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The Key to Effective Classroom Management

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

A teacher kneels next to his student's desk to talk to her. Both are smiling.

It’s a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost.

Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach . In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent—making the time students spent in the classroom more worthwhile and productive.

“Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience,” explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.

In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students—a total of 220 in fourth and fifth grade—and boost their sense of belonging. (A follow-up study with middle school teachers used the same strategies, with similar results.) Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.

Since it can be easy for some students to fall through the cracks, a relationship reflection form—like the one we share here—can help teachers take notes on each individual student and highlight ones who need the most attention.

Starting on a Positive Note

At the start of the school year, the teachers in the study made time for establishing relationships. “The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding,” Cook and his colleagues explain. For students with learning or behavioral problems, cultivating positive relationships provided “protective effects” that helped them stay focused on learning.

To establish positive relationships, teachers can:

  • “Bank time” with students. Schedule one-on-one meetings with students to get to know them better. The goal is to “make deposits into the relationship” to help ease conflict in the future if you have to give constructive feedback or address disruptive behavior.
  • Encourage student-led activities. Students feel more invested in their learning if given opportunity to share their interests . Teachers can step aside, be supportive, and listen.
  • Welcome students into the classroom. Activities such as positive greetings at the door and icebreaker questions help create a warm classroom culture.
  • Use positive communication techniques. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm or interest, and compliments help students—especially shy or introverted ones—ease into classroom discussions.

Maintaining Relationships

Without active maintenance, relationships deteriorate over time, the study authors point out. Teachers may focus too much on academics and not enough on supporting students’ emotional well-being, slowly using up the banked time they initially built up with students.

Teachers can maintain relationships by continuing to implement the strategies above, and in addition they can:

  • Take note of positive and negative interactions with students.  Teachers should aim for a five-to-one ratio.
  • Regularly check in with students. Ask how they’re doing and what support they may need. In an Edutopia article, Todd Finley explains how 5x5 assessment time helped him focus on a handful of students every day.
  • Acknowledge good behavior. When teachers focus attention on positive conduct, disruptive behavior is stemmed before it becomes an issue.

Repairing Harm Before Things Get Worse

Eventually, negative interactions such as misunderstandings, conflict, or criticism can weaken a teacher-student relationship. If these negative interactions are left unaddressed, students may feel disengaged and be less willing to participate in activities. They may also be more likely to misbehave, creating further damage. So it’s important for teachers to “intentionally reconnect” with students to restore the relationship to a positive state.

When relationships need repair, teachers can:

  • Let go and start fresh. Teachers should avoid holding mistakes over a student’s head, instead giving them a chance to start each day with a clean slate.
  • Take responsibility for their actions. Teachers can avoid blaming students when things go wrong, and think, “What could I have done to avoid the problem in the first place?” They shouldn’t be afraid to apologize when that’s called for—doing so helps build trust with students.
  • Show empathy. There are two sides to every story, and a teacher can acknowledge that students may have a different perspective about what happened.
  • Focus on solutions, not problems. Teachers can work with students to find a solution that everyone feels is fair.
  • Separate the deed from the doer. It’s important to criticize the behavior, not the person. If teachers label children as “problem students,” there’s a danger that they’ll internalize that label, making it more likely that they’ll repeat the behavior in the future.

The takeaway: Effective classroom management starts with relationship building. When students feel a greater sense of belonging, they’re more likely to be academically engaged and demonstrate positive behavior.

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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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9 Examples of Effective Classroom Management Strategies

Damon Torgerson : Aug 1, 2022 11:00:00 AM

9 Examples of Effective Classroom Management Strategies

“The classroom should be an entrance into the world, not an escape from it.” ~John Ciardi

Teaching is a profession that requires a broad set of skills to help students rise to their potential. While many of these skills involve the pedagogical elements of being a teacher, there is no denying that effective classroom management skills are essential if teachers are to engage their students and deliver positive outcomes.

At Alludo, we want to make sure that teachers have everything they need for a successful and productive classroom experience and that’s why we have included microlearning activities related to classroom management in our professional development catalog . To help you understand the importance of classroom management, here’s some information plus nine examples of effective classroom management strategies to try.

Table of Contents

A set of rules, detailed procedures, it directly affects teacher effectiveness and student learning, it correlates with student success, it helps teachers develop working relationships with students, it protects and leverages time in the classroom.

  • Minimal Consequences First
  • Rehearse Classroom Transitions
  • Make Positive Phone Calls Home and Send Letters
  • Never Punish an Entire Classroom
  • Give Students Choices
  • Publicly Announce Goals
  • Maintain Authority Throughout the Year, Not Just at the Beginning
  • Explain the Reasoning Behind the Rules
  • Consider Inclusivity in Classroom Management

How Do You Handle a Difficult Classroom?

  • Alludo's Take

Empower Teachers in Your District to Devise and Implement Classroom Management Plans

What is a classroom management plan.

A classroom management plan is a simple but effective behavior management tool that teachers can use to maintain order in the classroom and help students reach their potential. It plays an important role in student education and is thus an essential tool for teachers.

First and foremost, a classroom management plan is a set of rules that is designed to hold students accountable for their behavior without scolding or yelling at them. It should lay out what behavior is expected and the consequences for not adhering to the rules.

For example, one rule might be that all students must raise their hand and be acknowledged by the teacher before speaking. The first violation might result in a verbal warning while the second might earn the student a short time-out.

Having a set of rules in place allows teachers to quickly address any behavioral issues while maintaining boundaries with students and setting expectations.

classroom management essay examples

The second thing a classroom management plan must do is set out procedures for how the classroom operates in a variety of situations. Some situations to cover might include the following:

  • Regular teacher instruction
  • Testing procedures
  • Emergency procedures

The right classroom management plan can boost student engagement by setting classroom expectations.

Why is Classroom Management Important?

Smart classroom management has significant benefits for teachers, individual students, and the school as a whole.

By setting rules for appropriate behavior, classroom management has a direct impact on both student effectiveness and student learning. Teachers can focus on teaching because they’ll have fewer behavioral issues to address. With clear boundaries and less disruptive behavior around them, students can put their attention on learning.

K-12 Professional Development Strategy Framework

An orderly and well-managed classroom contributes to student success. According to a 2022 study published in the Journal of Educational Psychology , students in classrooms where management strategies were employed spent more time on task than students in classrooms without such strategies and experienced improvements in test scores as a result.

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While more research is necessary to determine which strategies have the biggest impact on student achievement, it’s not surprising that reducing disruptions would lead to better student outcomes.

The relationships teachers have with their students play a key role in student learning. When students feel seen, heard, and valued, they’re less likely to be disruptive and more likely to perform well in school.

Classroom management plans lay the groundwork for teachers to build productive working relationships with students because everybody in the classroom knows what to expect.

Teachers get comparatively little time with students, so it’s essential to protect time in the classroom and use it as efficiently as possible. The right classroom management plan will both protect teachers’ time in the classroom and allow them to leverage the time they have with students for the best results.

It might not seem like having plans and strategies in place would make a big difference, but students thrive when they know what’s expected of them.

9 Examples of Classroom Management Strategies

To help you develop a classroom management plan of your own, here are nine effective classroom management strategies as examples of what you could implement.

#1: Minimal Consequences First

When setting expectations for students, make the consequences for disruptive behavior as small as possible at first. If the minimum consequence is effective as a deterrent, you’ll be able to save big consequences for more serious infringements.

#2: Rehearse Classroom Transitions

Disruptions in the classroom are most likely to occur during transitional times: as students arrive in class before the bell rings, between activities, or when they’re preparing to leave the classroom. You can create a routine that will tell students what to do and rehearse it to minimize problems.

#3: Make Positive Phone Calls Home and Send Letters

Positive reinforcement can go a long way toward getting students on board with your classroom management plans. You can help them to see you as an ally by sending a positive letter or calling their parents to praise them.

#4: Never Punish an Entire Classroom

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#5: Give Students Choices

Students are most likely to buy into your classroom management plan and see you as an ally when they have a choice in some of what they do. For example, you might give them a choice between a take-home quiz or completing an assignment in class.

#6: Publicly Announce Goals

It’s not useful to have goals if your students aren’t aware of them. They’re more likely to control their behavior if you announce a goal ahead of time. An example would be, “Today it took two minutes for the entire class to settle down after the bell rang. Let’s try to get it under a minute tomorrow.”

#7: Maintain Authority Throughout the Year, Not Just at the Beginning

In any management situation, it’s easy to lay down the initial ground rules but may be difficult to keep them consistent as time passes. It’s important to remember that if students behave inappropriately and there are no consequences, the likelihood of it turning into an ongoing problem increases. Be consistent to get consistency.

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#8: Explain the Reasoning Behind the Rules

Nobody likes arbitrary rules, so taking the time to explain to your students why a rule is in place and when it applies can go a long way toward getting them to buy into your classroom management plan.

#9: Consider Inclusivity in Classroom Management

Inclusivity is essential for student learning, so you should review your classroom management plan with your special education team and with an eye toward accommodating students with IEPs and 504 plans. Remember that these students may need additional explanations or modified rules.

Even with an effective classroom management plan in place, there may be times when teachers need to address a difficult classroom or behavior from students who may be more disruptive than usual. Here are some pointers that can help you regain control:

  • Develop positive relationships out of the gate . Building authentic relationships with students may be more than half the battle of maintaining an orderly classroom. When you know your students, you’ll also know what motivates them. Students are more likely to see you as an ally if you have a positive relationship – and that may make them feel safe coming to you if there’s an outside issue that could be causing the disruptive behavior.
  • Be consistent . Consistency is essential in classroom management. If you set out a consequence for unacceptable behavior, that consequence must be consistently applied. Consequences should magnify with repeated offenses, but it’s also important to keep your behavior and demeanor consistent. Losing your temper won’t help anybody.
  • Get support from other teachers/peers . If a situation is particularly difficult to handle, you may want to get support and feedback from your peers. Another teacher may be able to see things in a new light or make suggestions that hadn’t occurred to you.

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Difficult behavior is challenging but having a strong classroom management plan in place will give you a foundation to handle any problems that arise in the classroom.

Alludo’s Take

The Alludo PD platform provides teachers with a choice and a voice in what they learn. Any teacher who wants to create a classroom management plan can do so with help from the courses and microlearning activities included in our professional development catalog .

The bottom line is that preparing teachers with the means to learn about effective classroom management strategies can save them time and stress in the classroom and beyond. It also improves student achievement and success.

The Alludo platform allows teachers to complete microlearning activities on their own time and encourages engagement with gamification and rewards. 0ur platform itself can serve as inspiration to help teachers develop systems that work to inspire and encourage students.

