Characteristically, students with behavioral and emotional problems exhibit inconsistent

reactions to teacher requests and demonstrate actions that disturb the classroom atmosphere.
Although teachers favor constructive strategies over punishment to handle classroom actions,
many classrooms are not necessarily supportive environments for learning. Westling (2010)
found that most teachers did not use productive classroom management methods and scrutinized
challenging student activity as having a detrimental effect on the overall classroom atmosphere
and subsequent student-teacher interactions. For general education and special education
teachers, good classroom organization and behavior management skills are essential (Oliver &
Reschly, 2010). Using approaches that create and improve positive experiences can contribute to
more effective classroom environments for both teachers and students. This essay summarizes
effective classroom management strategies that are intended to develop healthy learning
environments by creating positive supports that discourage challenging behavior in the
classroom before more reactive behavioral interventions are introduced.

In the spirit of a 21st-century education student-centered environment, accountability is tied to

outcomes and proficiency in both subject knowledge and 21st-century skills, the high
expectation of value in and beyond school. Students are given rigorous academic standards for
learning and acquiring skills. When do we (teachers) stop to access and evaluate student
behavior?

Yes, it is difficult, but one may not achieve a thriving, positive classroom environment with a
chaotic background. Even the student will not be able to absorb the skills and knowledge being
transferred, which means the purpose of creating a positive classroom environment is defeated.
The expectation of student behaviors conforming to the school demands and society has made
the disciplinary rules and consequences rigid and challenging for most students to adapt and
worsen the situation more.

There is no argument that classroom management refers to teachers organizing student space,
time, and supplies so that all student learning can occur. However, students' behaviors are
unpredictable since they are coming from homes where chaos and unpredictability are the norms,
different individuality, and cultural beliefs. A teacher's most influential environment can offer
students a safe, predictable, consistent, and nurturing second home called the classroom.

How do we create that second home?

First and foremost, creating well laid out rules and procedures involving the students and
promoting a positive space. These rules guide and coach them on what to do, how to do it, and
when to do it. This process is induction programs at the beginning of the school year. So,
teachers can effectively give proper instruction in the achievement of the common goal. A
teacher's classroom management plan should involve student collaboration and commitment to
agree on unified expectations, rules, and procedures. Creating a caring, warm, and safe learning
environment and community of support. Understanding and addressing the diversity of student
behavior. Teaching social skills and self-control and, finally, evaluating the impact of the system
on the students and their families, including the community at large, and not forgetting positive
behavioral interventions and support that are proactive and culturally sensitive. These
interventions will prevent the student from engaging in problem and changing the environment
in which the behavior occurs.

Interventions that wrap around the community create a diverse multidisciplinary team supporting
the student who encounters behavior problems. Observation and evaluating students play a
significant role too. When a teacher discovers a problematic student, communication is the key
instrument to foster and monitor the student from getting out of hands. Agreement between both
parents and faculty will nature the student back into the community.

After discovering, analyzing, and recording information about a student's behavior, a teacher
must analyze if the behavior is psychological (treatment at home, illness, academic difficulties,
maybe sitting arrangement, or bullying from peers, etc.); the list can go on and on. Now an
appropriate development intervention is a plan to support the student for the best result.

Inconclusion, many support and strategies to promote good classroom behavior do exist.
(Henley,2006). They may include well-built relationships between student and teachers, social
skills, and self-management techniques tailored to suit each student in a classroom. I personally
place those children near my desk, so they feel so special and control their behaviors. After
considering different factors, society has also contributed to all these new destructive behaviors
with electronic gadgets, and children do not have their free will to explore nature around them.
References:
Hue, M., & Li, W. (2008). Classroom management : Creating a positive learning environment. ProQuest
Ebook Central https://ebookcentral.proquest.com

Classroom Management: Develop Clear Rules and Expectations. (2020, May 14). Retrieved from
https://www.teachhub.com/classroom-management/2016/01/classroom-management-develop-clear-
rules-and-expectations/

Banks, T. (2014) Creating Positive Learning Environments: Antecedent Strategies for Managing the
Classroom Environment & Student Behavior. Creative Education, 5, 519-524. doi:
10.4236/ce.2014.57061.