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

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

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• Helen Egeberg   ORCID: orcid.org/0000-0001-9907-8593 1 ,
• Andrew McConney 2 &
• Anne Price 2  

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

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1 Introduction

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

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

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

2 Literature review

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

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

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

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

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

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

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

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

What are secondary teachers’ orientations toward classroom management?

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

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

3.1 Research design

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

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

3.2 Participants

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

3.3 Instruments

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

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

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

4.1 Phase 1: survey

This study posed the following questions:

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

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

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

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

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

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

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

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

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

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

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

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

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

4.1.2 Behaviour management

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

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

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

4.1.3 Instructional management

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

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

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

4.2 Phase 2: interviews

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

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

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

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

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

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

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

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

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

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

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

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

5 Discussion

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

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

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

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

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

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

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

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The Key to Effective Classroom Management

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

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.

Classroom Management That Works: Research-Based Strategies for Every Teacher

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How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management?

Table of contents

Rules and Procedures

Disciplinary Interventions

Teacher-Student Relationships

The Student's Responsibility for Management

About the authors

Robert Marzano is the CEO of Marzano Research Laboratory in Centennial, CO, which provides research-based, partner-centered support for educators and education agencies—with the goal of helping teachers improve educational practice.

As strategic advisor, Robert brings over 50 years of experience in action-based education research, professional development, and curriculum design to Marzano Research. He has expertise in standards-based assessment, cognition, school leadership, and competency-based education, among a host of areas.

He is the author of 30 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in grades K–12.

The late Debra J. Pickering consulted with schools and districts nationally and internationally as vice president of field services for Marzano Research Laboratory. She passed away in 2020.

In addition to her work with schools, Pickering coauthored (with Robert Marzano) educational books and manuals, including  Dimensions of Learning ,  Classroom Instruction That Works ,  Classroom Management That Works , and  Building Academic Vocabulary .

With a combination of theoretical grounding and more than three decades of practical experience, Pickering worked with educators to translate theory into practice. In later years her work continued to focus on the study of learning and the development of resources for curriculum, instruction, and assessment to help all educators meet the needs of all students.

Pickering had a master's degree in school administration and a doctorate in curriculum and instruction, with an emphasis in cognitive psychology.

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100 Classroom Management Topics and Essay Examples

🏆 best classroom management ideas, 👍 good class management ideas, ✅ most interesting classroom management topics, ❓ classroom management research questions.