Creating and implementing a classroom management plan can help teachers by helping students understand what’s expected of them. The result is that teachers can make better use of their time in the classroom – and students reap the benefits in the form of improved outcomes.

Want to reach up to 100% PD in your district? See how Alludo can help make it happen with our free professional development platform trial, including:

  • Hundreds of core topics
  • Asynchronous microlearning activities
  • Timely and specific feedback
  • Analytics that show learning impact
  • Access anytime, anywhere

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How to Create a Classroom Management Philosophy + Examples

Try to connect your classroom management philosophy with your “why,” or your general philosophy of education.

classroom management essay examples

One could argue, however, that your classroom management philosophy is just as important - if not more important - than your general philosophy of education. After all, being able to manage a classroom effectively is key to creating an environment where all learners can thrive.

Whether you are a brand new teacher or a twenty-year veteran, it’s never too late to construct your classroom management philosophy. Many people might not think of teachers as “managers.” But teachers actually have more management responsibilities than most corporate managers, because of the many different hats they wear. 

Therefore, it’s important to create a plan for how you will carry out your managerial responsibilities in order to make your job easier and ensure the success of yourself and your students.

What is a Classroom Management Philosophy?

Classroom management philosophy encompasses the principles, approaches, and beliefs that inform our classroom management models . This includes the routines, rules, and standards we use to regulate disruptive behavior and create productive learning environments. 

Creating a Classroom Management Philosophy

When constructing your classroom management philosophy, think about your classroom management style. 

Do you like to maintain more control? Or are you happy to give students more freedom? Think about your goals for the year, and what kind of relationship you want to have with your students. What kind of classroom climate and school culture are you striving for? 

Think of your philosophy as a brief, but purposeful and reflective essay. Include an introduction, a body, and a conclusion. 

Where possible, cite research (the more recent the better) that supports your philosophy. 

Include your beliefs about teaching and learning in the classroom, your feelings about the teacher role versus the student role, and what your classroom management strategies and plans are for achieving the goals you’ve established. 

When you are happy with the philosophy essay you’ve created, don’t be shy about sharing it with all stakeholders - including your students. It illustrates the amount of time, thought, and consideration you’ve given to it.

Classroom Management Philosophy Examples

For inspiration, the following are classroom management examples . Keep in mind that your philosophy should be unique to you. No two philosophies should be exactly the same. The following are examples of excerpts you might consider using in your essay.

I want all students to feel safe and cared for. I want them to feel this is “our” classroom - not “my” classroom.

I believe all children deserve to feel comfortable in their learning space. I will provide as much flexibility as possible, in terms of seating and movement, to accommodate their individual needs.

Whenever possible, students will be given “voice & choice” in terms of activities and assessment options. If students feel they have a say in their learning, they will be more cooperative and willing to engage.

Students should feel like they are part of a community in my classroom. But like any community, there are rules that need to be followed in order for everyone to function at their fullest potential.

Students will be included in the creation of our classroom rules. Together we will create a “Classroom Constitution” which all the students will sign to show their agreement with. The Constitution will be displayed prominently in our classroom.

My role as a teacher is to be a facilitator of learning. I want my students to make authentic discoveries on their own. I believe this will lead to more meaningful connections that will ultimately encourage my students to see themselves as life-long learners.

Students will understand the expectations and responsibilities involved with group projects. They will be held accountable for their individual contributions.

Students should feel free to voice their opinions, concerns, and suggestions in my class, without fear of repercussions. I will have a locked box in my classroom where students can leave me notes to let me know what’s on their minds at any point in time.

I want students to know I care about their mental well-being. I will incorporate daily check-ins via Google Form as a way to identify potential problems and concerns.

Keeping Your Classroom Management Philosophy Updated

Like all things in education, you should periodically come back and revisit your classroom management philosophy. When you do, take time to reflect on whether you feel you’ve adhered to this philosophy or not. If you haven’t, why do you think this is the case?

You may find that over time, and with a variety of experiences, your thoughts and classroom management ideas change. If this is the case, it’s perfectly fine to revise and update parts or all of your philosophy. 

By going back and reviewing it, you are reminding yourself of your core beliefs, which may be particularly necessary during challenging times. 

However, no matter what your classroom management philosophy is, remember to be consistent when executing classroom management rules with your students. Consistency is always key to success. 

Don't forget to further your research by checking out our list of the best classroom management articles . Or listen to episode #34 of The LiveSchool Podcast for classroo managemtn ideas that really work!

About the Presenter

Becky Thal currently works as an edtech consultant in the field of marketing. Previous roles have included 5th grade math/science teacher and advertising executive. Becky is active in many online communities, as well as her local community. She is always open to collaborating on new projects! In her spare time, Becky enjoys trips to the beach, trying new restaurants, and attending her kids’ various sports games and events. She lives with her husband, three children, and Labradoodle, in New Jersey.

About the Event

Typically in every teacher preparation program, you are asked to construct a philosophy of education statement to add to your portfolio. What you may or may not include within that statement is your beliefs about classroom management.

