“Thank you for
doing…”) Ginott warns that all praise may not be beneficial. He makes the distinction between
evaluative praise and appreciative praise. In his view judgmental or evaluative praise most times
is harmful to students. The inverse power of praise is being studied in New York schools and
their findings support Ginott’s premise. Productive praise describes a child’s efforts and
accomplishments and our feelings about them. The fundamental rule in praising is: describe
without evaluating, report – don’t judge. Guide the child toward evaluating his or her own
behavior.

 When students recite have them speak loud enough for all in the classroom to hear. Call upon a
student most distant from the speaker to check if he or she was able to hear. This approach will
help keep students actively engaged.

 Use proximity control. Moving close to the student causes a change in his or her
behavior. Room arrangements can maximize the teacher’s ability to effectively move toward all
students.

 The best reward is the satisfaction of a job well done. Students can be shown the way to buy into
this mindset. For example, to extend rewards when a student answers a question and others in
the classroom knew the answer they hand signal. The teacher’s nod or facial expression
provides acknowledgement and reward. This, too, keeps students engaged.

 Work to master the artful management of non-confrontation. Approach trying situations with
calmness, finesses, self-assurance and composure. These same behaviors will serve well during
times of emergency. Avoid approaching tense situations in the heat of anger.

 Do not take unacceptable behavior as an affront. Use the power of wisdom to affect events.

PRECIS
How one manages the classroom is the primary determinant of how well your students learn. Conversely,
when students are successful and actively engaged in their work, they tend to be well
behaved. Therefore, keep students involved in their work, have students understand what is expected of
them, maximize time on task, prevent confusion or disruption, and run a work simulated but relaxed and
pleasant classroom. Remember that in the adult world the workplace is one that is not always quiet, on
the contrary, people continually interact, ask questions, brainstorm, seek help and so on.

In accepting the premise that all that the teacher does in the classroom contributes to quality instruction
and management, instruction and classroom management should not be viewed as separate
entities. When teachers apply their knowledge, training, communication mastery, skills and values and
caring, they coalesce and the student cooperatively become an active part of the teacher/learning
process.

EPILOGUE

Frank Riessman’s Blueprint for the Disadvantaged tells of the disadvantage in the troubled schools of the
1960’s and of their deplorable conditions. Through his studies of these inner city schools, amidst the
chaos, he and his colleagues occasionally came upon classrooms within which there was order and
instruction taking place with students on task. Being impressed with what they had observed, his group
reasoned that if they could carbon copy how those teachers taught, likewise others could be trained. The
obstacle in that thinking was that all of the teachers observed were so dissimilar. The labels he gave
them illustrate those differences. He characterized them as the coach, boomer, actor, professor,
etc. Also, he vividly described their teaching performances.

Nevertheless, he and his associates did agree that there was a common quality that all of those teachers
observed possessed and communicated, though not verbally. That was, in some way all of the teachers
conveyed to the students that it made a difference to them that they, the students, learn.[1]

At first glimpse it seems elementary – all that needs to be done to teach and manage a classroom well is
for the teacher to tell students, “It makes a difference to me that you learn.” Be sure, this is an over
simplification and students are too perceptive to buy into that. It very well may be that therein, the
insights of students, lies the key to good teaching. Consistent with Riessman’s findings, it is incumbent
upon teachers to demonstrate through attitude, knowledge, dedication, skill, commitment, values, and
everything else they do, that they care.

Works Cited
Classroom Management
Teachers Modules
Thomas R. Kratochwill
Rachel DeRoos
Samantha Blair
University of Wisconsin-Madison
Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom settings. The purpose of
implementing classroom management strategies is to enhance prosocial behavior and
increase student academic engagement (Emmer & Sabornie, 2015; Everston &
Weinstein, 2006). Effective classroom management principles work across almost all
subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a tiered
model in which school-wide support is provided at the universal level, classroom
behavior management programs have shown to be effective for 80-85 percent of all
students. More intensive programs may be needed for some students.

The objectives of classroom management are for students to gain behavioral, social and
academic success in a structured environment that caters to tolerance, exemplary
behavior and learning. Effective classroom management means implementing
strategies that create a safe, fair and rule-based learning environment for children to
flourish in. Prompting and assisting students to understand the procedures and
expectations of the teacher and classroom through positive reinforcement, high
expectations and discipline instills independence and enhances student growth.

Structure/Preparedness

The goal and result of a well-managed classroom is structure. Teachers provide

structure through creating and staying on a schedule, planning curriculum and
extension activities and exhibiting preparedness. Students model behavior and work
after the teacher, so modeling responsibility, pride, appropriate language and high
expectations helps students do the same. Classroom structure is maintained through
rule-based procedures such as morning routines that focus kids on an academic task
when first entering the classroom, center routines that promote moving from one center
to the next when cued,getting books out at the beginning of each class and packing
bags before dismissal.
Rule-Based Behavior

A goal of classroom management is a sound and rule-based environment that

represents a setting where learning occurs. A system of rules and consequences that
define and promote tolerance of classmates and teachers through respect and high
standards for individual and group behavior results in a safe learning environment that
students feel comfortable entering and participating within. Rules should be written,
posted and implemented to exhibit positive discipline including specifics such as sharing
materials, taking turns, raising hands,using respectful language, and completing class
work and homework within designated time limits. Reviewing the rules daily and
referencing them to showcase or reward students who are obeying, or to discipline
those who are disobeying with a warning, reprimand or consequence leads to
consistency and establishes the teacher as the authority figure of the classroom.

Academic Achievement

Student academic achievement is an objective of classroom management. Teachers

create student achievement through upholding high expectations by alerting students to
the quality of behavior and work that is accepted within the classroom and school. This
occurs through ongoing encouragement, positive peer pressure, adherence to rules and
modeling. Conferencing with students and parents regularly provides communication
and a forum in which to assert expectations. Class discussions on effort and using
exemplary student work as proof of reaching and surpassing goals establishes students
as role models, helping others aspire to gain attention for above-average work. Posting
high-achieving work or behavior awards on bulletin boards builds self-esteem and pride
in children, influencing them to continue exceeding expectations.

Effective/Differentiated Instruction

Classroom management achieves the goal of teachers catering to the individual student
by providing different types of modalities for kids to gain and apply knowledge.
Classrooms that engage students in learning and following procedures offer more
opportunities for teachers to implement effective instruction through experiential
learning activities and differentiated instruction to students on a one-on-one basis or in
small groups. An educator can entrust a well-managed class to follow procedure and
directions while she attends to varying student needs and ability levels.