• Classroom Behaviour Management According to Lewis, Roache, and Romi, the ability of a learner to grasp the concept that is passed by the teacher heavily relies on the ability of that particular teacher to manage the behaviour of […]
• The Emperor’s Club: Classroom Behaviour Management The Emperor’s Club is a movie drama telling the story of the life of a teacher, William Hundert. These strategies will include behavior management, the engagement of students, and the level of power the protagonist […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Classroom Management and Learning Environment Thereby, the result is the achievement of the set goals in the course of teaching. This helps the students adjust well with the topic of study and familiarize themselves with the directives and requirements in […]
• Behaviour Management in a Classroom Setting In a classroom setting, the teacher is capable of regulating the behaviour of the students. To positively change the behaviour of a student, the teacher must be able to trace the cause of their problematic […]
• Classroom Management: Limitations and Benefits Taking class composition into consideration is highly important for the success of management of the class, where an educator is to provide positive student-teacher relationships and capitalize on human resources making cultural backgrounds a part […]
• Classroom Management Issues 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.
• 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 […]
• Evaluation of Classroom Management Theories The following evaluation will assess the Skinner Model of Operant Conditioning, the Glasser Model or The Choice Theory, the Canter Model, and Jones’ Model. Therefore, educators must balance the approaches and adapt to the conditions […]
• Legal and Ethical Implications for Classroom Management Teachers’ classroom management should be built in a way that does not allow for abuse of students’ rights, and enables the learners to get the necessary studying information and proper instructions.
• Classroom Management Strategies If a teacher sees students in the laboratory or on the field playing and talks to them about the activity, they are doing, these students will have respect to the teacher both inside and outside […]
• Clinical Field Experience in Classroom Management First, I will be able to understand the expectations of learners based on the course outline before delegating duties and responsibilities to the trained aides in education.
• Classroom Management and Routines Reinforcement in the class is expressed in the form of praise, and the opportunity to take a reward from the treasure box.
• The Concept of Classroom Management In the analysis of the first case, the main reason behind the preference for this type of arrangement revolves around the need to create space, enhance movement of the teacher, and enable high levels of […]
• Benchmark – Classroom Management Plan The degree to which the relationship with students’ parents is developed determines the fullness of their involvement: the more active the adult is in the classroom, the more varied the learning can be.
• Strategies for Good Classroom Management The modeling of practices that a teacher would like to see and the teaching of character may be regarded as the most essential strategies that help to minimize cultural and individual differences.
• “Classroom Management Strategies for Difficult Students” by O’Farrell The strategies that have been suggested to teachers and elaborated in this article include; building a sense of empathy, showing admiration the student’s negative attitudes and behaviors, letting go of ego when dealing with the […]
• Classroom Management: Term Definiton In a learning centre, the teacher should be able to explain to the learners the kind of behavior expected of them in the learning centre.
• Integrative Education Model as a Type of Classroom Management The Integrative Education Model is the most appropriate type of classroom management for gifted children because it involves students and teachers in polite conversations, encouragement and approval of each other.
• Classroom Behavior Management In order to achieve positive outcomes in the educational arena, teachers ought to be able to organize the classroom and manage the behavior of their students.
• Time-Out Rooms for Classroom & Behavior Management This is hard to argue with this idea, but only under the condition that the room is properly designed, safe, and is not abused by the educators; this should be a place where a child […]
• Productive Teacher-Student Interaction: Classroom Management In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment.
• Classroom Management and Communication A classic calendar and a wall clock will be hanging in front of the class so that students are updated on time and the class is decorated.
• Classroom Management Practices It is critical for a teacher to be able to address the unwanted behaviors of the student and establish the desired order in the classroom in order to facilitate productive work and successful learning for […]
• Disruptive Behavior Management in Classroom A student who is a “helpless hand raiser” either pays little to no attention to the teacher’s explanation of the new materials or gets disrupted during the explanation; as a result, the student misses important […]
• Classroom Management Plan and Its Importance Although the classroom management plan includes a range of components, its development is important to reflect the teacher’s priorities and actions to achieve the set goals; therefore, the plan should include the statement of the […]
• Classroom Management Observation and Assessment One of the simplest methods to do so is to have assessors sit at the back of the classroom and evaluate the teacher’s performance.
• Teacher Emotional Management in the Classroom The hypothesis of the study is clear and consistent with the objective of the study, which states that effective management and regulation of unpleasant emotions can help alleviate impacts of disruptive classroom behaviors of students […]
• Developing a Personal Approach to Classroom Management The environment should be characterized by mutual respect amongst the students and the teacher and this will facilitate the classroom to listen, ask questions, make constructive comments and generally when this is done freely the […]
• Classroom Management Comprehensive Plan All students will have to be attentive in class, to contribute in class; the students will have to raise their hands or politely bring me to their attention, the students will always complete and send […]
• Classroom Management: Johnny’ Case It is necessary to talk to the school counselor, discuss Johnny’s strong and weak points, taking into consideration his grade level, keep in mind possible rewards and obligatory schedules, and, at the same time, address […]
• Effective Classroom Management Strategies for Students
• The Different Classroom Management Tips Teachers Can Use Everyday
• Bandura and Effective Classroom Management
• Classroom Management and Culturally Responsive Teaching Practice
• Classroom Management and Collaborative Learning Strategies
• Evidence Based Strategies and Materials Related to Classroom Management
• Data Analysis and Results of Classroom Management
• Teaching Assistants, Computers and Classroom Management
• Online Enlistment, Clearance, and Classroom Management System for Cosmopoint International Institute of Technology
• Classroom Management: Preventing Disruptive Behavior
• Motivating Young Learners Classroom Management Education
• Classroom Management Action Plan Overvew
• Classroom Management Skills Can Foster Academic Achievement
• Legal and Ethical Implications for Classroom Management
• Classroom Management and Discipline in Regular Classrooms
• Classroom Management: Effective Teachers and Instructional Practices in Public Schools
• Classroom Management and Behavioral Conditioning
• Philosophical Assumptions and Beliefs Concerning Classroom Management
• Comprehensive Classroom Management Plan: Responding Effectively to Disruptive Behavior
• Classroom Management and Discipline – Classroom Rules and Routines
• What Affects Teachers Classroom Management Skills
• Classroom Management and School Wide Behavior Expectations
• Maslow’s Classroom Management Theory
• Classroom Management and the Instrumental Music Classroom
• Classroom Management and Effective Discipline
• Early Childhood Education and Classroom Management Education
• Classroom Management Using Fayols Principles of Management
• Classroom Management for Middle and High School
• Classroom Management and Discipline to Accommodate the Needs of a Diverse Student Population
• Effective Instructional Strategies and Classroom Management Skills
• Classroom Management and the Behaviorist Theory of Education
• The Classroom Management Challenges Facing Teachers
• Classroom Management Methods and Methods
• Classroom Management Can Make or Break The School Year
• Self Efficacy and Classroom Management
• Education Classroom Management Journal
• Junior High School Classroom Management
• 20th and 21st Century Classroom Management Pioneers
• Best Practices Checklist and Its Effectiveness in Relation to Classroom Management Preparation Evaluation
• Four Classroom Management Strategies
• What Do Managers Say About Classroom Management?
• How Can One Control a Disruptive Behaviour in a Classroom Without Disrupting the Lesson?
• What Problems Could Be Avoided in Classroom Management?
• Does Effective Classroom Management Prevent Discipline Problems?
• What Does Affect Teachers’ Classroom Management Skills?
• What Are the Challenges of Online Classroom Management?
• How to Support Students and Help Them Continue to Learn During COVID-19?
• What Strategies Would Be Effective to Handle Mixed-Ability Students in Learning English as a Foreign Language?
• Is Classroom Management an Innate Skill or Something Which Can Be Taught?
• What Is the Effect of Physical Learning Spaces on Students’ Motivation?
• Do Cultural Dimensions Affect Classroom Interaction and Learning Outcomes?
• How Can a Teacher Control Noise in the Classroom?
• What Are the Key Skills Demonstrated by Teachers Who Are Defined as Being Effective Classroom Managers?
• How Important Is It to Establish Personal Relations With Students?
• What Are Strategies and Solutions for Dealing With a Disruptive Classroom?
• Can Social Media Be Used Effectively in the Classroom or Is It Too Distracting?
• How May Elementary School Class Size and Middle School Socioeconomic Status Influence Middle School Transition?
• What Are the Key Elements of Effective Classroom Management?
• When Dealing With Classroom Interactions, Are There Any Alternatives to the Flanders Instrument?
• Do Colors Effect Children With Deficit and Emotional or Behavioral Disorders?
• Why Do Small Class Sizes Have Positive Effects on Learning Outcomes?
• How Do Students Feel About Using Smart Phone Technology for Learning Activities?
• What Is the Link Between Numeracy Automaticity and Student Performance in the Regular Classroom?
• How Can Teachers Help Their Students Become Better Learners by Doing Research in the Teachers’ Backyards?
• Should We Use So Much Technology in Teaching?
• Can We Consider Education Using the Virtual Classroom Is an Instance of E-learning?
• What Is the Successful Way to Build a Healthy Community of Students in a Class?
• How Do Classroom Management Affect Students?
• What Are Strategies for Effective Classroom Management?
• How Can Teachers Fully Benefit From Classroom Management?
• Chicago (A-D)
• Chicago (N-B)