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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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The strategy of management adopted to positively manage a classroom is recognized as a precondition for effectiveness in teaching (Shimahara 1998a). However, certain factors such as classroom management, discipline and student behaviour have often been implicated as part of the problems in the management of classrooms. This assertion according to Everston and Weinston (2006) has been found to be true especially for new teachers who have given managing classroom as their highest priority. While it is expected that teachers would be concerned about their relationship with their students and issues of discipline, other concerns such as workload cannot be ruled out as it could lead to job dissatisfaction (Lewis, Romi, Qui and Katz 2005). In recent times, schools have experienced these behavioural challenges from their students within the learning environment and with a lack of strategic intervention, effectively managing a classroom for good quality learning will pose a huge problem. The research study will take into account the national curriculum for Key stage 4 mathematics programmes of study and the key expectations of student. It will also look at the paucity of studies on classroom management approaches to KS 4 Mathematics with a view to ascertaining a more robust approach to managing classroom. 2.1. WHAT IS CLASSROOM MANAGEMENT? Classroom management refers to the strategies, skills and techniques that teachers use to keep students organized, orderly, focused, attentive, quiet on the task and also academically productive during a class. In other words, these strategies, when adopted and applied professionally help teachers to create and maintain an effective learning environment that could facilitate both academic and social emotional learning. This notion is underscored by Wong (2001), who defined classroom management as “all things that a teacher does to organise students, space, time, and materials so that instruction in content and student learning can take place’. However, a more elaborate definition is put forward by Garrett, (2008:35), who stated that classroom management is a ‘multi-faceted concept that includes the organisation of the physical environment, the establishment of rules and routines, the development of effective relationships, and prevention of misbehaviour’. On the other hand, classroom management could be described as the process of governing a classroom through which procedures, rules and policies are set in place. Classroom management is often viewed as a continuous process that requires adequate patience and effective planning and as stated by Larrivee (2005:5), ‘classroom management is a critical ingredient in a three-way mix of effective teaching strategies, which includes meaningful content, powerful teaching strategies and an organisational structure to support productive learning’. And on a broader perspective, it is seen as any action undertaken by a teacher to create an environment that supports and facilitates both academic and social-emotional learning’ (Everton and Weinstein 2006). When classroom management approaches are effectively implemented, teachers minimise students behaviours that could make the learning difficult while teachers also maximise students’ behaviours that could facilitate or enhance effective learning. Students’ behaviours such as , lack of attention, task avoidance, refusal, and engaging in power struggles always causes students distractions and takes the students attention away from learning. To make the classroom setting or learning environment more effective, teachers are expected to use classroom management approaches to reduce or eliminate classroom For teachers to have effective teaching, unforeseen challenges from the students must be controlled. Controls of students in this case are the set rule by the school such as policies, assessment methods and active curriculum. This is collaborated by Marzano (2003) who stated that, ‘actions in the classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, and community involvement’. Classroom management has been described as an attribute to discipline negative behaviour within the classroom. Capizza (2009:1) argued that, ‘establishing a well organised plan for classroom management at the outset of the year is essential for a peaceful and calm classroom that is conducive to instruction and learning for students with a variety of academic, social, and behavioural needs’. Various studies have been carried out by the researchers on classroom management, yet When classroom management approaches are effectively executed, teachers minimise the behaviours that could hinder learning for both individual students and groups of students while maximising the behaviours that facilitate or enhance learning. Student behaviours like shouting out, not paying attention, task avoidance, disrespect, refusal, and engaging in power struggles take the focus away from teaching and students’ focus away from learning. For teacher to create and maintain an effective classroom setting, the teachers will have to make use of classroom management approaches, strategies or techniques that will eliminate classroom disruption and increase student’s compliance in KS 4 classroom Mathematics. 2.1.1. CLASSROOM MANAGEMENT IN MAINTAINED HIGH SCHOOLS An effective classroom management system is a pre-condition for establishing a conducive learning environment or classroom setting. Classroom management studies highlighted additional methods which could be of benefit to students in urban schools and as previous research studies on classroom management have suggested, urban secondary schools are faced with an increase in disruptive student behaviours, which suggests that effective classroom management is needed urgently with regards to high poverty areas (Matus, 2001). It is also well known that classroom management problems are of greater challenge for urban schools in high poverty areas. This assertion is underpinned by the observation of Weiner (2010:307) who stated that, ‘the schools themselves are under greater pressure to maintain a safe and orderly academic environment and teachers may not be supported by the school’s administration in building this environment’. Further research investigation was carried out by Weiner (2010), to identify the reason why classroom management in urban schools have learning issues and that the school environment undercuts the social norm required for high academic functioning in urban classrooms. Furthermore, successful urban teachers must deeply embed classroom management in every aspect of classroom life, making the teaching of social skills a reflexive part of instruction’ (Weiner 2010:309). Weiner (2010:76) explained that for classroom management to be effective, the environment must have, ‘fewer disruptions during instructional time, better teaching planning, better classroom organisation and student engagement. It is thought that this will allow for more learning time’ and based on this premise, Downer, La Paro, Pianta, and Rimm-Kaufman (2005:380) argued that, ‘teachers in these higher, quality classrooms use proactive approaches to discipline; they establish stable routines, monitor their students carefully to keep them engaged and manage behaviour problems proactively’. In their study, three key components of classroom settings and qualities to children’s behaviour was identified; Firstly, the classroom management has the largest effects on student achievement, secondly, the environment must be conducive for the students to learn in other to avoid a chaotic and poorly managed classroom and thirdly, it is very important for the teacher to know how to manage a classroom effectively when he or she becomes a teacher. From the perspective of the teachers, the reason for the problem was as a result of large numbers of students in the classroom, the impact on economic and social problems of students on pursuing their school work and lastly, the negative and lack of ability from parents to bring up their children due to large numbers of families. 2.2. CLASSROOM MANAGEMENT APPROACHES. Walker and Shea (1998) suggested that it is important to have a wide range of techniques when dealing with student behaviour as no single intervention is effective with all children, or in all situations. However, a lack of adequate classroom teaching experience has been implicated as part of the management problem (Nolan 1991). The core of the argument is that most classroom management problems, particularly those that are behaviour oriented problems normally begin in the classroom. These problems are often viewed as problems that all teachers encounter in their everyday classroom experience, yet research has been found to be inadequate in this area of classroom management. A disorderly classroom indicates ineffective classroom management. For teachers to succeed in their planned objectives, teachers need to plan how to maintain effective classroom environment in KS 4 Mathematics. Teachers need to develop strategies that will ensure order and progress in their lessons (Jones, 1989:330). In other words, teachers need to plan and decide how to deal with behaviour that is inappropriate in KS 4 Mathematics. Kerr and Nelson (1993:4) assert that one of the requirements in the teacher’s life is to make decisions instantaneously, even during crises situations. The decision on what to do depends on how strategic the teacher is in the implementation of the decision to make teaching and learning successful. Kerr and Nelson (1993:4) further stated that the correctness of the decisions depend on the “repertoire of skills and techniques that serve to manage crisis situation effectively”. It is important that variety of strategies that the teacher adopts constitute a plan towards the achievement of educational objectives. Jones (1989:333) agrees with the assertion by stating that, ‘a comprehensive realistic approach must therefore provide teachers with knowledge and skills for examining the classroom environment and making decisions to adjust classroom factors so as to provide students with a sense of meaningful involvement in the teaching process’. The implication of the statement is that teachers use certain strategies that must be based on informed decisions to ensure progress and involvement of students in the teaching and learning process. In support of this notion, Arends (1994:174) suggested that, “teachers who plan appropriate classroom activities and tasks, who make wise decisions, who have a sufficient range of techniques, abilities, or skills on instructional strategies will be building a learning environment that minimises management problems”. Discipline is one of the most effective approaches which teachers use to manage classroom through the uses of rules and regulation. It enables the teachers to have a method of teaching and enforcing acceptable patterns and behaviour under a controlled orderly state in difficult or stressful environment like a classroom but the consequences are clearly visible to all students. Once the students become aware of the consequences for breaking classroom rules, then the students are more likely to behave well and pay attention during the lesson in KS 4 Mathematics classroom. Therefore, there are four rules that teachers can use to maintain discipline in and have students’ attention during KS 4 Mathematics class, for effective and understanding of Mathematics; Firstly, the teacher must set-out classroom rule and consequences of failure by the students to abide with the rules and consequences on the first day of class and the teacher need to explain what to expect and what disciplinary action to be taken for rule breaking. If students were not clearly told from the first day of class, the students may likely claim that they were not aware of any rules. For effective teacher to start classroom management rule from the beginning of the class, every student will become aware of the rules and good conduct during KS 4 Mathematics lesson are expected from each and everyone. Secondly, classroom management rule, expect the students to raise their hands and wait for teachers’ response before they speak or leave their seats. Thirdly, having a classroom management approach rule in place like a reward system would impact on the behaviour of the students. That is, teacher needs to introduce a reward system for well behaved students. Teacher reward students that are well behaved and this reward system is one of the effective ways of controlling classroom disruption and encouraging students to maintain quietness and orderliness in KS 4 Mathematics. Fourthly, classroom management rule means teachers should strictly maintain classroom procedure with consistency. This means that teachers need to be consistent in using classroom rules. Fifthly, classroom management rule is teacher should take bullying as a zero tolerance, meaning that the teacher should not accept any form of victimisation. The moment the rules have been established, students are expected to strictly adhere with the rules and the consequences for breaking the rules. Where a student breaks or bends the rules for the first time, it is good for the teacher to give that student a reminder. Once the student is given a reminder, that student will not want to break or bend the classroom rules again. Teachers are to follow the reminders with warnings. This indicates that, if a student disregard teacher’s reminder, a warning will be given to such student and where such student continues with such behaviours, stricter punishment is to follow. The final consequence is to send notice to parents or guardians. It should be noted that no student would like his or her teacher to send a notice to his or her parent or guardian about his or her misconduct or misbehaviour in school. This is likely to end the child’s bad behaviour in the class. In this regard, parents or guardians are seen as an excellent tool to utilise in classroom management. Another positive approach to maintaining discipline in classroom challenges is called ‘Roger approach’. This approach is used to establish or create a positive school learning environment which includes more positive approach to learning behaviours, along with building teacher’s appreciation of cultural difference in relation to these behaviours. Although this study intends to critically analyse classroom management with an emphasis on classroom management approaches, consequences and challenges, it also intends to review student behaviour in a classroom environment in relation to mathematics. Classroom challenges or disruptive behaviour in the classroom is a form of behavioural problems that interferes with student’s learning or student’s academic performance, which can sometimes threaten a teacher’s comfort and safety in managing classroom environment, harmful and also put the students on high risk in later social problems or the school as a lower academic achievement. Managing challenges in a classroom environment is a major problem faced by many teachers and one of the important factors in managing behaviour issue, is to understand why challenging behaviours are so common amongst the students. As a result of classroom challenges among the students, the research will also attempt to gain some understanding and insights experienced within the classroom which the classroom teachers encounter in managing classroom approaches to KS 4 Mathematics. There are five strategies or techniques for effective classroom management; 1. To keep the lesson in a constant flow. That is, teachers should ensure that classes last for a reasonable period of time, and split each lesson into three varying activities, and also use trial and error to discover which methods work best for each of his or her classes, remember to note them down. By doing this, teacher tries to get the students out of their seats doing hands on practical work not only benefits those students with lots of spent up energy, it also provides unique and different learning experiences. 2. Certain type of inappropriate behaviour like restlessness and fidgeting could be stopped by avoiding dictating notes to the class for a long period of time and sometimes long talks too. As discussed above, getting students up and out of their seats in a different environment with some hands on activities can settle an energetic class. 3. Counsel students outside classroom as much as possible for good conduct. This can be done when a teacher spots the student in the lunch hall or outside the school like shops or anywhere apart from school environment and ask how they are. First congratulate them on any achievement or awards the students may have received or you use appraise culture. Once the students notice that the teacher is trying to get to know them, the student will understand that the teacher really care about them and respect them, then the students will start to respect the teacher back. 4. For teachers to work better with disruptive students who may be talking, poking each other or doing anything else unsettling during a class session the teacher should go and stand by the disruptive students but the teacher should continue to teach as if nothing is going on. This will send direct signal to those disruptive students to stop what they are doing and get back to work. 5. If none of the above strategies seems to be working such as attempted to keep them busy by trying something different, the next best option is to send them out of the classroom. If the disruptive students still defiant, the teacher should send them to see the school Head as the problems is out of his hands. Another classroom management approach is when a student has continually disregarded a teacher’s disciplinary measure; the only classroom management technique available is to send the student to the administration office. Once the disruptive student has left the classroom, order is would be restored. It should be noted that this is generally the last alternative for teachers to deal with misbehaved students. The result is that, if a student is attempting to harm one another, it will be better to jump straight to this final proceeding. More so, a teacher must be able to adequately manage students in the classroom. The most considerable aspect of what a teacher must think of is that of consistency which is very essential. Students will take added advantage on any teachers that are not consistent in introducing disciplines for unacceptable behaviours. Following the guidelines of classroom management, teachers must have self-confident that they are doing their best. These are tools given to assist students that exhibit inappropriate behaviours so that they can change their behaviours into appropriate manners; this is one of the greatest challenges that educators face (Gillispie, 2005). One of the classroom management that can best be used is put forward by Thomas Phelan (1995). Thomas Phelan first developed 1-2-3 Magic strategy in 1995, with the aim of assisting parents to manage the behaviours of their children at home. This parental method was first launched to assist other parents to exercise control over their children’s behaviours. In this three stages of formula 1-2-3- magic methods, when a student misbehave or broke up the rule, the teacher holds up a finger and says this is one, if the student goes on arguing for like five seconds, the teacher holds up two of the fingers and says this is two and if the student goes on quarrelling, then the teacher holds up three of the fingers and says this is three. Thomas Phelan (1995) said, if the student is not behaving as he should, he will bear the consequence, like being sent for time out. Other strategies that was developed by Rick Smith (2003), was to assist educators in concentrating on constructive standards by which the scheme of classroom management centre on deterrence and discipline on intercession. Rick Smith argued that constancy is the major factor in classroom management. Smith (2003) said that, if the teachers set-out correct expectations from the beginning, teachers can engage in a warm classroom atmosphere. The last strategy for classroom management according to Schmidt (1992), which has gained recognition and popularity, is Peer Mediation. This strategy and programme are popular in courts, public sector and have been of assistance to the schools, to resolves disputes like accidents or divorces. Students get adequate training to assist in mediating issues in the school environment and provide students with proactive systems of managing classrooms and behaviours. 2.2.1. Lack of Classroom Management Approaches Teaching as a profession requires some educational qualifications and passion for teaching. This teacher requirements varies, some requires bachelor’s degree in education while other require higher educational qualification like PGCE or master’s degree. However, there are some management challenges which teachers face from time to time. Some of these classroom management challenges can be seen as; Workload: Teaching is a profession that requires advanced education and a love for learning. Teacher requirements vary by state. Some require only a bachelor’s degree in education while other states require additional testing or a master’s degree. This workload is designed for assignment, planning lessons, grading assignments, conferencing with students and parents and also meeting obligations by the schools and as result of the workload, stress occur and classroom challenges take place. Funding: Lack of fund may be one of the challenges to classroom management, when schools are unable to provide adequate school materials for the students, it could result to some challenges in learning. When a small amount of budget allocation to school might result to an inability to provide learning tools like multimedia Smart boards, projectors, computers or other devices, it may lead to classroom challenges and management issues. Also, lack of funds or insufficient budget allocation to schools could lead an inadequate library, lack of appropriate books for the students, limited class size and the number of teachers may affect classroom management. Students Behaviour: Student behaviour has been specifically implicated as one of the key classroom management issue for many teachers, especially new teachers who lack experience dealing with problem students. Some students have been known to display disruptive and even violent behaviour that makes it impossible for the teacher to manage the classroom. Teachers must develop classroom rules and consequences and adapt to new students and changing behaviours. Parent Behaviour: Parent behaviour poses a big challenge to teachers. Some parents are in habit of non-involvement of their child’s education and thereby, making it difficult for the teachers to communicate with parents in finding solution for the student improvement. On the other hand, lack of parental support may lead teachers in playing the role of parents. Poor Communication: One of the major classroom challenges is poor communication which some of the students faced while communicating with their peers and are unable to convey their messages. Poor communication and relationship with the teacher can create barriers to effective learning and to be an active student and effective learner in the class, students requires the ability to listen and understand, speak clearly, respond appropriately and express his or her thoughts and issues logically. Teacher’s Attitude: Teacher’s attitude can be referred to as disposition even though there are other factors as well. Attitude comprises of teacher’s level of enthusiasm, resourcefulness, willingness to help and knowledge of the content. All of these play an important role in the overall classroom performance. Teachers can be overwhelming and this can affect one’s attitude in the classroom. It is important to maintain a positive attitude and by doing so, this will improve one’s ability to help students learn and understand new things. Financial Constraints: Special education is teaching students who have special needs using techniques, procedures, adapted equipment and materials suitable to their needs. This is to ensure that their learning needs are catered to, because a standard school curriculum may not do so effectively. Special needs include physical disabilities, mental disabilities, and medical conditions, learning deficits, behavioural disorders and conduct disorders. 2.2.2. WAYS OF CREATING A POSITIVE CLASSROOM ENVIRONMENT It is essential for the teachers to create a learning environment that would encourage social interactions, learning process, and self motivation. This indicates that classroom management cannot be ignored when effective learning or teaching methods are being discussed. This is why classroom management has been defined in Garrett (2008:35) as, ‘multi-faceted concept that includes the organisation of the psychical environment, the establishment of rules and routines, the development of effective relationships, and prevention of and responsive to misbehaviour’. In considering classroom management strategies as methods of establishing a positive classroom environment, planning and consideration are required for organising a classroom that will sustain constructive student behaviour. The very efficient teachers will always like to organise the classroom atmosphere in a less possible disruptive behaviours among the students, and enhances student interactions that are desirable on the path to success. In creating effective classroom structure, teachers will ensure that movement in the classroom is easy, less distractions, and teachers can relate with the students well, respond to their queries and exert improved control over their behaviours. 2.3. TEACHERS’ EXPERIENCES ON STUDENTS’ BEHAVIOUR AND ATTENTION. Teachers’ experiences classroom disruption due to many problems of indiscipline behaviours by the students and these can be viewed as; Favouritism: This can cause indiscipline to teachers when some students are being favoured than other students. Other students may also see favouritism as an offense against them which sometimes result to rebellion. The rules are not enforced: When a student is not punished for an offense committed, such students are more likely to go on to commit more offense. Lack of Communication: When rules are not clearly communicated to the students by the classroom teachers. Teacher-student relationship: For learning to be more effective, teacher and students relationship is an essential part of learning process. In other words, if there is a breakdown in teacher-students relationship, indiscipline emerges. Lack of leadership: When the teacher fails to perform his role as a leader, the student or students will be glad to take this role and therefore, indiscipline take place. Lack of motivation: A situation where students are not being motivated, such students tend to work in an indiscipline manner. Bad habit: When some group of students formed bad habits from previous teaching experiences and such students formed the habit of coming to school late, it will be hard for them to change these behaviours. 2.4. PREVENTION OF CLASSROOM MANAGEMENT DISRUPTION There is the tendency for students to exhibit certain disruptive behaviours if they are bored by the lesson, unattended by the teacher or distracted. These factors influence the teaching or lesson of each and every teacher due to students being preoccupied by something or by finding “better things to do”. According to the observation by Good and Brophy (1991:202), ‘management problems start and spread easily when students are idle or distracted by disruptions”. This notion gives credence to the above argument positively. For instance, learners may make noise in class, shove one another, pass letters under the desks, tease one another, etc. All these are influential factors that will derail every teacher’s lesson. It is therefore important for a teacher to guard against any attempt by the learners to throw the lesson off-course. In an attempt to give more emphasise to this point, Good and Brophy (1991:203) warn that four things could happen teacher’s lesson is interfered with; 1) Learners may remain attentive and interested in your lesson. 