Classroom management suggests that students maintain appropriate behavior in the classroom, and that educators maintain appropriate guidelines and take appropriate disciplinary measures with students in the classroom. This may be what good classroom management 'looks' like. But what is at the core of it all? And how does a good educator arrive at the destination of constructive classroom management?

The foundation of constructive classroom management is an environment in which a positive, continues relationship, between students and educator is formed, and from there, maintained. A relationship that reflects respect for one another. In an environment that is safe to hold one's self, one's peers and one's educator accountable for her words, actions, and behaviors. The roots of such relationships are bound beneath the expectation that everyone, within a given community, plays a vital role in the overall flow, well-being, and success of that community.

In order to achieve this, a good educator must ensure that everyone within the learning community understands his responsibilities and the consequences if those responsibilities are not met. Therefore, guidelines for such responsibilities and consequences should be clearly, and intentionally laid out from the very beginning.

An efficient way to accomplish this is by asking students what they expect their classroom community to look, sound, and feel like. What responsibilities do they see fit for themselves, their peers, and their educator? What do appropriate classroom behaviors look like to them? And what are fair, agreeable consequences if those behaviors are not upheld? This way, repercussions are clearly stated, leaving students to make conscious, thoughtful decisions. By including students in these decisions, expectations, and outcomes, we are saying to them, "I respect you. I hold you accountable for your actions, and responsible for your learning. Together, we can explore the depths of your wonders".

The most effective way of maintaining classroom management is by posting the agreed upon expectations and consequences in the classroom as a reminder of everyone's responsibility to their community. It is also helpful to have a tangible system in place to refer to. For instance, a clip chart with progressive consequences (warning, take a minute to think about it, contact home), as well as progressive praises (good work, helpful choices, excellent day). It is important that children are acknowledged for their strengths and hard work, as well as their shortcomings. Positive acknowledgement will promote positive behavior. And positive relationships will secure constructive classroom management.