Classroom management is when a teacher exhibits complete control over their classroom through a series of strategies and techniques that encourage positive student behaviour. The practice of effective classroom management turns your classroom into an optimal learning environment where students can engage with their studies and work to the best of their ability.
Establishing effective classroom management takes time and differs from teacher to teacher based on their personality and preferred teaching style. It is also impacted by the subject and age group being taught. There are, in fact, many different types of classroom management, just as there are many different approaches to pedagogy.
Due to how fluid classroom management is, there is no set ‘how-to’ for securing complete control of your classroom. However, there are some guidelines and core components you should follow. Let’s explore them in this article.
Classroom management is at the very heart of teaching; it affects your student’s learning outcomes and can also have an impact on your own well-being.
Good classroom management is a classroom environment where learning thrives and students are dedicated to their studies and are well-behaved. Poor classroom management results in a setting where students are disruptive, disengaged and teachers aren’t listened to.
Effective classroom management isn’t something that happens naturally. There are core pillars that make up good classroom management, and without a thorough understanding of these pillars, your classroom is at risk of being poorly managed, which can be detrimental to student achievement and development.
Outlined below are some of the characteristics associated with both effective and poor classroom management.
There are four core pillars that make up effective classroom management. Let’s explore what these core pillars are, why they’re important and the impact they have on classroom management.
Good behaviour is the poster child of effective classroom management and can be achieved by clearly communicating your behavioural expectations to students. Classroom management is one of the most challenging sets of skills teachers need to master. Disruptive behaviour on the part of one or two students impedes the learning of other students and affects instructional time.
Classroom management is the process that teachers and schools use to create positive classroom environments in face-to-face or virtual learning modes.
Classroom management includes teacher- and student-led actions to support academic and social-emotional learning among all students.Well-managed classrooms that incorporate positive behaviour management strategies are one way that teachers and other school staff can build school connectedness.
CDC researchers reviewed scientific papers on classroom management and identified these classroom management approaches that promote student connectedness and engagement. Strategies to support these approaches were identified through a structured review of web-based practice resources. These include:
There are other classroom management approaches that appear promising for promoting school connectedness and engagement, although more research is needed on the extent to which these classroom management approaches directly impact connectedness. These approaches have been linked to increased school connectedness and engagement when combined with other classroom management approaches.
When you explicitly focus on increasing students’ interest and engagement (combined with other classroom management approaches such as those reported above), students report higher levels of engagement and connectedness.
For example, when teachers demonstrated a number of classroom management skills, including awareness and responsiveness to students’ needs (e.g., walking around the classroom and checking in on students) and maximising students’ interest and engagement in learning (e.g., using interesting and engaging lesson materials and active facilitation), students were more likely to report a strong sense of peer community and school bonding.
It is also important to have relevant and challenging content for students. For example, when students perceived that their teachers had high expectations for them and connected classroom content to their lives and future goals, they were more engaged and involved at school. Teachers may increase school connectedness by ensuring that all students from diverse backgrounds have opportunities to engage in content that includes individuals, communities and experiences that reflect their own.
Establishing clear expectations and rules is essential for maintaining order and promoting positive behavior within the classroom. Clearly communicate your expectations regarding behavior, academic performance, and classroom procedures. Ensure that students understand the consequences for both positive and negative actions.
Authored by Dr. Mrinalini, Yadu Public School, Noida
Disclaimer: The views stated in this article are solely those of the author’s. They do not profess to reflect the opinions or views of BYJU’s or its members.
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