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Research Topics about Classroom

• The Future Classroom
• The Resistance of Students in the Classroom
• Large-Scale or Classroom-Based Evaluation
• Inclusion of Autistic Children in Regular Classrooms
• Disadvantages and Consequences of Small Classroom Size
• Should Professors Be Allowed to Speak Out in Class on Political or Social Issues?
• Classroom Lesson Pacing
• Hands-on Learning in the Classroom: Benefits and Drawbacks
• My Personal Classroom Management System
• Classroom Environment that Supports Teaching and Learning
• Dealing with Depression in the Classroom
• Peer Practice in the Classroom: Interactive Learning Strategies
• Classroom Procedural Environment
• Classroom & Behavior Management Time-Out Rooms
• Management of Classroom Behavior
• God and Darwin in Science Class: Where Do Students’ Beliefs Go?
• Technology in the Classroom
• Integrative Education Model as a Classroom Management Technique
• Classroom Management: Definition of Terms
• Classroom Values for Children
• Brown’s from Teacher-Centered to Learner-Centered Curriculum: Improving Learning in Diverse Classrooms
• Portland State University: Technology Resources in the Classroom
• Professors’ Opinions on Political or Social Issues in the Classroom
• Evaluation Ethics: Classroom Observation Protocols
• Early Childhood Classroom Design
• The Application of Technology in the Classroom
• Comparison of the Effectiveness of Flipped Classroom and Traditional Classroom Student Engagement and Teaching Methodologies
• Insensitive Racial Name-Calling in the Classroom
• Recommendations for a Poor Classroom Learning Environment
• Diversity in the Classroom and Its Implications
• Preschool Classroom Science
• Displaying Religious Assignments in the Classroom: The First Case
• Buying School Supplies for a Classroom

Essay Topics on Classroom Management

• Effective Student Classroom Management Techniques
• Different Classroom Management Strategies that Teachers Can Use Every Day
• Effective Classroom Management and Bandura
• Culturally Responsive Teaching Practice and Classroom Management
• Strategies for Classroom Management and Collaborative Learning
• Evidence-Based Classroom Management Strategies and Materials
• Data Analysis and Classroom Management Results
• Computers, Teaching Assistants, and Classroom Management
• Cosmopoint International Institute of Technology Online Enlistment, Clearance, and Classroom Management System
• Prevention of Disruptive Behavior in the Classroom
• Classroom Management Education for Motivating Young Learners
• Overview of the Classroom Management Action Plan
• Academic Achievement Can Be Improved through Classroom Management Skills
• Classroom Management’s Legal and Ethical Implications
• Discipline and Classroom Management in Regular Classrooms
• Classroom Management in Public Schools: Effective Teachers and Instructional Practices
• Behavioral Conditioning and Classroom Management
• Classroom Management Philosophical Assumptions and Beliefs
• Comprehensive Classroom Management Plan: Effective Disruptive Behavior Response
• Classroom Management and Discipline – Routines and Rules

Fascinating Classroom Management Topics to Write about

• What Influences Teachers’ Classroom Management Capabilities
• Classroom Management and Behavior Expectations at School
• Theory of Classroom Management by Maslow
• The Instrumental Music Classroom and Classroom Management
• Effective Discipline and Classroom Management
• Classroom Management Education and Early Childhood Education
• Management Principles of Fayols in the Classroom
• Middle and High School Classroom Management
• Management and Discipline in the Classroom to Meet the Needs of a Diverse Student Population
• Effective Classroom Management and Instructional Strategies
• Classroom Management and Behaviorist Education Theory
• Teachers’ Classroom Management Challenges
• Methods and Techniques for Classroom Management
• Classroom Management Can Either Make or Break the School Year
• Classroom Management and Self-Efficacy
• Junior High School Classroom Management Education Classroom Management Journal
• Classroom Management Pioneers of the 20th and 21st Centuries
• Best Practices Checklist and Its Utility in Classroom Management Preparation Evaluation
• Four Classroom Management Techniques

Classroom Management Research Questions

• How Can Disruptive Behavior Be Controlled in a Classroom Without Interrupting the Lesson?
• What Issues in Classroom Management Could Be Avoided?
• Does Good Classroom Management Prevent Discipline Issues?
• What Influences Teachers’ Classroom Management Capabilities?
• What Are the Difficulties of Managing an Online Classroom?
• How Can We Assist Students in Continuing to Learn During COVID-19?
• What Approaches Would Be Most Effective in Teaching Mixed-Ability Students English as a Foreign Language?
• Is Classroom Management a Natural Talent or Something that Can be Learned?
• What Impact Do Physical Learning Environments Have on Student Motivation?
• Do Cultural Factors Influence Classroom Interaction and Learning Outcomes?
• How Can a Teacher Manage Classroom Noise?
• What Key Skills Do Teachers Who Are Defined as Effective Classroom Managers Demonstrate?
• What Is the Importance of Developing Personal Relationships with Students?
• What Are Some Disruptive Classroom Management Strategies and Solutions?
• Is It Possible to Use Social Media Effectively in the Classroom? or is it Too Distracting?
• How Do Middle School Socioeconomic Status and Elementary School Class Size Influence Middle School Transition?
• What Are the Essential Elements of Good Classroom Management?
• Are There Any Alternatives to the Flanders Instrument for dealing with Classroom Interactions?
• Do Colors Impact Children Who Have Deficits and Emotional or Behavioral Disorders?
• Why Are Small Class Sizes Beneficial to Learning Outcomes?
• How Do Students Feel About Using Smartphone Technology for Educational Purposes?
• What Is the Relationship between Numeracy Automaticity and Regular Classroom Performance?
• How Can Teachers Help Students Become Better Learners by Conducting Research in Their Own Backyards?
• Should We Be Using So Much Technology in the Classroom?
• Can We Consider Education in a Virtual Classroom as an E-learning Example?
• What Is the Most Effective Way to Create a Healthy Community of Students in a Classroom?
• What Impact Does Classroom Management Have on Students?
• What Are Effective Classroom Management Techniques?
• How Can Teachers Get the Most Out of Classroom Management?

