Classroom Management

Classroom Management: one of the biggest unknowns for educators in training. The topic of classroom management can elicit feelings of anxiety, uncertainty, and lack of confidence. The following information will aid in your understanding of classroom management and provide a few tips and tricks to improve student behavior and keep your classroom running efficiently. 

Lesson Targets

1.       Define classroom management and two different strategies of implementation.

2.       Explain the factors of an effectively managed classroom.

3.       List the benefits of effective classroom management for both students and teachers.

Classroom management is a topic which most upcoming teachers will have questions and concerns. It’s important to first understand the definition of classroom management. The process by which teachers and institutions of higher learning establish and uphold appropriate student behavior in a classroom setting to foster a supportive atmosphere for students' academic and social-emotional learning defines classroom management (Kratochwill, 2015; Korpershoek et al., 2016). Effective classroom management goes beyond understanding the definition, though. Teachers are a guiding force in the day to day lives of their students and it is critical to self-evaluate the strategies that are being used to impose classroom management and how those methods affect the students. Methods of classroom management generally fall under two different strategies, reactive and preventive (Korpershoek et al., 2016). The reactive strategy is one that focuses on punishment of an undesirable action of the student, while the preventive strategy focuses on preventing the behaviors before they happen by establishing clear rules and being comfortable with flexibility (Korpershoek et al., 2016). The latter strategy is the preferred method due to its ability to create a more positive relationship between the teacher and the student (Korpershoek et al, 2016).

Teachers hold the majority of the responsibility for effectively managing a classroom through their own personal growth and the social-emotional growth of their students. This responsibility goes beyond just physical strategies by focusing on teacher disposition and personality as part of the mix as well.

Postholm (2013) and Egeberg (2016) both agree that teacher positivity and sense of self are important personal characteristics to implement effective classroom management.  Aggression and exclusive punishment do not provide any benefits to students. Egeberg’s (2016) statement that teachers need to “earn respect rather than deserve respect” goes hand in hand with this aspect. Redirection of behaviors works better than punishment (Egeberg et al., 2016) A positive learning environment can increase the chances of students’ behaviors matching the teacher’s expectations (Egeberg et al, 2016). Preventing poor behavior before it happens is another critical factor of effective classroom management  Egeberg (2016), Kratochwill (2015), and Postholm (2013) overwhelmingly agree that setting and thoroughly explaining the expectations of acceptable classroom behavior and the repercussions of not following those expectations at the beginning of the year will aid in managing a classroom tenfold. The two preceding concepts define what is known as “Positive Behavior Support'' which promotes helpful behaviors and prevents misbehavior rather than reacting to it (Egeberg et al., 2016). Support from supervisors and the school board play into student expectations/repercussions and teacher success (Kratochwill, 2015).

Keeping students engaged also prevents misbehavior (Egeberg et al, 2016). This method includes a student-centered approach to teaching (Egeberg et al., 2016). When students are involved in their lessons and teachers craft the lessons with the students’ interests in mind, the students will remain engaged in learning (Egeberg et al., 2016). In my experience as a student, boredom often leads to undesirable outcomes in the classroom. West (2022) gives a modern day analysis of classroom management with her approach of wellness breaks for students. This allows students breaks between instructional periods to get up and move around, socialize, or just rest their minds to prepare for more learning. While West doesn’t cite any evidence, her experience of over 20 years in the education field could provide excellent first-hand knowledge about what helps students remain engaged during instructional periods, especially in today’s classroom. There are many other methods to implement effective classroom management such as understanding each child as an individual with their own needs, continuing education of teachers, encouragement rather than praise, and promoting teamwork and discussion (Egeberg et al., 2016; Postholm, 2013). The few that were highlighted seem to be the most universally agreed upon concepts that are top priority for classroom management. 

There are so many ways to effectively manage a classroom, and all require plenty of forethought, planning, self-evaluation, and implementation. The satisfaction of the benefits outweighs all of the work that is required to make them a reality. These strategies decrease overall stress levels for the teacher and therefore, create a more positive environment for the students (Egeberg 2016). Another benefit of effective classroom management is that students are provided with more instructional time rather than distractions from misbehavior (Egeberg et al, 2016). In my opinion, this could lead to an increase in comprehension, retention, and overall academic performance. Classrooms that are effectively managed produce students with increased cognitive achievements and positive dispositions when compared to students in classrooms without effective management. (Postholm, 2013). Increase in social-emotional growth is another benefit for the students, allowing them to interact and react appropriately to their peers and outside stimuli not only in the classroom, but at home as well(Egeberg et al, 2016; Postholm, 2013).

Answer Key:   1) C    2) B

References

Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers : A review of the literature on theory and practice. Australian Journal of Teacher Education; v.41 n.7 p.1-18; 2016, 41(7), 1–18. https://search.informit.org/doi/10.3316/aeipt.213242

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. http://www.jstor.org/stable/24752878

Kratochwill, T. (2015, March 9). Classroom management module. American Psychological Association. https://www.apa.org/education-career/k12/modules-classroom-management

Postholm, M. B. (2013). Classroom management: What does research tell us?. European Educational Research Journal, 12(3), 389-402.

West, L. S. (2022, February 5). Classroom management then and now. Teach Better. Retrieved January 27, 2023, from https://teachbetter.com/blog/classroom-management-then-and-now/