2) Learners may become bored and lose concentration. 3) Learners may become distracted by things inside and/or outside the class. 4) Learners may actively misbehave. These warnings suggest that a teacher must be prepared for any form of disruption and must be prepared to react accordingly. The best way therefore to guard against this is by planning your classroom activities in advance. Planning will ensure less disruption and fewer delays. However, it is thought that the idea of class disruptions and interference is not specific to students as the only causal agent; even teachers themselves could at some point be responsible for creating an unsettled classroom that is difficult to control, manage or discipline. As noted by Arends (1994:181), it is not always the learners who cause disruptions and delays in the classroom, but teachers themselves are a contributing factor. He cites four teachers’ type of behaviours from Kounin’s research: 1) Dangle is when the teacher starts and leaves the lesson incomplete. 2) Flip-flop is when a teacher constantly interrupts the original activity with new information. 3) Over dwelling is when the teacher over-explains and over-emphasises instructional activities. 4) Fragmentation is the breaking down of the activity into small units with instructions in accompaniment. Good and Brophy (1991) and Lasley (1987) show that the behavioural standards by referring to major elements for effective and successful classroom management as follows; 1) Preparing classroom involves readiness for classroom activities, materials and resources beforehand. For instance, making sure that the charts, models, seating arrangements and any other teaching resources are in good condition and ready for use. 2) Planning rules and procedures involve thinking about classroom norms and code of conduct for learners. They must know what kind of behaviours the teacher considers to be acceptable and appropriate. Teacher behaviours are also featured here. For instance, learners must know that coming to class late would have serious repercussions. 3) Deciding the imposition of consequences involves teachers making decisions about the repercussions that have to follow particular behaviour. In other words, teachers must know which behaviours to reinforce and which behaviours to punish. For instance, teachers need to inform learners that the teasing of other learners will result in suspension from class for the whole day. 4) Teaching rules and procedures means that the standards of acceptable behaviour must be communicated to learners. For instance, the learners must know the system under which the lessons will be conducted, such as raising a hand when attempting to answer questions. 5) Beginning school activities means that the teachers have to provide learning opportunities for learners. It is not enough to lecture to learners but they must be involved in the lessons that are being conducted by the teacher. 6) Developing learner accountability entails helping learners to become accountable for their own behaviours and work. Learners have to know that homework left incomplete will be met by serious consequences. 7) Organising instruction indicates the teacher’s ability to organise his or her work so that it suits all learners in his or her class by accommodating both slow learners and achievers equally during the whole lesson. 8) Clarifying your presentations and directions to learners involves presenting content in such a way that your learners are not lost during your teaching. That is, they must know the teacher’s point of departure and their point of departure too. Logical and systematic presentation therefore gives learners the trend that the lesson will follow. 9) Monitoring learner behaviour means that the teacher must at all times scan the classroom to ensure that learners are still attentive and concentrating. A good manager will spot problems in their initial stages. This is a way of ensuring that the lesson does not lose direction and importance. For instance, the teacher must be able to notice that learners are bored by the lesson so that he or she quickly adopts another strategy to enliven the lesson. 10) Planning strategies to deal with inappropriate behaviour suggests that teachers have to be equipped with skills of handling behaviours that might disrupt the lesson. The teacher must be able to act immediately each time a potential problem arises. It is therefore important for the teacher to anticipate problems and to deal with them. For example, if a boy teases a girl the teacher must know how to handle a situation of that nature. 11) Stopping inappropriate behaviour means that prompt and underplayed action against unacceptable behaviour must be taken immediately. However, in dealing with problem situations the teacher must be consistent and firm regarding the decision taken. For example, if the teacher has already decided that removing learners from class who make noise in class is appropriate, he or she has to keep to that decision unless it is necessary to change it. In conclusion, to become an effective teacher, one of the important skills and experience needed is to have classroom management strategies. According to Burden (2004) said that, teachers with skills and experience to manage their classrooms, are able to establish enabling environment will learning is the main focus. Therefore, classroom management is a continuous process that needed patience, adaption and effective planning. Establishing an effective strategy that consists of rules, procedures and routines are more likely to minimise disruption and maximise learning opportunities. As indicated in the literature review, classroom management strategies prevent disruptive behaviours. Ineffective management strategies with disruptive behaviours in the classroom will compel some professional teachers to become burn out and probably leave the teaching profession. In understanding the principles of classroom management strategies and establishing and implementing a positive classroom management strategy will reduce teacher burn out and improve learning. Students’ Perceptions about Mathematics and Mathematics Teaching According to Borasi, (1990) & Shoenfeld, (1985), the general notion, attitudes, and expectations of the students regarding mathematics and its teaching have been considered to be very significant factor underlying their school experience and achievement. Students have been found to hold a strong procedural and rule oriented view of mathematics and in many cases leading to non productive path. While the role of the student is to receive mathematical knowledge, the role of the teacher is to transmit the knowledge and to ascertain that students acquire it. It is important for students to understand that there are alternative strategies and approaches to solving mathematical problems. Different ways of defining concepts and methods of constructions, applying significant aspects of mathematical experience, including formulating their own learning style and testing them. The idea is to develop their own person method or approach to mathematical tasks in order to build confidence in dealing with mathematical ideas. Additionally and related to these concepts is the idea that students expectations of what a mathematical classroom should look like. It is expected that the teacher should develop some innovative activities to explore the best way in which the teaching environment can be modified to provide students with activities that would not inhibit the learning process. Chris Kyriacou & Maria Goulding (2006) carried out a systemic review of research to find strategies which could help increase the amount of effort that average and below average students make to learn mathematics at KS4 and suggested that while some students feel motivated to work hard at mathematics, others do not see any reason why they should put in any effort in learning the subject. Students’ motivation can be increased in order to put more emphasis to learning mathematics by helping students to view themselves as mathematicians by helping them to gain a deeper understanding through providing supportive classroom climate. A number of innovative strategies such as using ICT (such as interactive white boards) have been used to raise the motivation of students to work at mathematics while some researchers have suggested the use of single sex classrooms, there is no clear cut understanding regarding grouping practices on students. It is thought that students work harder when they develop a more positive identity and to achieve this, teachers are expected to; Ensure the provision of a caring and supportive classroom climate Ensure the provision of activities which students find challenging and enjoyable Teachers must be able to enable students to gain a deeper understanding of the mathematics Teachers must be able to provide opportunities for students to collaborate Teachers must be able to enable students to feel equally valued and respected. Teachers must be caring and supportive and make mathematics enjoyable Teachers must be able to make the classroom climate conducive to increasing student effort Students’ Perceptions about Mathematics and Mathematics Classes Students view about mathematics and mathematics classes is of special interest to the researcher. It discusses issues concerning the students experience and how mathematics teaching and learning is perceived especially in KS4 mathematics classroom. It is important to hold the view that all students are different and their cognitive approach to mathematics differ significantly from one student to another. Thus acceptance of mathematics would ultimately differ from one student to another. However, the expectation is that there should be a general acceptance level that echoes the ideas of the teachers and expectations of the curriculum. A review of student behaviour towards mathematics suggests students are not necessarily satisfied with mathematics classroom especially with the curriculum. Where adequate books and supporting materials have been provided for the students, it still remains to be seen how students react to the books. Some students feel that classes were different. In their view, there was too much group work, reports, investigations; there was more discussion, less work on the blackboard, more work on the notebook. They all agree that the curriculum implied more time, work and thinking. On the other hand, students have divided opinion regarding mathematics classes that are theoretical classes (mostly done through writing on the blackboard) and practical classes (exercises on the notebook). Some students have been known to prefer one activity and as such are uncomfortable when compelled to sit in the other class. In a practical sense, mathematics is viewed as always doing things and as an exercise, which is a more practical subject. However, there is a huge disagreement concerning the use of computers but the students do not have any disagreement about the use of calculators. While some students disapprove of mathematics because they consider it as a boring subject, there are others who do not like group work in mathematics. Subject complexity and Difficulty Several research papers have reported students have expressed perceived learning difficulties in understanding mathematics at the KS4 level. It has also been suggested that the major cause of poor take-up and acceptability is that students do not feel that they are good enough which was reported by Nardi and Steward (2003). Matthews and Pepper (2005) demonstrated that students perception of mathematics as difficult was created by information gathered from older students and even teachers. Similarly, Kyriacou and Goulding (2006) showed students are influenced by the views held by family and friends and social expectations. Some students were also reported by Matthews and Pepper (2005) as suffering from a lack of confidence in the subject. It is thought of as part of a larger problem (Hannula 2002, Pietsch et al. 2003, Kyriacou Goulding 2006). Disaffection William & Ivey (2001) observed that students often adopt a certain defiant stance towards the subject of mathematics which later becomes the basis for future action, which in turn can then give additional strength or conviction towards forming either a positive or negative perspective. Thus, a student who does not develop a positive interest in mathematics at this stage may withdraw mentally and make less effort, which will lead to learning problems and lower achievement. Dweck (2000) is in support of this notion and stated that students have the tendency to attribute apparently permanent characteristics either to themselves such as ‘I am not interested in maths’ or to the subject (‘maths is boring’). They further opined that Girls are most likely to form a laid-back view of their lack of ability in mathematics as an integral part of them. In KS4 mathematics classroom, mathematics has been perceived as tedious, with too much individual work and rote learning (). This problem has been attributed to a lack of emphasis on engaging and inspiring students. It is for this reason that teachers have attempted to make mathematics simpler by reducing it to simple set of rules but the idea failed to enhance proper understanding of the basic and fundamental concepts. However, the study carried out by Matthews and Pepper (2005) suggested that teaching methods were also implicated as part of the reason why students have problems with understanding mathematics. Gender Studies into gender disparity in the KS4 mathematics classroom have found that there has been a persistent gender gap in terms of mathematics participation in the classroom especially in England. According to Kyriacou and Goulding (2006), Boys hold higher academic self-concepts than girls in relation to mathematics, which leads them to be more likely to specialise. It is thought that female students tend to experience more difficulties and suffer from low confidence and a negative overall view. Boys tend to continue because mathematics is more acceptable and Mendick (2006), the gender differences in participation as due to mathematics being identified with characteristics of masculinity. School Factors School Location and Physical Building The importance of the school location and physical building also referred to as the learning environment to a successful academic achievement cannot be overemphasized, the location of the school is seen as a determinant factor in the extent of patronage such school will enjoy. Similarly, it is thought that an absolutely unattractive physical structure of the school building and its internal environment could de-motivate learners to achieve academically. This is what Isangedighi (1998) refers to as learner’s environment mismatch and according to him, this promotes poor learning. Learning Environment An un-conducive atmosphere or learning environment contributes to the poor academic performance of students. Students in the KS4 mathematics classroom could be affected by factors such as an astronomical increase in population. The issue associated to a large population of students in classroom does not create a good condition for learning which can lead to poor learning and perhaps overall academic performance of students. Further to this, there are factors or causes which have been identified as reasons for poor academic performance among KS4 mathematics students and some of the factors put forward by Asikhia O. A (2010) are; Causation resident in the child such as basic cognitive skills, physical and health factors, psycho-emotional factors, lack of interest in school programme Causations resident in the family such as: cognitive stimulation or basic nutrition during the first two years, type of discipline at home, lack of role model and finance Causation resident in the school such as school location and physical building, interpersonal relationship among the school personnel Causations resident in the society such as instability of educational policy, under-funding of educational sector, leadership and job losses Effective approach to lesson planning and classroom management technique An approach to teaching and an effective classroom management technique should have a good lesson plan and a teacher who is well prepared for a successful instructional experience that is dedicated to developing interesting lessons. However, it is also important to understand that without an interesting delivery method, the best planned lesson would have no good, attractive, or admirable qualities at all. It would lose its usefulness. The significance of classroom management in this perspective cannot be over emphasized but the planning must be researched, structured to account for individual style, rigorously implemented in a teaching and learning situation, and constantly evaluated. Consequently, teachers should understand that they are not an isolated island unto themselves. The educational policy and philosophy, curriculum guidelines, learning activities, and the uniqueness of the school should not be expunged but must be taken into consideration and viewed as a guiding force behind how the classroom should be managed. On this same note, the school’s code of discipline, which should be fair, responsible and meaningful, and must be reflected in the teacher’s classroom management efforts? Researches in this area are well documented and suggested practices are listed below; establish a positive classroom environment Make the classroom a satisfying, friendly place Appreciate and recognize every individual differences Enforce Learning activities that should be cooperative and supportive Develop and approach to a non-threatening learning environment Organize physical space; eliminate situations that may be dangerous or disruptive Establish classroom rules and procedures and consistently reinforce them Prepare and begin lessons by giving clear instructions Make known your desired quality of work Have students paraphrase directions Encourage and ensure that everyone is paying attention Enforce the removal of all distractions and unruliness Describe expectations, activities and evaluation procedures Start with a highly motivating activity Build lesson upon prior student knowledge Maintain student attention and orderliness Use random selection in calling upon students Vary who you call on and how you call on them Ask questions before calling on a student; wait at least five seconds for a response Be animated; show enthusiasm and interest Reinforce student efforts with praise Vary instructional methods Provide work of appropriate difficulty Demonstrate and model the types of responses or tasks you want students to perform Provide guided practice for students; monitor responses and deliver immediate corrective feedback Provide suitable seatwork Seatwork should be diagnostic and prescriptive Develop procedures for seeking assistance; have a ‘help’ signal Develop procedures for what to do when finished Move around to monitor seatwork Vary methods of practice Evaluate what has taken place in your lesson Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behavior Determine if the lesson was successful; were goals accomplished? Make a smooth transition into next subject Have materials ready for next lesson Maintain attention of students until you have given clear instructions for the next activity Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use monitors Move around and attend to individual needs Provide simple, step-by-step instructions Utilize a freeze and listen signal, when necessary Develop positive teacher/student relationships Set a good example; be a positive role model Create an exciting learning environment for all students Reward good behaviour; create special activities that children will enjoy doing Correct misbehaviours; have consequences of disruptive behaviour; communicate them to children The National Curriculum for KS4 Mathematics Programme in England The national curriculum for KS4 mathematics programme holds the view that high quality mathematics programmes is necessary in providing a solid foundation for understanding the world. According to the Department of Education (2014), curriculum aims to ensure that students; ‘become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. In order to understand and reason mathematics, students must be able to follow a line of enquiry, conjecturing relationships and generalisations, be able to develop arguments, justification or proof using mathematical language; students must be able to solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into simpler steps’. According to the programme, students are required to develop and consolidate connections across mathematical ideas. Although the curriculum makes it possible for there to be adequate practice and assessment before a transition into the next level or more difficult mathematics problem, the expectation is that the students would move through the specified programme at the same pace and there is a possibility of repetition if the teachers assessment suggest that the student has not met with the requirement to proceed to a more complex mathematics problem. The curriculum specifies the following subject content; Numbers Algebra Ratio, proportion, and rates of change Geometry and measures Probability Statistics For students to work mathematically, they are expected to develop fluency, reason mathematically, and solve problems. It has also been observed that students acquire certain kind of interest towards some aspects of the mathematics programme. This affinity to certain subject content of mathematics is only specific to some students. For example, while some students prefer algebra, others could be comfortable with geometry and measures. It is thought that this observation is unique to the individual student. CLASSROOM MANAGEMENT ACROSS COUNTRIES From an international perspective, there are catalogue of approaches to classroom management that may help describe specific areas such as practices, strategies, procedures, or habits in classrooms. It is important in this research to explore some of the usually different approaches and examples of practices by authors in several countries; specifically of interest to this research are the approaches to classroom management from a Nigerian educational perspective. Although these are not necessarily the predominant and acceptable approach in the country, they are findings from approved researches by authors. The idea of an individualistic and systemic approach has been put forward by Ben-Peretz, Eilam and Yankelevitch (2006). In their report, the two practices were proposed for classroom management in Israeli elementary education. The individualistic and systemic approaches have been found to be combined in practice in some instances. While the individual practice focuses on single students as specifically targeted by the actions of the teacher based on a careful observation of the individual student’s misbehaviour and could be interpreted as simply a behavioural approach. Given the multicultural and multiethnic diversity of Israel, classroom environments can be characterized by cultures differences and hence clashes could result. This is where the systemic approaches becomes somewhat relevant because the practice focuses on a targeted group based on the assumption that certain individuals are shaped by their social inclination or context. Therefore it seeks to establish a standard pattern of behaviour that is considered acceptable as group norms and a meaningful connection, association and or relevance within the group in order to create a productive learning environment. It is clearly understandable that the systemic practice has its roots in the internal and ecological approaches to managing classrooms. Berliner Bildungsserver (2005); Lohman (2003); R??edi (2002) sampled materials used in German and Swiss teacher education programmes to see what pre-service teachers are exposed to in their They observed that elements from all approaches are presented in the programmes. How a shift in this orientation could be found in the United States of America as observed by Weinstein (1998), who stated that the focus is not necessarily on the behaviour of students but on curricular and internal control methods with some emphasis on interpersonal issues. The recommendations from the materials advise teachers on appropriate behaviour. These recommendations predominantly stem from the ecological and, to a lesser degree, the discourse approach. Psunder (2005) surveyed primary students in Slovenia in order to determine approaches to discipline as a technique. The research study observed that teachers had a higher degree of control while the capacity to make moral decisions and act on them was removed from students. The study by Japanese authors, Shimahara (1998b) and Nishioka (2006) showed that in Japan, the problem of classroom management is to socialise students to the group. This is obviously a reflection of the cultural way of life in Japan. The idea put forward here is that classroom management practices are focused on building a classroom community where interpersonal relations and emotional bonding between teachers and students and among students are developed. In this description mainly the internal control approach is recognized. The study of troublesome behaviour and their undesired effect in secondary school classrooms by Granstrom (2006) in Sweden observed that students’ provocative behaviour originated from emotions, expectations, disappointments, fears and fantasies that may be projected on to the teacher. He argues that students in class have their own individual personalities, their own social life and want and to pursue their own projects thereby resulting in questionable behaviour and attitude which only serve to hinder the teacher’s project. Although not often viewed as an attack but as a clash of values in its own right. Such provocations should not be treated as an assault and teachers should act accordingly. According to Lewis et al. (2005), student behaviour seems to have a direct effect of teacher aggressive strategies. It is important therefore to reinforce the need to disregard certain student behaviours as personal attack and be less inclined to respond aggressively and use more productive strategies. In Nigeria, Adedeji Tella (2007) studied ‘The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria’ and observed that motivation has impact on academic achievement of secondary school students in mathematics with respect to gender. The result of the second hypothesis shows that secondary school students differ significantly in their academic achievement based on the extent to which they are motivated. The results reveal that highly motivated students perform better academically than the lowly motivated students. This result corroborates the findings of Bank and Finlapson’s (1980) who stressed that the successful students have significant higher motivation for achievement than unsuccessful students. Negative attitude towards mathematics from a lack of motivation could be the reason why students fail mathematics, develop negative attitude towards subjects, loss interest in the subject, Teacher’s become discouraged, resorts to traditional methods of teaching. Therefore, success in school subject or academic generally depends on many motivating factors which also includes; Make mathematics teaching interesting. Individual differences in ability, background and attitude must be taken into consideration. Enhance learners feeling of esteem by arranging varieties of learning experiences.

