Classroom management refers to all of the things that a teacher does to organize students, space, time and

materials so that instruction in content and student learning can take place. In all that you communicate,
no matter how insignificant or innocuous it may seem, it contributes to your status as a teacher and your
ability to manage the classroom. Therefore this booklet is going to try to Identify and explain factors that
contribute to effective classroom management.

Ginott (1996), outlines that good classroom management, like surgery, requires precision and a teacher’s
demonstration of self-discipline and good manners. His or her management plan should be aimed at
improving both the welfare and discipline of the children in the class. A teacher should live by the law of
compassion, even when challenged by children to defy it. Researchers have found that the amount of time
students are actively engaged in learning contributes strongly to effective class management and their
achievement. The amount of time available for learning is determined by instructional and management
skills of the teacher. This implies that teachers must plan and prepare well, be organized, maximize
student time on task, keep students actively engaged, efficiently utilize time, and the list goes on (Harry et
al., 1998).

Teachers should be mindful of their self-confidence, voices, attitudes, enthusiasm, personal appearance,
manners, values, and most of all, composure and self-control. Losing composure and shouting does not
enhance classroom management. The teacher sets the tone and creates the learning environment in the
classroom. Consequently, the classroom climate takes on the characteristics of the teacher’s personality
and disposition (Garvey et al., 1977).

On the first day of school, it is of great important to introduce written rules and procedures and stick them
in the classroom where every pupil can see. Above all, a teacher should be generous with appreciative
praise, encouragement, and reward for achievement and positive behavior. Delineate the boundaries for
unacceptable behavior. He or she must have the students practice, learn, and be able to explain classroom
procedures. The procedures need to become routine. Students should be able to perform the procedures
automatically (Brown, 1982).

Teachers should consider creating classroom rules that do no focus on one specific activity in one specific
part of the instructional day. For example, "Raise your hand when you want to speak" may be a fine rule
when students are working independently in their seats or when you are teaching, but consider expressing
it this way instead: "Respect your neighbors." This may be a simpler, more effective way of stating that
students should not interrupt you or their classmates at any time. You may be able to kill two birds-or two
behaviors-with one stone if you consider how you phrase the rule (Harry et al., 1998). .

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Signals such as words, sounds, hand signals should be established to which the students are taught to
respond to immediately. A teacher has to be consistent in using these cues. These must only be used only
when teacher is absolutely ready to get the students’ attention. Once these cues are given he or she should
not engage in any other activity or have his attention diverted. Wait time is a very effective and important
know-how and ability for teachers to possess. Non-verbal communication consistent with the cue is
powerful. Silence can be thunderous! (Harry et al., 1998).

A teacher should set and convey high expectations of his/her learners. However, there must be a support
system in place and materials available to attend to individual differences to assure achievement. When
planning, he/she should schedule time for presentation and study, select the best activities to facilitate
learning, and delimit content to be studied. When students work cooperatively, have them use a “work
voice”. Communicate goals and objectives. Be clear about requirements and consequences for
unsatisfactory performance. Children tend to be more cooperative and willing to attack a task if they have
a clear understanding of what they are to do, why they are being asked to do it, and how they are to
proceed (Brown, 1982).

Another strategy a teacher should employ is to regulate the learning activities. First of all, he should
sequence content so that knowledge builds on itself by linking new information to students’ existing
knowledge. Secondly, he has to pass instructions so that students are ready for subsequent learning. Then,
monitor students’ success rates. This will assure that students stay productively engaged regardless of
how quickly they learn. Finally, there must be an adjustment on instructions based upon what the
monitoring and or assessment indicates (Garvey et al., 1977).

The use non-verbal behavior to communicate is also important for successful and effective class
environment. A teacher should provide non-verbal feedback such as smiles, frowns, nods, move closer to
students and so on, for acceptable and unacceptable behavior. Eye contact and/or facial expressions
communicate pleasure, concern, interest and mood and so on. Hence, he should be certain that his verbal
communication is consistent with his non-verbal behavior (Brown, 1982).

Gestures are also used to accent points as research tells us, all the parts of the human body are used to
communicate information. The hands and face are the most powerful; Scientists are studying the link
between the body gestures and the mind. This issue has given rise to an international Society for Gesture
Studies. Gestures provide another dimension to instruction by adding visual cues, which may trigger
understanding to learners in the class during lessons (Brown, 1982).

Voice inflections stress points of interest and importance. Studies on the effects of voice inflection have
shown that variety in pitch and intensity affects receptivity of the listener. Additionally, where the

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inflection is placed affects credibility of the sender, hence, it is cardinal for all educators to use voce
inflections especially in large classes where teachers find it difficult to reach out instructions to learners
seated very far (Garvey et al., 1977).

Apart from reinforcing appropriate behavior, the teacher should also praise appropriate the behavior and
name it. Ginott (1996) warns that all praise may not be beneficial. He makes the distinction between
evaluative praise and appreciative praise. In his view judgmental or evaluative praise most times is
harmful to students. Productive praise describes a child’s efforts and accomplishments and our feelings
about them as teachers. The fundamental rule in praising is to guide the child toward evaluating his or her
own behavior or attitude towards performance in the class.

When students recite the teacher has to encourage them to speak loud enough for all in the classroom to
hear. Furthermore, the teacher should always try to call upon a student most distant from him to check if
he or she was able to hear whatever is being taught or discussed. This approach can help to keep all the
students actively engaged in the lesson (Brown, 1982).

Another important strategy is to use proximity control. Muzumara, (2011), suggests that moving close to
the students causes a change in their behavior. Room arrangements can maximize the teacher’s ability to
effectively move toward all students. Therefore, this means that the teacher should not be maintaining
same position throughout the lesson, he or she should move among learners, checking what they are doing
and if they are doing the right thing or following instructions.

Rewards are also important as the source of motivation. The best reward is the satisfaction of a job well
done. Students can be shown the way to buy into this mindset. For example, to extend rewards when a
student answers a question and others in the classroom knew the answer they use hand signal. The
teacher’s nod or facial expression provides acknowledgement and reward. This, too, keeps students
engaged (Muzumara, 2011).

The teacher should work to master the artful management of non-confrontation. He should approach
trying situations with calmness, fairness, self-assurance and composure. These same behaviors will serve
well during times of pupil-teacher trouble. A teacher should avoid approaching tense situations in the heat
of anger. He has to avoid taking unacceptable behavior as an affront. He or she also must use the power
of wisdom to affect classroom management (Garvey et al., 1977).

In conclusion, teacher-student relationships provide an essential foundation for effective classroom

management-and classroom management is a key to high student achievement. Teacher-student
relationships should not be left to chance or dictated by the personalities of those involved. Instead, by
using strategies supported by research, teachers can influence the dynamics of their classrooms and build
strong teacher-student relationships that will support student learning.

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 REFERENCES

Harry K & Rosemary T Wong (1998). The First Days of School. CA: Harry K Wong Publications, p.84

Garvey, B and Krug, M. (1977). Models of Teaching History in the Secondary School. Oxford: Oxford
University Press.

Kochhar, S.K. (2005). Teaching of History. New Delhi: Sterling Publishers Private Limited.

Muzumara, P.M. (2011). Teacher Competencies Improved Teaching and Learning. Lusaka: Bhuta
Publishers.

Brown, N. (1982). Curriculum and Instruction: An Introduction to Methods

of Teaching. London and Oxford: Longman.

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