16 Ways to Encourage Students to Tell ...

Research topics about endangered species.

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143 Classroom Management Research Questions & Essay Topics

🏆 best essay topics on classroom, ✍️ classroom essay topics for college, 👍 good classroom research topics & essay examples, 🌶️ hot classroom ideas to write about, 💡 simple classroom essay ideas, ❓ classroom management research questions.

• Summary of Observations in Classroom
• The 48-Hour Cell Phone Ban in the Classroom
• Improving the Oral Communication Skills in Classroom
• The Role of Computers in the Classroom
• Flipped Classroom: Benefits and Limitations
• Classroom Management Case Study
• Colour-Coding in Teaching Grammar in EFL Classroom
• Distance Learning vs. The Traditional Classroom Many courses are now available as distance courses that are offered as online programs. Many people have enrolled in these programs either as first-time students.
• Dominance and Cooperation as Classroom Management Strategies The classroom management strategies are oriented to demonstrating dominance, promoting cooperation, guaranteeing the awareness of students’ needs, and providing guidance.
• Classroom Activity Showcasing Application of Motivational Theory Paper illustrates a classroom activity that can be used to make grade 8 students be motivated in a business class.
• Applying Technology in the Classroom The paper describes how important is it that schools teach using iPads, Smart Boards, social media, and other new technologies.
• Assessment Tools in a Language Arts Classroom This paper compares some of the most commonly used assessment tools by looking at their advantages and disadvantages.
• Cultural Diversity in Classrooms Types of cultural diversity, awareness of cultural diversity, how to manage cultural diversity in classrooms, and its importance are some of the key points discussed in the essay.
• Adult Education in the “Real World” Classroom The research aims to determine the extent to which adult learners are affected by the constraints of time and motivation to complete classes in the “real world” classroom.
• Evidence-Based Strategies for Classroom Behavior Management Behavior management is a critical skill, which helps teachers mitigate pupils’ challenging conduct and promotes positive practices.
• “Virtual Students, Digital Classroom” by Neil Postman Neil Postman in his article “Virtual Students, Digital Classroom” begins by saying that the new technology of computers has been given the status of a god.
• Flipped Classroom Approach: Literature Review This paper aims at an analysis of five articles that study and prove the positive effects of a flipped-classroom approach on students’ learning outcomes and provide their results.
• Online and Classroom Observation Forms The online classroom observation form describes teaching methods as using the relevant technology and using precise, clear, and appropriate online examples.
• Classroom Management System: Lesson Observation This paper analyzes the classroom management system, evaluates its planning and implementation, and examines the lesson plan with a detailed reflection on how it worked out.
• Applying the First Amendment at Classroom It seems apparent that the appropriate application of the First Amendment should be considered as a foundation for democracy in the United States.
• Classroom Tools and Materials Management The plan contains several useful strategies for use in the classroom. Also, the paper discusses ideas exchange with fellow teachers.
• Classroom Management and Techniques to Incorporate in Student’s Reinforcement Plan Managing a classroom is a very complicated affair in modern times. Teachers are faced with many challenges in the course of handling students in classrooms.
• Anti-Bias Curriculum in Early Childhood Classroom The anti-bias curriculum should teach diversity as any solution designed to raise awareness, attitudes, knowledge, and cultural diversity skills.
• Planning a Productive Classroom Community It is good to understand that, different students respond differently to the teaching technique used by their teachers.
• Classroom Analysis of a Recorded Class The topic of the class is empathy in literature, which aims at educating the students about the notion of empathy and how writers might use it in their attempts to engage their readers.
• Piaget’s & Kohlberg’s Moral Development in the US Classroom Moral development is a gradual process by which children build up appropriate mind-set toward other people within a particular society.
• Impact of Technology in the Classroom The aim of the paper is to analyze and determine what technological approaches are most effective in the classroom.
• Classroom Career: Occupational Interest Self-Assessment Personality assessments are useful tools that can help a person to distinguish some important personality traits relevant to career choice.
• Classroom Plan For Early Childhood Education This paper will look at the child-centered developmentally appropriate classroom plan for early childhood learners of ages 3-5 (pre-school).
• Classroom English Language Test Testing provides an input of data about the learner’s levels of growth, difficulties, anxieties, and predispositions towards different styles of learning.
• Classroom Observation: Children with IEPs The ground for the IEP is the serious emotional disturbance: children demonstrate hyperactivity, lack of attention, immaturity, and impulsiveness.
• Inclusion and Individual Differences in Classroom Inclusive learning environments are critical for pacifying the learning students with disability through the development of adaptive mechanisms of learning in general classrooms.
• Addressing Bullying in Elementary and Middle School Classrooms The study mainly focuses on teachers’ lack of knowledge on how to deal with the issue of bullying in the classroom in an effective manner.
• Creating Inclusive Classrooms for Diverse Learners This paper discusses the characteristics, words, and approaches the instructors can use to create an inclusive classroom. It provides relevant examples.
• Classroom Environment: Vision, Mission, and Philosophy The paper provides a brief description of a learning classroom environment. Such an environment conformed to the vision, mission, and philosophy of an early education program.
• Blended Learning and Flipped Classrooms This report aims at giving the benefits and consequences developed through the integration of the traditional teaching and learning practices with the online development programs.
• Teaching Strategies and Classroom Management The paper analyzes the teaching strategies observed in grades 3 and 5. They included a demonstration, collaboration, hands-on and the traditional lecture.
• L2 Classroom as an Example of a Community of Practice An L2 classroom can be organized by a specific community of people who migrated into a new country for their fellow newcomers who might struggle with learning a new language.
• Teaching Special Education in the General Education Classroom This literature review will seek to critically review the dynamic that comprises teaching special education within the general education classroom.
• Augmentative and Alternative Communication in the Classroom Environment The article explores ways of alternative communication during education for children with autistic disorder and lack of speech.
