The importance of classroom management

What is the importance to have a good classroom management? This essay is going
to clarify the importance of an effective classroom management and how it affect the
process of teaching- learning, but first it is necessary to explain some concepts.

To begin the topic is essential to know what is management, according to George

R. Terry, ''Management Is a distinct process consisting of planning, organising,
actuating and controlling; utilising in each both science and art, and followed in order
to accomplish pre-determined objectives." (Terry & Franklin, 1997), so management
is the action to take control about something of someone, it not refer to be
authoritarian, it refer to have order and at the same time to fulfil a purpose.

Teacher's role play is very important into the classroom, and at the same time he/she
have a great responsibility in the leaning of the students. One of the most important
skill that teacher needs to develop is the classroom management, because thanks
to this the teacher has control over the class and over the pupils. If students are
disorderly and disrespectful, and no apparent rules and procedures guide behaviour,
chaos becomes the norm. In these situations, both teachers and students suffer.

It is clear that the management is not easy to obtain, above all when is into the
classroom “Classroom management can be regarded as an integration of all factors
related to classroom organization with the aim of creating a safe and well-established
learning environment.” (IFLAZOöLU SABAN, 2008) In other words, it is a
simultaneous activation of available teaching sources and students in order to
achieve the class objectives. Therefore; an effective classroom management is
required for both students’ development and educational objectives.

The main goal that classroom management has is facilitate teaching and increase
teaching time for reinforcing classroom atmospheres; it prevents students´
inappropriate behaviours and supports appropriate behaviours.
The major problem that teachers confronted is the behaviour of students that in most
occasions are unpredictable, if the student have a good behaviour in the class is
probable that all the activities will go well however if students are negative and have
a bad behaviour is likely that the class fail.

For this case is important that teachers have an effective management into the
classroom for prevent all discipline problems and keeping students interested in
learning through the use of exciting classroom materials and activities. The potential
academic problems can exist despite students behaviour can depend of external
factors. Students experience difficulties at home which spread into the classroom;
students experience problems with colleagues during class breaks and in the
classroom which often involve the teacher; and students experience mood changes
which can generate problems, to name just a few.

If a teacher cannot obtain students' cooperation and involve them in instructional

activities, it is unlikely that effective teaching will take place; in addition, poor
management in class time reduces students' time on task and detracts from the
quality of the learning.

“One of the ways for establishing and settling down the class control is
managing instruction. The management of instruction has been defined as an
integration of teaching environment and learning experiences in line with the
objectives. In other words; methodology of teaching is a wholeness of related
processes. Identification of target behaviours and teaching tools, teaching,
receving feedback, rehearsals, summarizing, evaluation and reinforcement
are some activities within these processes” (Aydın, 2000, Baúar, 1999,
Burden, 1995).

It is very important to support student integration into teaching atmosphere. A good

plan and organization can be to help to direct students to concentrate on their tasks
and regularly the individual control and class organization. A well-planned teaching
is also helpful in keeping the class control. According to Burden; “group-centered
teaching can be defined as all students’ or all groups’ concentration on a specific
theme” (Burden, 1995)

It is expected that teachers instruct in a way that they organise the class activities
effectively, and as a consequence for a successful teaching process, students are
expected to be efficient. There are important factors into the class that teaches put
in practice to have a successful teaching process and some factors allows that this
process occur, like beneficial activities such as identification of objectives,
classification of knowledge, preparation of materials, choice of appropriate methods
and techniques and preparation of assessment criteria can help with the
management of teaching class.

“There are some inter-relevant factors in a classroom atmosphere such as

preparation of educational activities in line with students’ interests, needs, abilities
and available equipment’s, distribution of teaching process, effective use and choice
of teaching materials.” (Aydın, 2000) Is relvant that teachers set up clear objectives
and motivated students in the course and it is more probable to come across
inappropriate behaviours in a teaching atmosphere where students do not know why
they are there or what will happen and it is difficult to manage such a class.

It is essential take into consideration the different abilities of the students for to give
a class and they fell the motivation, everyone has an individual process for
learning, and that if they follow the teacher guidance, they will be successful in
learning.

For to know all the abilities of the students is important to have a good relationship
with them like previously was mentioned.

According to Robert Marzano “Although the effect the classroom teacher can have
on student achievement is clear, the dynamics of how a teacher produces such an
effect are not simple. Rather, the effective teacher performs many functions” For
enable the good management into the class as Marzano mention that is important
that teaches has a role where they do dynamic, making wise choices about the most
effective instructional strategies to employ, and making effective use of classroom
management techniques.

On the other hand teaches have to planning activities to obtain the attention of
students and to control the behaviour them; channelling student behaviours,
interests, and attention into productive learning paths requires intuitive lesson
planning. According to Robert Marzano, “an education researcher, the focus of our
lesson planning efforts should be getting students to ask and answer their own
questions.” Coming up with those types of questions on the spur of the moment can
be difficult, but with a little advanced thought, you can incorporate those types of
questions into your lesson plans. Ultimately, the best discipline management plan is
a good lesson plan.

It is important to note that the role and steps previously mentioned are necessary
but not are a sufficient component of effective teaching. That is, no single role or
step by itself is sufficient to guarantee student learning, but take one out of the mix
and you probably guarantee that students will have difficulty learning. Nevertheless,
a strong case can be made that effective instructional strategies and good classroom
relationship are built on the foundation of effective classroom management.

At all school grade levels, effective classroom management has been recognized as
a crucial element in effective teaching. If teacher obtain a good management into
the classroom he/she would obtain the attention of the students and at the same
time the process of teaching learning are going to be easy for both roles: teachers
and students.

To conclude is relevant to say that the classroom management not is only

responsibility of the teacher, is a group work, it fulfil the most import activity in the
classroom and thanks to this a class can be successful or fail; effective classroom
management is an absolute must. It impacts the ability to be an effective educator
and enjoy the job, and it impacts the students’ success as learners. If the classroom
is out of control, it won’t matter how passionate the teachers are about their subject
or how much they are truly dedicated to children, learning will be negatively
impacted.

Establishing an effective plan for classroom management has to begin at the start of
school, but it doesn’t end there. Throughout the year, teachers has to be consistent
and persistent in developing relationships of trust, following and teaching the best
learning theories, honouring student time, being responsive to student behaviours
and needs in the lesson plans, and holding true to high and rigorous standards of
learning behaviour.

References:
Aydın, A. (2000), Classroom Management (3th edition), østanbul: Alfa Publishing Company.

Burden, P. E. (1995), Classroom Management and Discipline: Methods to Facilitate Cooperation and
Instruction. USA: Longman Publishers.

IFLAZOöLU SABAN, A. (2008). Management of teaching and class control [Ebook] (1st ed., pp.
1,3,15). Turkey: Procedia Social and Behavioral Sciences. Retrieved from
https://core.ac.uk/download/pdf/82733216.pdf

Marzano, R.J (2018). Classroom Management That Works (3rd ed.). 2003.

Terry, G., & Franklin, S. (1997). Principles of management. New Delhi: AITBS Publishers.