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Essays on Classroom Management

Classroom management is a key factor in creating an effective learning environment for students. It encompasses the techniques, strategies and approaches used by teachers to ensure that their classrooms are orderly, safe and conducive to learning. As such, it is one of the most important components of successful teaching.Effective classroom management requires well-defined rules and expectations that are clearly communicated to students from the beginning of the school year or course. Students should understand what behavior is expected of them both inside and outside the classroom, as well as any consequences for not adhering to these standards. Teachers should be consistent when disciplining students; otherwise they risk undermining their own authority if they appear inconsistent or arbitrary in their decisions. In addition, teachers need to keep an eye on student behavior while also engaging with them during class activities so they can quickly address any issues before they become disruptive. To maintain order among large groups of students, many teachers use classroom seating arrangements that allow them easy access around the room while facilitating supervision over all areas at once. Establishing positive relationships between teacher and student can help foster a sense of mutual respect necessary for co-operative learning environments where everyone feels comfortable participating without fear or judgment from peers or instructors.. Additionally, incorporating rewards systems into class activities helps reinforce desired behaviors while providing incentives for academic performance and improving motivation levels among learners overall. Finally, it’s essential that teachers prioritize physical safety within their classrooms by ensuring appropriate equipment is available (e.g., fire extinguishers) and taking measures such as monitoring hallways during transition times or having security personnel present on campus grounds during school hours depending on local needs/regulations etc.. With these basic components in place ” clear expectations, consistent disciplinary action when needed, organized seating arrangements & attractive rewards systems ” educators can create successful classrooms full of engaged learners ready to take part in meaningful lessons.