• Classroom Management: The Impact of Tokenism on Students Tokenism happens when a teacher gives favor to a certain individual or group of individuals so as to give evidence of representation.
• Inquiry-Based Science Classroom: Elements and Methods This paper will examine the major components of an inquiry-based science classroom and proceed to describe some methods that might improve inquiry in the science classroom setting.
• Laptops in Learning Process in the Classroom This study focuses on investigating the effects of personal computers on students’ learning process and academic study during class.
• “Effects of Classroom Testing” by Microcomputer Research into the reasons for these crimes, the means through which they are executed, and the motivation of killers has been undertaken.
• The Myth of Computers in the Classroom A computer makes work easier and with data storage and transfer features, it is the best option compared to other forms.
• Task-Based Language Teaching Applied in Elementary Classroom The purpose of this paper is to review the best possible teaching method applicable Task-Based language teaching method applicable in elementary schools from grade 1 to grade 3.
• The Need for a Literacy-Rich Classroom The present-day educators highlight the need for a literacy-rich classroom that reflects the proper application of technology.
• Sociocultural Linguistics Learning in Classroom The goal of the workshop will be to promote cultural awareness in the classroom and educate teachers on strategies that will improve such awareness.
• Classroom Practices and Students’ Attitudes Toward Science Factors such as teacher characteristics, teaching technique, social interactions, gender and culture are cited as the driving force behind students’ attitudes towards science.
• Sexually Segregated vs. Integrated Classrooms Integrated classrooms promote inclusivity and minimize gender stereotypes while also encouraging cooperation and communication across genders.
• Self-Management in the Classroom It is improper for teachers to solely use intrusive reinforcers in their quest to teach students how to behave appropriately. They should use them moderately to prevent dependency.
• Classroom Discipline and Behaviour’ Management The final aim of a successful process of behavior guidance is the formation of self-discipline. The guidance of a child’s behavior begins in early childhood and continues throughout the school years.
• How to Create Literacy Centers in Classrooms Literacy centers seek to promote literacy in a comprehensive manner by developing essential skills in a multifaceted way.
• LGBTQ (Queer) in English Language Learning Classrooms This study addresses the issue of the LGBTQ community’s underrepresentation in English language learning classrooms and in the curriculum.
• The Flipped Classroom Article by Bishop and Verleger Research on the flipped classroom is both timely and cost-effective because of the affordable status of recording technology.
• A Phone Ban in the American Classroom While personal device policies differ from region to region and class to class, almost every teacher has recognized the new normal of post-pandemic reliance on technology.
• Using Twitter in the Foreign Language Classroom This paper argues Twitter is a useful tool for developing communicative competence in various aspects of language learning such as speaking, listening, reading, and writing.
• Paraeducators in Classrooms with Disabled Students This paper aims to research the co-teaching models and the role of the paraeducators’ assistance in the classroom with children with disabilities.
• Improving Implementation of Classroom Instruction This paper analyzes the article “Improving implementation of classroom instruction through teacher-directed behavioral consultation: A single-case demonstration” by Mautone et al.
• Diversity Field Experience in Classroom This paper aims to define the concept of diversity in a classroom and discuss culturally responsive teaching using specific examples.
• Technology in Early Years Classrooms The digital space of a classroom can be implemented in a positive way through the use of a virtual laboratory. It is an engaging and visual method that is safe and accessible.
• Effective Use of Technology in the Classroom and at Home It is essential to consider the effectiveness of using technology in diverse circumstances, understanding its integral part in contemporary society.
• Physical and Mental Wellness of Young Children in the Early Childhood Classroom The paper research and summarizes the article “Affectionate touch and care” about ways to promote young children’s physical and mental wellness in the early childhood classroom.
• Injuries in the Early Childhood Classroom The paper research and summarizes an article “Preventing unintentional injuries in US early care and education” about ways to respond to injuries in the early childhood classroom.
• Virtual Classroom Training Challenges There are a number of challenges in regard to virtual classroom training: computer illiteracy, limitations of virtual interaction, technological reliance, etc.
• Effective Strategies for Linguistically Diverse Classrooms It is necessary to establish evaluation methods suitable for all categories of students considering sociocultural factors to ensure a precise assessment of their abilities.
• The Voice of Classroom: Native and Non-native Educators in English Language Teaching The paper argues the connection between the VoC rates and the educator’s ability to use the concepts and notions that the students understand.
• English Language Learners Classrooms & Instructional Strategies English Language Learners must pass a speaking and writing portion of language proficiency assessment for scoring out and being immersed in mainstream classes without support.
• Classroom Management Areas for a New Teacher Classroom management is defined as “the use of procedures and teaching techniques that promote a safe and efficient learning environment”.
• Core Classroom Management Competencies and Skills of High-School Teachers in the Digital Era The modern educational field is continuously undergoing the influence of multiple factors within the social, political, economic, and technological environments.
• How to Keep Young Students Engaged and Disciplined in Classroom To improve discipline and engage young students in active educational activities, the necessary materials are needed, in particular, playing instruments.
• Classroom Assessment Techniques: Designing Units of Instruction As a crucial and an operating factor motivating students to read, understand and perform, a designed unit of instruction not only assists to manage time.
• Inclusive Educational Classrooms for Students With Learning Disabilities The study aims to determine if a solution strategy improves the progress of junior high students with learning disabilities participating in inclusive educational classrooms.
• “Classroom Discourse: The Language of Teaching and Learning”: Culturally Responsive Reading It is vital to develop a set of techniques that can be used to examine the classroom discourse in different cultural environments. This is one of the main tasks that should be done.
• Multiculturalism in the Classroom: Culturally Responsive Teaching Teachers should be able to benefit from rationalizing the effects of their own racial/cultural identity on the way they perform professionally.
• Curriculum Outline: Classroom Planning with Groups In accomplishing their responsibilities, educators are faced with many challenges. Among them, is teaching students whose English is their first language.
