CLASSROOM

MANAGEMENT
 WHAT IS CLASSROOM MANAGEMENT?

▪ Overall Goals of Classroom Management

▪ Definition of Classroom Management

▪ Goals and Designs of the Book

 What is Classroom Management?
▪ Classroom management is consistently identified as an important
factor in student learning (Marzano & Marzano, 2003a).
▪ Yet beginning teachers, and even those who are more
experienced, often struggle with creating and maintaining a well-
managed classroom where students can learn ( Jones & Jones,
2012).
▪ In fact, beginning teachers continually cite classroom
management as their primary point of concern (Daniels, 2009;
Bromfield, 2006; Stough, 2006).
▪ What is the first word that comes to your mind when you hear the
term classroom management?
▪ Teachers typically answer with words such as
▪ control,
▪ order, and
▪ discipline
▪ In fact, effective managers organize their classrooms so that they
avoid most behavior problems and therefore do not have to worry
about discipline very often (Brophy, 2006; Evertson & Weinstein,
2006).
CLASSROOM MANAGEMENT PRACTICES
 What is Classroom Management?
▪ While discipline is certainly an important component of classroom
management, it is not the only component.
▪ Teachers often believe that a well-managed classroom is
equivalent to an orderly and quiet environment.
▪ Learning requires talking, sharing, discovering, experimenting,
and questioning, all of which can create noise.
▪ Next, teachers frequently believe that an effective classroom
management plan relies on rewards and punishments.
▪ However, teachers who are effective classroom managers often
find little need for a reward-based behavioral incentive program.
▪ Finally, they think that if they just teach a really engaging lesson,
their students will be so highly motivated and engaged that they
will not have time to misbehave.
CLASSROOM MANAGEMENT PRACTICES
Overall Goals of Classroom Management
▪ Students, who are preparing to become teachers, often think that
the goal of classroom management is to keep their class under
“control” and maintain a well-behaved classroom.
▪ Evertson and Weinstein (2006) nevertheless emphasize that
classroom management has two goals:
▪ creating an environment for academic learning and
▪ creating an environment for social-emotional learning
▪ Academic learning refers to learning content specified in state
content standards (learning to read and write; learning to reason;
learning science, math, and social studies; and so on).
▪ Social-emotional learning promotes growth in social skills and the
ability to express emotions maturely.
▪ Classrooms are well managed only if the teacher has created
environments that promote both of these kinds of learning.
CLASSROOM MANAGEMENT ISSUES
 Definition of Classroom Management
▪ In order to create an environment conducive to academic and
social-emotional learning, it is necessary to develop an
understanding of what effective classroom management entails.
▪ Brophy (2006) describes classroom management as all the actions
teachers take to create and maintain an environment conducive to
learning.
CLASSROOM MANAGEMENT ISSUES
 Definition of Classroom Management
▪ Figure 1.1 depicts classroom management as a process consisting of the
following five key areas:
▪ Physical design of the classroom
▪ The physical design lies in how the classroom is laid out, where the students’
desks are, where the teacher’s desk is, where learning centers and materials
are located, where heavily used items such as the pencil sharpeners are, and so
on.
▪ Rules and routines
▪ Teachers establish class rules and routines (such as handing back papers and
taking attendance) to keep the class activities running smoothly with as little
disruption and loss of time as possible.
▪ Relationships
▪ Effective classroom managers develop caring, supportive relationships with
students and parents and promote supportive relations among students.
▪ Engaging and motivating instruction
▪ Effective managers develop instruction that engages learners, and they
carefully plan their instruction so that each learning activity is well organized
and runs smoothly.
▪ Discipline
▪ Discipline revolves around teacher actions focused on preventing and
responding to students’ misbehavior. Discipline does not only mean
punishment, nor does it only mean the actions that teachers take after
misbehavior occurs. Discipline also includes teacher actions that prevent
misbehavior
 Focusing on Key Points
▪ Common Misconceptions
✓ Classroom management is synonymous with discipline.
✓ A well-managed classroom is a quiet classroom.
✓ An effective classroom management plan relies on rewards and
punishments.
✓ Engaging instruction is classroom management.

▪ Goals of Classroom Management

✓ Develop an environment conducive to academic and social-emotional
learning (Evertson and Weinstein, 2006)

▪ The Process of Classroom Management

✓ Classroom management, as depicted in Figure 1.1, is a strategic,
ongoing process consisting of key actions that teachers must address
to create an environment for learning.
 Reflection Questions
1. Which of the four misconceptions has influenced your beliefs
about classroom management?
2. In your experience, which of the four misconceptions most
frequently influences the way that school principals or other
administrators view effective classroom management?
3. If you accepted a teaching position and later discovered that the
school administration had different beliefs from yours about what
constitutes effective classroom management, how might that
affect your practice?
4. Do you believe that academic and social-emotional learning are
equally important in the classroom? Does your opinion vary
depending on the age of the students involved?
5. How does the model of classroom management presented in the
chapter challenge or confirm your prior beliefs and experiences
about classroom management?