Introduction It is a universal concept that personalities will differ in the way in which they learn. Numerous theories enumerate how different individuals work though with differing styles and approaches (Cassidy, 2004 pg. 425). The various models of learning have different ways of putting their descriptions as it will be discussed below. An Insight into […]

Introduction Attention is necessary for students before giving them directions on a task to prevent misunderstandings. Gaining students’ attention can be difficult and frustrating. The key strategy is to use a stimulus that engages with what the students are doing. To achieve an effective stimulus, it is important for it to be relevant to the […]

Schools typically create and enforce rules and regulations in order to maintain a safe and healthy learning environment for students. According to research, when schools fail to create favorable conditions, the minds of children and adolescents often shift from learning to survival (Parrett & Budge, 2012). For example, schools in areas where most people are […]

The Comprehensive Educational Plan is important in educational development. It is a tool that is utilized to increase the facilitation of the students’ continuous improvement in education. The plan engages various stakeholders in this institution, especially the teachers, parents, health professionals and other stakeholders in conducting the assessment and prioritization of the students’ needs in […]

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Free Essay About Classroom Management

Type of paper: Essay

Topic: Classroom , Teaching , Students , Children , Family , Management , Education , Teacher

Words: 3000

Published: 03/06/2020

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Introduction 3

CLASSROOM MANAGEMENT 3 Applying Theory 3 Personal Philosophy 3 CHILD GUIDELINES 3 Alternative Strategies 3 Set Classroom Rules and Expectations 3 Motivational Climate 3 Maintaining a Learning Environment 4 Conclusion 4