• Instructional Styles in the Classroom Instructional styles refer to the methods that instructors use to give instructions to students, they determine the amount of information that a student acquires in a class.
• Integrating Technology Into the Classroom Green Valley Community College is experiencing a high level of school drop-outs, which has been attributed to the lack of technology in the classroom.
• Conducting a Research on Hybrid Classes and Its Impact in the Classroom The main purpose of this paper is to illuminate the best ways for conducting a research on hybrid classes and its impact in the classroom.
• Inclusion of Students With Autism in General Education Classrooms The article’s main purpose is to sensitize the need for new strategies that would harness the inclusion of students with ASD into general classrooms.
• Assertive Discipline vs. Classroom Autonomy Ten students who have either been detained or suspended will compose half of the student members, while the other half will involve students who have never been held or suspended.
• Online vs. Traditional Classroom Education Technology today is a tool that has become the topic of many professional workshops, and teachers today are learning to use it to add to their teaching tools.
• Classroom Discipline: Wong’s, Kyle, and Scott’s Win-Win Strategies Discipline is important for high-quality education. Students should be taught procedures so as to make maximum use of learning and also to develop a sense of responsibility.
• Classroom Practices Are Best Learned by Experience One of the greatest challenges is the setting of the goals of a course and ensuring that each of the classroom sessions is geared towards achieving those objectives.
• Political and Social Issues Discussion in the Classroom Author defends opinion that professors shouldn’t be allowed to advocate their views on political or social issues in the classroom cause every has a right to have his/her own views.
• “Meeting the Needs of Culturally Diverse Learners in Family and Consumer Sciences Middle School Classrooms”: Article Review In the article, the authors have examined the increasing ethnic and cultural diversity in the middle school classrooms of the Family and Consumer Sciences.
• Teaching Strategies in a Classroom and Virtual Setting In order to meet educational goals and enhance students’ performance, educators tend to use various teaching strategies.
• Natural & Social Science Grade 3 Classroom Library One of the professional tasks of a teacher is to compile a methodologically adequate list of literature-references, which can be organically incorporated into the learning process.
• Classroom Components: Learner Weaknesses and Strengths The students will be allowed to attend classes for sometime (about two or three weeks) before being issued with the questionnaire to fill in.
• Classroom Management Ideas: Behavioral Crises and Promotion of Friendship Between Students This paper discusses Gilliam and Salend’s articles related to classroom management and examines their ideas that can significantly facilitate the work of teachers.
• Creating Classroom Room Communities and Networks The creation of classroom communities is important for strengthening students’ sense of belonging to the school and increasing his/her commitment to learning activities.
• Rules and Positive Climate in Classroom Management It is important to state that clearly formulated group norms and rules are important to guarantee the development of the effective atmosphere in classrooms.
• Classroom and Behavior Management: John’s Case The focus learner selected for this project is John, a 15-year-old Hispanic male. John is in the ninth grade, and he was diagnosed with Attention Deficit Hyperactivity Disorder.
• Training New Technology in the Classroom This paper shall seek to explain how teachers are trained to the new technologies, the procedures involved in rolling them out, and how beneficial they are to students and teachers.
• Cornell Junior School Classroom Observation This paper has discussed the various observations that pertain to Cornell School. It has analyzed the observations made in class.
• Should Concealed Handguns Be Allowed in Texas Classrooms? Cases of violence and crime among licensed handgun holders are very few. They should be allowed to carry their weapons in Texas’ colleges because they promote their personal and public security.
• Flipped Classroom in Nursing Schools This paper aims to review available scholarship on the flipped classroom model with the view to demonstrating how it can be effectively used in associate degree nursing schools.
• Adolescent Development and Learning in the Classroom
• Early Childhood Classroom Environment for Children
• Cross-Cultural Pragmatic Perspective for Classroom Teaching
• Applying Social Development Within the Classroom
• Abstinence and Sex Education in the Classroom
• Higher Education Classroom Management
• Classroom Management and Child-Friendly School System
• Difference Between China and American Classroom Teaching
• Classroom Procedures for Preschool Classroom
• Diversity and Multicultural Education in the Classroom
• Arming Teachers and Students for Protection in a Washington State Classroom
• Effective Classroom Interaction and Pupil Management
• Bullying and Social Isolation in the Classroom
• Appropriate Classroom Behavior for Young Children
• Creating the Safest Classroom and Lab Atmosphere
• Discipline and Improve Students Behaviour in Classroom
• Classroom Discipline and Management for the Beginning Teacher
• Cell Phones and Its Effects on the Classroom Environment
• Effective Teaching and Classroom Management
• Classroom Management and Discipline in Regular Classrooms
• Attention Deficit Hyperactivity Disorder & Autism in the Classroom
• How Does Classroom Management Affect the Teaching/Learning Process?
• What Are the Most Common Mistakes in Classroom Management?
• Are Boys and Girls Treated Differently by Teachers in Classroom Situations?
• What Is the Relationship Between Classroom Management and Student Motivation?
• How Does Poor Classroom Management Affect Learning?
• Why Is It Important to Have a Classroom Management Plan and What Are the Most Important Elements That This Plan Should Include?
• Can Teachers Promote Democracy in the Classroom?
• How Can Teachers Use E-Learning in the Classroom?
• What Are the Challenges in Writing a Classroom Management Plan?
• How Does Classroom Management Affect Motivation?
• Why Is Effective Classroom Management Important?
• How Important Are Classroom Organization Strategies in Supporting Student Learning?
• What Is the Main Purpose of Classroom Management?
• Does School Safety and Classroom Disciplinary Climate Hinder Learning?
• How Can Schools Make the Best Use of Information Technology in the Classroom?
• What Are the Challenges of a Teacher as a Classroom Manager?
• Does the Classroom Environment Affect Learning?
• What Are the 3 Key Elements of Effective Classroom Management?
• How Should High School Teachers Handle Discipline in the Classroom?
• Have Classroom Teachers Become Less Important With the Increased Use of the Internet in Education?
• What Is the Most Effective Classroom Management Procedure?
• How Can Teacher Feedback Be Used to Improve the Classroom Disciplinary Climate?
• Why Are Classroom Rules Important?
• Does the Inclusive Classroom Model Have a Successful Outcome?
• How Does Classroom Environment Affect Child Development?