References 5

Introduction Today, each school in the education system has its own unique challenges. Each year new groups of children enter the schools. These children may be from different socio- cultural, backgrounds; they may possess behavioural and learning problems. Additionally, there are new teachers who, from time to time, enter the schools' system each year. Therefore, teachers, whether old or new must implement effective classroom management and children guidelines in order to have progressive classrooms. In order to employ effective classroom management, the teachers must understand who their students are. The children must focus on displaying positive behaviour and attitude towards learning. How will teachers exercise proper classroom management? How will they develop and use guidelines in order to improve the students' behaviour and academic performance? What strategies will new teachers implement to foster classroom management and guide the students with whom they interact? These are elaborately discussed in this paper using evidence based research. CLASSROOM MANAGEMENT Lee Canter and Associates developed the theory (Everington, terAvest, Bakker, & van der Want, 2011), which demonstrates how teachers should assertively communicate their expectations to their students. The theory's development also focused on four concepts. The concepts are: “behaviour is a choice; every student should learn without disruption; teachers have the right to teach without students’ disruption; and the child should engage the behaviour that interests him” (Cevik, & Andre, 2013). The discipline arrangement expresses and supports the guidelines. The discipline plan has positive and negative consequences or reinforcements for the classroom behaviour. Students start each day on the same level. They, however, lose their privileges when they break the rules. A research study on the teaching mechanisms used by different educators in the country revealed that most educators widely use this method in classrooms throughout the country (Gest, 2014). During the early years of formal education, classroom management and classroom instructions were viewed as two distinctive phenomena. Educators visualized teachers' control as antecedents to instruction, which they treated as content-free in literature. However, with more interest in education, research results revealed that classroom management and instruction are inseparable entities. It is true that teachers want to control their students. They want to live up to what Taylor (qtd. Mooij, Smeets, & de Wit, 2011) labels a good teacher. He pointed out that the classroom control marks a good teacher. In fact, school administrators use the amount of class control the teacher exercises to measure the teacher’s efficiency. Administrators are usually happy when a teacher never sends a student to the office. They use this notion as proof that the teacher has good control of the classroom and, therefore, do an excellent job (Morris, Lloyd, Millenky, Leacock, Raver, Bangser, & MDRC. 2013). The classroom management and control practices also help the school administration to gauge the level of interaction between the student and the teacher without having to conduct a cross-sectional study of the whole school. Based on the expectations, many teachers fear losing control and so they refuse to give students increased independence. They fear that if children get an amount of leeway, they will refuse to grasp the instructions given by their teachers in the classrooms. Instead of being in fear, the teacher should look for avenues to motivate the students to learn. These avenues, however, in as much as they are supposed to enhance the student-teacher relationships, are not aimed at removing the boundaries between the teacher and the student. Applying Theory Douglas McGregor, an American social psychologist, proposed motivation in his X-Y theory in his 1960 book 'The Human Side of Enterprise'. He believed that teachers should understand that children want to learn. Children have that innate desire to gain new experience. Therefore, if teachers reduce the barriers to the students learning, they would take the initiative to learn. The management and motivation field still refer to Theories X and Y. Despite the fact that recent studies have questioned the rigidity of the model, McGregor’s X-Y Theories remain fundamental principles for positive management styles and cultural development. The effectiveness of classroom management depends on the ability of the teachers and learners to interact in an environment that encourages learning. Students’ attitudes and behaviours towards teachers and other students in the classroom affect the relationships within the classroom setting. Some of the students’ behaviours that cause animosity in the classroom include undermining the authority and instructions of the instructor, leaving classroom frequently, sitting with back to the instructor, poor hygiene, verbal or physical threats, cell phone disruption, chewing gum ins classroom, sleeping in class, refusing to speak or respond to the instructor’s questions, plagiarising, too much chit chat, and disrespectful behaviour (Morris, Raver, Millenky, Jones, Lloyd, & MDRC. 2010). Beginning teachers might have some difficulties in dealing with students attitudes that cause animosity, especially because these beginning teachers have little experience with students. Nevertheless, for effective classroom management, these teachers must manage these behaviours in the classrooms. Research indicates that participatory learning and communal classrooms help teachers to manage these behaviours (Cevik, & Andre, 2013). Giving the students the opportunity to raise questions within the classroom and responding to these questions ensures that the teacher effectively understands the individual behaviours of the students in their classrooms. Beginning teachers do not need to create negative attitude toward their students, but accommodate the behavioural diversities of the students. On the other hand, teachers have some attitudes, which interfere with the peaceful relations within the classroom, thereby bringing animosity between the instructors and their students. The teachers’ attitudes that cause such animosities are basically behaviourally instigated. The leading attitudes include profiling the students based on religious, racial, political opinions, social status, classroom achievement, and parent’s economic statuses (Murray, Murr, Rabiner, & Society for Research on Educational Effectiveness, 2012). School administrations gather demographic information about the students for several purposes. However, some teachers have negative attitudes, which profile the students along these demographic factors. Therefore, students rebelling to the instructors’ profiling usually defy the teachers’ instructions, which in most cases lead to the aforementioned student related causes of animosity. Profiling the students based on these demographic factors discourages the students’ participations within the classrooms (Mooij, Smeets, & de Wit, 2011). Such profiling also creates clusters within the classroom based on these demographic factors, which deter the participatory learning within the classrooms (Mooij, Smeets, & de Wit, 2011). Research indicates that, some teachers, especially the teachers profiling the students on these perspectives either failed to follow the provisions of the codes of conduct of their profession (Mooij, Smeets, & de Wit, 2011). In my opinion, these teachers have not only failed to work according to the provisions of their profession, but also failed to understand the ethical aspects of the learning environment. Beginning teachers can avoid these negative attitudes and behaviours for proper classroom management. The current education systems in the higher learning institutions have been designed to create inclusive learning, in which student interact with others from diverse backgrounds. Beginning teachers can embrace the practices that avoid student profiling in inclusive classrooms where students are not categorized on destructive profiling classifications such as race, color, gender, or weakness in classrooms participation. This would encourage the students to develop positive attitudes towards the instructors. Personal Philosophy The writer's viewpoint surrounds teachers who confront students in front of their peers, yell at kids, use sarcasm to humiliate the children as well as threaten, are motivationally driven to assert power as well as, use students to absorb their negative emotions. Teachers who wholeheartedly put children before themselves think about any negative behaviours or attitude that they may transfer to the children. The writer is emotional about the treatment that some teachers mete out to some children. They forget that the children are the individuals with whom they have dealings. They belittle them; apply name-calling and heap loads of insults upon them. Another experience has to do with how some teachers treat all children on the same level when it comes on to teaching them. They pay no attention to the special needs that these children may have. Out of prejudice, they mistreat them in some way or another. The children are humans, so they become outrageous at times in response to the teachers' negative attitudes. Can one imagine a teacher telling a student "I do not want you in my sight?"; "As long as I am teaching you, you will never learn my subject?" These are some negative comments that the writer experiences. They add to the sadness that the children experience from day to day. It is imperative that teachers remember, not all children share the same abilities - some are functional, some are dysfunctional, some are emotionally distressed and yearn for an adult's love. Some children experience pathetic situations. In this regard, all teachers including the new teachers need to make time to get knowledge about each student as much as possible. In so doing they will become more empathetic, and the students will want to be around them. CHILD GUIDELINES Children need guidelines to take them through their schooling. The new teachers should be aware of this fact. Their awareness will build the aptitude to implement guidelines that will address the aptness of students in the classroom. How will the new teachers carry out their classroom obligations? First, the new teachers must become culturally competent. Consequently, they strive to build an awareness of the children's family background and structure. In building this awareness, they will identify the children's origin, the family dealings at home and their interest in learning. The teachers may also desire to know about their social interaction, respect for authority, and the kind of parental guidance they receive, as well as how they express their emotional feelings. Alternative Strategies Set Classroom Rules and Expectations Second, when new teachers begin their tenure, it is best for them to set rules for the classroom. The teachers and their students should work collaboratively to create the rules. Rules mainly focus on preventing misbehaviour in the classroom (Niles, & Cohen, 2012). As such, the rules will help to guide the children's actions. However, while the teachers and their students make the relevant rules, they have to limit them. Also, the teachers must positively state the rules wherein they will explain to the students the action they should take. For, example, the teacher will tell the children, "keep off the corridors during class time" instead of telling them that they should not go on the corridors during class time. As soon as the teachers and their students develop the rules, they should ensure that they post them at a vantage point for all the students to see. Further, the teacher can implement different strategies to get the students focussed on the rules (Spelman, 2010). They can use strategies like, role-play, dramatization, discussion and modeling within the beginning school weeks. In addition, the teachers must allow the students to take responsibility for their classroom practices through participation in their development. On this account, the teachers should enforce the rules with peacefully - stated reminders. They could do this in private or in a soft composed tone. In order for the rules to accomplish what they should, the teachers must make certain that they pay attention to any broken rules. The children will receive a positive message about what are the teachers expectations in the classroom (Webster-Stratton, Reinke, Herman, & Newcomer, 2011). With these expectations come effective classroom management and positive children's behaviour. They should deliver these in ways that will enhance the children's learning, as they strive towards enjoying a motivational classroom climate. Motivational Climate An essential part of classroom organization involves developing a motivating climate in which teachers guide the children to perform in the best ways and be excited about what they learn. When teachers consider to actively engaging children, the children behave more positively (Stein, 2012). So, in order to motivate the children, they must understand the worth of their work as well as others' work. How will these new teachers handle such a situation? The teachers should organize activities that the children enjoy into the classroom routine. The activities will give the children something to which they can look forward. They will also be motivated to enjoy any learning activities that they will face. Some of these activities are game playing during form time activities, the particular video to watch, board games like Chess, Ludo, and Monopoly among other activities. Indeed, the children will enjoy these activities while they learn. They will learn that it takes effort on their part to produce "work," and to the value that the work holds. The teachers will give particular praises as they guide the students to identify the worthwhile behaviour. Maintaining a Learning Environment Additionally, as the school year progresses, the teachers must work at maintaining their classroom environments. Jacob Kounin (qtd. Patton, 2010) research findings from late 1960s on the management of classroom groups recognized that teachers who prevented recurring misbehaviour problems are active managers. Paul Gump, noted ecological psychologist in Kansas in the 1980s, reaffirmed Kounin's findings and also identified that the teacher implemented strategies, resulted in high achievements and low misbehaviour levels. For example, teachers implement cooperative group learning activities like among other activities. Through this process, the children will be guided to socialize with others as they work in unison. Hardin (2012) on the other hand, addressed the Ripple Effect which relates to the way teachers guide children’s misbehaviour and how it influences others' behaviour in the classroom. Therefore, when teachers correct misbehaviour that one person exhibits. According to Kounin, the correction often positively influences the behaviour of other nearby students. That is the ripple effect. Consequently, teachers must plan their lessons with all students' levels in mind. They must research different strategies, which will result in a creative and highly, engaging learning environment. To further enhance their teaching experience, the teachers can also use games, videos, puzzles, music, drama and other strategies that will make learning fun. The teachers must also recognize the physical and cognitive spaces within the learning environment. They must ensure that the space are safe, warm and inviting without any disruptive behaviour. The motivated children will see their self-worth, perform well and display positive behaviour. Eventually, the classroom management strategies would have produced positive results. Conclusion References Allen-Hughes, L. (2013). The Social Benefits of the Morning Meeting: Creating a Space for Social and Character Education in the Classroom. Online Submission, Cevik, Y., & Andre, T. (2013).Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches.Online Submission, denBrok, P., van Eerde, D., &Hajer, M. (2010). Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes. Teachers And Teaching: Theory And Practice, 16(6), 717-733. Everington, J., terAvest, I., Bakker, C., & van der Want, A. (2011).European Religious Education Teachers' Perceptions of and Responses to Classroom Diversity and Their Relationship to Personal and Professional Biographies.British Journal Of Religious Education, 33(2), 241-256. Gest, S. C. (2014). Teacher Management of Elementary Classroom Social Dynamics: Associations With Changes in Student Adjustment. Journal Of Emotional & Behavioral Disorders, 22(2), 107-118. Hardin, J. (2011, January 1). Effective Classroom Management. Google Books. Retrieved June 11, 2014, from http://books.google.com.jm/books/about/Effective_Classroom_Management.html?id=9UgAkgA Mooij, T., Smeets, E., & de Wit, W. (2011).Multi-Level Aspects of Social Cohesion of Secondary Schools and Pupils' Feelings of Safety.British Journal Of Educational Psychology, 81(3), 369-390. Morris, P., Lloyd, C. M., Millenky, M., Leacock, N., Raver, C., Bangser, M., & MDRC. (2013). Using Classroom Management to Improve Preschoolers' Social and Emotional Skills: Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago. Mdrc, Morris, P., Raver, C., Millenky, M., Jones, S., Lloyd, C. M., & MDRC. (2010). Making Preschool More Productive: How Classroom Management Training Can Help Teachers. Mdrc, Murray, D. W., Murr, N., Rabiner, D. L., & Society for Research on Educational Effectiveness, (. (2012). Preliminary Effects of the Incredible Years Teacher Training Program on Classroom Management Skills.Society For Research On Educational Effectiveness, Niles, W. J., & Cohen, A. (2012). A Case Based Analysis Preparation Strategy for Use in a Classroom Management for Inclusive Settings Course: Preliminary Observations. SRATE Journal, 21(1), 44-54. Patton, E. (2010). When Social Identities Collide: Commentary on "Gender in the Management Education Classroom".Journal Of Management Education, 34(6), 874-881. Sawir, E. (2011). Dealing with Diversity in Internationalised Higher Education Institutions.Intercultural Education, 22(5), 381-394. Spelman, D. (2010). Recognizing the Centrality of Emotion in Diversity Courses: Commentary on "Gender in the Management Education Classroom".Journal Of Management Education, 34(6), 882-890. Stein, P. (2012). Multimodal Pedagogies in Diverse Classrooms: Representation, Rights and Resources. Routledge, Taylor & Francis Group. Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery. Online Submission,

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Approach to Classroom Management, Essay Example

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The field of psychology defines motivation as, ‘the process that initiates, guides and maintains goal-oriented behaviors’ (About.com 2011). In the classroom that means how to truly inspire students to learn in a self-determined way. Getting students motivated to learn has always proved challenging. In the past it was defined primarily by the presence of negative consequences such as bad marks, social stigma, detention or humiliation for poor work, low test scores or misbehavior rather than by encouragement of self-determination in students.

State University says that ‘to be motivated, students must see the worth of the work that they are doing and the work others do.’ They identify two critical factors for teachers trying to motivate their students. These are value and effort. First, the teacher must show the student that the work they are doing is relevant. Every student has to take classes in which they believe they have no personal interest and it is the responsibility of the teacher to show them the relevance of the course to real life (Evertson).This can be done by using real-world examples. Another way is to show students how the specific skills they learned in a class might be applicable to the other subjects they are taking.

Second, the teacher should tie the effort of the student, the time and energy they put into their work, to the value that it holds. This is done through positive reinforcement and specifically telling the student what they did well. This promotes a sense of pride and a feeling that the effort they put into their work was worthwhile in pursuing their goals. Another approach teachers may take to motivate their students is setting concrete classroom goals and helping students to establish their own personal goals (Stanford, 1998). These goals should be presented enthusiastically by the teacher and be challenging but not out of reach for students. If the teacher presents a clear path to accomplishment of goals and helps students define their own personal goals, the students will be motivated to try to attain them.

Learner-centered learning is a progressive teaching style away from the traditional teacher-based classroom that promotes students constructing their own learning in a proactive student environment. The goal of a learner-centered classroom is for the students to learn not simply to receive instruction from a teacher.

The learner-centered classroom, because it requires students to take such an active role, must necessarily be a warm and safe environment. The characteristics of a warm and engaging classroom are related to both the teacher and the physical environment. For example, the classroom should have an atmospheric warmth to it that puts students at ease. All the materials needed for project and group work must be available to the students. The key to a warm and engaging classroom is in the demeanor of the teacher. Paul Bogden, a seasoned teacher and proponent of the student-centered classroom talks about transforming the teacher’s role from ‘the traditional ‘imparter of knowledge’ to that of coach and consultant (Ray, 2011).The idea behind the learner-centered classroom is that students teach each other so the role of the teacher is to openly facilitate this communication. In order to do so and create a ‘safe’ environment for sharing ideas, a teacher must be open, compassionate, encouraging and above all, enthusiastic. Enthusiasm for a subject is undeniably contagious and as soon as a teacher expresses boredom with class material, so will his/her students.

Humor is also extremely important. Though the type of humor might vary by age group such as being silly with primary school children or self-deprecating with university students, a classroom where students can laugh will instantly create a more interesting and open environment. Another way to create an engaging environment is to let students contribute as much as possible to the structure of the class whether through self-assessed projects, group work or facilitating their own discussion.

Motivation in students and learner-centered learning is all about students teaching themselves and each other. The goal is not to score the highest or write the best essay, it is simply to learn. It is proactive rather than passive. Learner-centered learning is often called ‘hands-on’ learning where students really get involved with the material through group work and projects. It is also characterized by the integration of technology into all subject areas in order to engage students. Though the teacher obviously plans the syllabus, he/she gives a rationale for each assignment and puts it in a context for the student so they understand the purpose of the work to their broader education. A good teacher in a student-centered classroom will explore the particular strengths and interests of a class and try to tailor the material to them. The teacher’s voice also becomes secondary to the students’. They act with encouragement as the facilitator to a classroom of student voices sharing their diverse knowledge with each other. When a class is well structured with its goals clearly defined and attainable, there is a rationale behind each assignment and the teacher has established themselves as a fellow learner in the class, all components of learner-centered learning, it creates an entire community of students and teachers learning together.

In the traditional teacher-centered classroom the expectation of the teacher and the students were that the teacher would play a much more prominent role leading the class with much more knowledge and experience than anyone else in the room. Monologue lecture by the teacher and note-taking by the students, then, was believed to somehow materialize into knowledge as the student reviewed and studied their notes but the amount of actual learning in the classroom was extremely limited. Teacher and student expectations play a large role in the process of creating an engaging classroom of a community of learners. From the start the teacher must be committed to relinquishing their role as leader and lecturer and trust their students. This means strongly believing that his/her students are intelligent and dedicated and can achieve the goals you set for them. As the seminal text Tools for Teaching states; ‘Research has shown that a teacher’s expectations have a powerful effect on a student’s performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so’ (Davis, 1993). By setting realistic goals for students they will harder to achieve them than if the goal seems unattainable or far in the future. Tools for Teaching encourages the providing of ‘early opportunities for success’ to boost student motivation.

Once teachers have established their high expectations for their students the students in turn must be responsible for setting personal expectations for themselves. The learner-centered classroom must be one of open communication in which the teacher can aid individual students in setting personal goals, analyzing their own work, pointing out their strengths and helping them with their weaknesses. The expectations of both teachers and students contribute to a more motivated classroom. Once the student is motivated, the possibilities are endless. With every assignment comes a challenge and an achievement until the student is a veritable perpetual-motion machine of learning, where the classroom is an opportunity and learning is an incentive to develop one’s self.

“Capturing and Directing the Motivation to Learn.”  Speaking of Teaching: Stanford University Newsletter on Teaching  10.1 (1998): 1-4.

Cherry, K. “What Is Motivation?” (2011). About.com Psychology . Retrieved from: http://psychology.about.com/od/mindex/g/motivation-definition.htm

Davis, B. (1993). Tools for Teaching . San Francisco: Jossey-Bass.

Evertson, C. B. “Classroom Management.”  State University.com . Retrieved from http://education.stateuniversity.com/pages/1834/Classroom-Management.html

Ray, B. (2011). “Student-Centered Learning Environments: How and Why.”  Edutopia.com . Retrieved from: http://www.edutopia.org/blog/student-centered-learning-environments-paul-bogdan

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Classroom Management Issues Essay

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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  1. Classroom Management Critical Essay

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  2. Write My Essay For Me: Reflective essay on classroom management

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  3. Reflective Essay On Classroom Management

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  4. Classroom Behavior Management Plan Essay Example

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  5. Effective Classroom Management Essay

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  6. ⇉My Philosophy of Classroom Management Essay Example

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  6. Classroom Management Tips #classroommanagement #firstyearteacher #teachertips #schooltips

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  1. The Key to Effective Classroom Management

    Starting on a Positive Note At the start of the school year, the teachers in the study made time for establishing relationships. "The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding," Cook and his colleagues explain.

  2. Classroom Management Strategies

    Classroom Management Strategies - 608 Words | Essay Example > Free Essays > Education > Pedagogy Classroom Management Strategies Analytical Essay Exclusively available on IvyPanda Updated: Dec 21st, 2023 Managing a classroom comprise an application of numerous classroom management strategies.

  3. 121 Classroom Management Essay Topic Ideas & Examples

    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.

  4. 99 Classroom Management Topics and Essay Examples

    99 Classroom Management Topics and Essay Examples Updated: Nov 30th, 2023 6 min Table of Contents 🏆 Best Classroom Management Ideas Classroom Management: Johnny' Case

  5. 9 Examples of Effective Classroom Management Strategies

    9 Examples of Classroom Management Strategies Minimal Consequences First Rehearse Classroom Transitions Make Positive Phone Calls Home and Send Letters Never Punish an Entire Classroom Give Students Choices Publicly Announce Goals Maintain Authority Throughout the Year, Not Just at the Beginning Explain the Reasoning Behind the Rules

  6. How to Create a Classroom Management Philosophy + Examples

    Classroom Management Philosophy Examples. For inspiration, the following are classroom management examples. Keep in mind that your philosophy should be unique to you. No two philosophies should be exactly the same. The following are examples of excerpts you might consider using in your essay. Example 1. I want all students to feel safe and ...

  7. Effective Classroom Management Essay Example

    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).

  8. Classroom Management Essay

    845 Words 4 Pages Decent Essays Preview Classroom Management Reflection Classroom management is an essential skill that is required of all teachers who wish to be effective teachers. To have good classroom management, teachers need three skills: self-efficacy, classroom experience, and a passion for teaching. Two of these concepts go hand in hand.

  9. Classroom Management in Primary School: Critical Reflective Essay

    Essay Service Examples Education Classroom Classroom Management in Primary School: Critical Reflective Essay Cite This Essay Download Without a doubt, classroom management is the key to success in any classroom because learning is compromised without it. It plays a part in all of the Teachers' Standards.

  10. My Own Classroom Management System

    Classroom management involves not only the management of student behavior but everything that goes on in the class
 from preparation for the class day, to what transpires during the day and even up to when the students leave, to the nitty-gritty of the physical environment which must be conducive to maximize the learning of her students (Crosser...

  11. Classroom management

    This page of the essay has 8,529 words. Download the full version above. The strategy of management adopted to positively manage a classroom is recognized as a precondition for effectiveness in teaching (Shimahara 1998a). However, certain factors such as classroom management, discipline and student behaviour have often been implicated as part ...

  12. Effective Classroom Management Essay

    Effective Classroom Management Essay Effective Classroom Management Essay 1280 Words 6 Pages Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment.

  13. Classroom Management Essay

    Essay Examples > Essays Topics > Essay on Environment Essay On Classroom Management Type of paper: Essay Topic: Environment, Management, Teaching, Students, Behavior, Law, Learning, Classroom Pages: 5 Words: 1400 Published: 02/16/2020 ORDER PAPER LIKE THIS

  14. Classroom Management Essay Examples

    Classroom Management Essay Examples - Free Samples Home â€ș Classroom Management Classroom Management Essays Reflecting on Effective Classroom Management Strategies Classroom management is an essential aspect of teaching that greatly impacts student learning outcomes and overall classroom dynamics.

  15. Classroom Management Essays (Examples)

    Classroom Management Is One of the Greatest. PAGES 2 WORDS 740. Classroom management is one of the greatest stressors American teachers cite with respect to their jobs.. Teachers feel pressured by the demands of increasingly stringent curriculum standards and results-oriented, high-stakes testing.

  16. Classroom Management Observation and Assessment Essay (Critical Writing)

    This is just a sample. You can get your custom paper by one of our expert writers. Get custom essay. This critical writing, "Classroom Management Observation and Assessment" is published exclusively on IvyPanda's free essay examples database. You can use it for research and reference purposes to write your own paper.

  17. Classroom Management Essay examples

    5310 Words 22 Pages 4 Works Cited Better Essays Article Review : Stop Blaming Teachers Essay I walked into classes several times to witness teachers with their head in their hands, stressed from the previous class. They shake their heads when the next class begins, collecting themselves and doing their best to not let their frustrations show.

  18. Classroom Management Essay Samples

    Classroom Management Essay Samples | Get Access To Classroom Management College Essay Examples Home Page Education Education System Classroom Classroom Management Essays on Classroom Management Classroom management is a key factor in creating an effective learning environment for students.

  19. Classroom Management Essay example

    Home Page Classroom Management Essay example Classroom Management Essay example Submitted By peggyehall Words: 1395 Pages: 6 Open Document Classroom management can be the most important thing a teacher can do for his or her classroom. Classroom management is ensuring that the classroom run smoothly.

  20. Essays On Classroom Management

    CLASSROOM MANAGEMENT Lee Canter and Associates developed the theory (Everington, terAvest, Bakker, & van der Want, 2011), which demonstrates how teachers should assertively communicate their expectations to their students. The theory's development also focused on four concepts.

  21. Classroom Behaviour Management

    Conclusion. Classroom behaviour management is one of the most challenging tasks that teachers face in various learning institutions. In order to achieve success, it is important to maintain a close relationship between teachers and their learners. However, this positive relationship is reliant on various factors within the learning ecosystem.

  22. Approach to Classroom Management, Essay Example

    First, the teacher must show the student that the work they are doing is relevant. Every student has to take classes in which they believe they have no personal interest and it is the responsibility of the teacher to show them the relevance of the course to real life (Evertson).This can be done by using real-world examples.

  23. Classroom Management Issues

    Classroom Management Issues - 1653 Words | Essay Example > Free Essays > Education > Education System Classroom Management Issues Essay Exclusively available on IvyPanda 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.