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StudyCorgi. (2021, December 21). 143 Classroom Management Research Questions & Essay Topics. https://studycorgi.com/ideas/classroom-essay-topics/

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StudyCorgi . "143 Classroom Management Research Questions & Essay Topics." December 21, 2021. https://studycorgi.com/ideas/classroom-essay-topics/.

StudyCorgi . 2021. "143 Classroom Management Research Questions & Essay Topics." December 21, 2021. https://studycorgi.com/ideas/classroom-essay-topics/.

These essay examples and topics on Classroom were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on January 5, 2024 .

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Suggested Titles for Action Research related to effective classroom management.

Suggested titles for action research related to effective classroom management. .

Here are a few possible action research titles related to effective classroom management. You may email us if you wish to know more about the presented topics - the introduction, abstract, background, rationale, and other parts of each title. Guide questions and sample questionnaires are also available.

Parts of the Action Research Proposal should be related to and supportive of each other and appropriate for the research question(s). 

The following are broad ideas from which potential Action Research topics can be derived for exploration concerning your practice. •attendance •inclusion •school climate •behavior/discipline •media influence •student achievement •collaboration •mentoring •technology •counseling programs •motivation •teacher attrition •dropout prevention •parental involvement • team teaching • extracurricular participation •needs of at-risk students •professionaldevelopment

These topics were provided by DepEd Tambayan Experts. We guarantee that these titles are not yet utilized, and we can provide you original and plagiarism-free manuscripts as your guides or basis. (These are not for sale. Do not sell. For educational purposes only.)

• Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes - DOWNLOAD Action Research Proposal
• "Exploring the Impact of Teacher Language on Classroom Management and Student Behavior" -  DOWNLOAD Action Research Proposal
• "Using Self-Regulation Techniques to Enhance Student Self-Control and Classroom Management" -  DOWNLOAD Action Research Proposal
• "Investigating the Effectiveness of Restorative Justice Practices in Addressing Classroom Misbehavior" - Download Link is being updated (please refresh or come back later)
• "Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes"-  Download Link is being updated (please refresh or come back later)
• "The Role of Classroom Environment in Facilitating Effective Classroom Management" -  Download Link is being updated (please refresh or come back later)
• "Examining the Impact of Teacher Emotional Intelligence on Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Implementing Mindfulness Practices to Enhance Classroom Management and Student Well-being"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Impact of Student Ownership of Learning on Classroom Management and Student Motivation"-  Download Link is being updated (please refresh or come back later)
• "The Relationship between Teacher-Student Relationships and Effective Classroom Management".-  Download Link is being updated (please refresh or come back later)
• "Exploring the Effectiveness of Technology-Based Classroom Management Strategies on Student Behavior and Engagement"-  Download Link is being updated (please refresh or come back later)
• "Examining the Impact of Culturally Responsive Classroom Management Practices on Student Achievement and Well-being"-  Download Link is being updated (please refresh or come back later)
• "Implementing Peer-Mediated Interventions to Improve Classroom Management and Social Skills in Students with Disabilities"-  Download Link is being updated (please refresh or come back later)
• "The Role of Teacher Self-Efficacy in Facilitating Effective Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Use of Positive Framing and Positive Reinforcement in Promoting Pro-Social Behavior and Effective Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "Using Differentiated Instruction to Improve Classroom Management and Student Learning Outcomes"-  Download Link is being updated (please refresh or come back later)
• "The Impact of Classroom Seating Arrangements on Student Behavior and Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "Examining the Role of Parental Involvement in Effective Classroom Management and Student Achievement"-  Download Link is being updated (please refresh or come back later)
• "Implementing Universal Design for Learning (UDL) Principles to Enhance Classroom Management and Student Engagement"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Effectiveness of Classroom Management Professional Development on Teacher Practices and Student Behavior".-  Download Link is being updated (please refresh or come back later)
• "The Impact of Classroom Rules and Procedures on Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Use of Social and Emotional Learning (SEL) Strategies in Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "The Role of Teacher Feedback in Enhancing Classroom Management and Student Motivation"
• "Implementing Collaborative Learning Strategies to Improve Classroom Management and Student Achievement"
• "Examining the Effectiveness of Multi-Tiered Systems of Support (MTSS) in Addressing Classroom Behavior and Academic Needs".
• "Exploring the Effectiveness of Mindful Discipline in Classroom Management and Student Well-being"
• "Investigating the Relationship between Classroom Management and Teacher Burnout"
• "The Impact of Teacher Expectations on Classroom Management and Student Performance"
• "Examining the Effectiveness of Nonverbal Communication in Classroom Management"
• "Implementing Time Management Strategies to Improve Classroom Management and Student Learning"
• "The Role of Classroom Management in Facilitating Intrinsic Motivation in Students"
• "Investigating the Effectiveness of Restorative Practices in Addressing Bullying and Other Forms of Misbehavior"
• "The Impact of Classroom Management on Student Attendance and Punctuality"
• "Using Gamification Techniques to Enhance Classroom Management and Student Engagement"
• "Examining the Relationship between Classroom Management and Student Perceptions of Teacher Credibility".
• "The Role of Teacher Autonomy in Effective Classroom Management and Student Learning Outcomes"
• "Investigating the Effectiveness of Peer Feedback in Classroom Management and Student Behavior"
• "Using Positive Peer Pressure to Promote Classroom Management and Pro-Social Behavior"
• "Examining the Impact of Teacher Mindset on Classroom Management and Student Behavior"
• "Implementing Cognitive-Behavioral Therapy (CBT) Techniques to Improve Classroom Management and Student Well-being"
• "The Relationship between Classroom Management and Academic Achievement in At-Risk Students"
• "Investigating the Effectiveness of Trauma-Informed Classroom Management Practices in Supporting Students with Trauma Histories"
• "The Impact of Teacher Gender on Classroom Management and Student Behavior"
• "Using Mind Maps to Enhance Classroom Management and Student Learning"
• "Examining the Role of Student Choice in Effective Classroom Management and Student Motivation".
• "The Relationship between Classroom Management and Student Creativity"
• "Investigating the Impact of Classroom Management on Student Self-Regulation and Executive Functioning"
• "The Effectiveness of Positive Peer Relationships in Classroom Management and Student Engagement"
• "Examining the Use of Humor in Classroom Management and Student Behavior"
• "Implementing Differentiated Instruction to Enhance Classroom Management and Student Learning"
• "The Role of Teacher Reflection in Effective Classroom Management and Professional Development"
• "Investigating the Effectiveness of Collaborative Problem-Solving in Classroom Management and Student Behavior"
• "Using Mindfulness-Based Stress Reduction (MBSR) Techniques to Improve Classroom Management and Teacher Well-being"
• "The Impact of Classroom Management on Student Resilience and Coping Skills"
• "Examining the Effectiveness of Video Modeling in Classroom Management and Student Behavior".
• Investigating the Relationship between Classroom Management and Student Emotional Intelligence"
• "The Impact of Classroom Management on Student Academic Self-Efficacy and Achievement"
• "Using Collaborative Learning Strategies to Enhance Classroom Management and Social Skills in Students with Autism Spectrum Disorder"
• "The Role of Teacher Empathy in Effective Classroom Management and Student Behavior"
• "Examining the Effectiveness of Cooperative Learning in Classroom Management and Student Engagement"
• "Implementing Universal Design for Learning (UDL) Principles to Address Classroom Management Challenges in Inclusive Settings"
• "The Impact of Classroom Management on Student Perceptions of School Climate"
• "Investigating the Effectiveness of Mindfulness-Based Classroom Management Techniques on Teacher Stress and Burnout"
• "Using Social Network Analysis to Understand the Relationship between Classroom Management and Student Achievement"
• "Examining the Effectiveness of Technology-Based Classroom Management Interventions on Student Behavior and Academic Performance".
• The Impact of Classroom Management on Teacher Job Satisfaction and Retention"
• "Investigating the Effectiveness of Positive Behavior Interventions and Supports (PBIS) in Classroom Management and Student Behavior"
• "Using Peer Mentoring to Improve Classroom Management and Social Skills in Students with Emotional and Behavioral Disorders"
• "The Role of Teacher Mindfulness in Effective Classroom Management and Student Well-being"
• "Examining the Relationship between Classroom Management and Student Cultural Responsiveness"
• "Implementing Trauma-Sensitive Classroom Management Strategies to Support Students with Adverse Childhood Experiences (ACEs)"
• "The Impact of Classroom Management on Student Perceptions of Teacher Caring"
• "Investigating the Effectiveness of Social-Emotional Learning (SEL) Interventions in Classroom Management and Student Behavior"
• "Using Positive Reinforcement to Enhance Classroom Management and Student Motivation"
• "Examining the Relationship between Classroom Management and Student Executive Functioning Skills".
• "The Impact of Classroom Management on Student Academic Mindsets and Persistence"
• "Investigating the Relationship between Classroom Management and Student Self-Determination"
• "Using Growth Mindset Interventions to Improve Classroom Management and Student Engagement"
• "The Role of Teacher Feedback in Effective Classroom Management and Student Learning Outcomes"
• "Examining the Effectiveness of School-wide Positive Behavior Interventions and Supports (SW-PBIS) in Classroom Management and Student Behavior"
• "Implementing Culturally Responsive Classroom Management Strategies to Support Multilingual Learners"
• "The Impact of Classroom Management on Student Motivation and Academic Achievement in High-Poverty Schools"
• "Investigating the Effectiveness of Classroom Management Interventions on Students with Attention Deficit Hyperactivity Disorder (ADHD)"
• "Using Restorative Justice Practices to Address Classroom Management Challenges and Build Positive Relationships with Students"
• "Examining the Relationship between Classroom Management and Student Social-Emotional Learning Outcomes".
• "The Impact of Classroom Management on Student Academic Confidence and Risk-Taking Behaviors"
• "Investigating the Relationship between Classroom Management and Student Resilience"
• "Using Peer Tutoring to Enhance Classroom Management and Academic Achievement in High School Students"
• "The Role of Teacher-Student Relationships in Effective Classroom Management and Student Well-being"
• "Examining the Effectiveness of Mindfulness-Based Classroom Management Strategies on Teacher-Student Interactions"
• "Implementing Cooperative Discipline Strategies to Promote Effective Classroom Management and Student Responsibility"
• "The Impact of Classroom Management on Student Perceptions of Teacher Fairness"
• "Investigating the Effectiveness of Universal Design for Learning (UDL) in Addressing Classroom Management Challenges for Students with Disabilities"
• "Using Differentiated Instruction to Improve Classroom Management and Student Engagement in Heterogeneous Classrooms"
• "Examining the Relationship between Classroom Management and Student Emotional Regulation"
• "The Impact of Classroom Management on Student Attendance and Academic Performance"
• "Investigating the Effectiveness of Conflict Resolution Strategies in Classroom Management and Student Collaboration"
• "Using Brain-Based Learning Strategies to Enhance Classroom Management and Student Attention Span"

What is the Problem of number 1,2,3 and possible solution and tool to be used in this titles?

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