Classroom Managment
Classroom Managment
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Classroom management
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Many see it as maintaining order through the control of teachers. However, classroom
management is much more than that. This also includes setting up and maintaining the
teaching environment so that the educational goals can be achieved (Savage & Savage, 2010).
Furthermore, classroom management paves the way for teachers to get students to learn, and
good classroom management is more than just being strict, authoritarian, or simply being
organized. It contains routines, rules, and consequences, and it creates a set of expectations
For beginning teachers, the most difficult thing to master is classroom management, they may
feel stressed, lack adequate support, and feel unprepared to solve their students' behavioral
and academic problems because being an effective teacher does not just mean having a deep
knowledge of the content but also, organizational, management, and communication skills.
Furthermore, an effective teacher is responsible for creating a warm classroom climate and for
words, effective teachers should provide a structured, caring environment that suits students'
personal and academic needs. Bosch (2006) claims that classroom management is a skill that
must be learned, practiced, assessed, and modified to adapt to the changing situation of
contemporary classrooms. Too often new teachers try a management strategy and become
discouraged if it does not immediately produce the desired effects. Bosch (2006) suggested
therefore that new teachers need to identify their personal and professional strengths and
weaknesses and examine their teaching practices. They should then develop and implement a
management plan and finally evaluate and revise this plan (Bosch, 2006). Thus, when
developing classroom management and classroom strategies, educators need to review their
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Classroom management
In this paper, I chose to talk about scheduling, discipline, and communication which I
consider to be the three crucial ones amongst the seven areas of responsibility in classroom
management also including rules, classroom design, organization, and instructional technique
Scheduling
Planning or scheduling is important not only for a teacher but also for the students. Knowing
what to expect during the day and, more importantly, when to expect it can help alleviate
student anxiety. When the anxiety subsides, students can focus, behavior management
problems decrease, and the classroom feels much more relaxed. According to many studies,
schedules and routines influence children's emotional, cognitive, and social development. For
example, predictable and consistent lesson schedules in preschool classes help children feel
safe and comfortable. Besides, schedules and routines help children understand the
expectations of the environment and reduce the frequency of behavioral problems such as
anger and aggression. Activity plans that give children choices, balanced and planned
activities and individual activities lead to high children's engagement rates. Also, the length of
playtime can influence children's social and cognitive forms of play (Ostrosky, Jung,
Discipline
Discipline is defined as the practice of teaching others to obey rules or norms by using
punishment to correct undesirable behavior and aims to ensure that every student gets the
most out of their education. A teacher uses discipline in a classroom to ensure routine is
maintained, school rules are enforced, and students are in a safe learning environment. In
short, discipline is a systematic way of teaching students to take responsibility for their
behavioral decisions. When some students are constantly bothering the teacher, the others in
the class are affected, and when a student does not follow the rules or do class or homework,
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Classroom management
that student is missing out on valuable learning opportunities, and learning cannot be achieved
without discipline.
While some tend to focus on what to do when children misbehave and therefore often
when problems arise, effective teachers create optimal learning environments by setting and
behaviors, and using quality communication in both elementary and middle school. Students
of all ages can experience behavioral, attitude, and social problems. However, older students'
problems are more protracted and therefore more difficult to solve. Many middle school
students defy authority and place greater emphasis on peer norms. Because most middle
school students have more advanced thinking skills than younger ones, they generally ask for
Communication
Communication can be described as the process by which people share thoughts or ideas. It
allows students to freely discuss thoughts and ideas and creates an open environment in which
to ask questions without the risk of being judged or humiliated. Besides making learning
easier, communication also helps students achieve their goals. Furthermore, it increases
opportunities for advanced learning and strengthens the bond between student and teacher.
Communication also creates an overall positive experience, and both the student and the
teacher benefit when this is effective. Also, when a teacher shows interest in a student's
opinions, this latter will feel that their thoughts or ideas are valued, and this increases self-
esteem and self-confidence. Based on student feedback, a teacher can judge the effectiveness
of a lecture, and can also by asking questions determine if the students were able to keep the
information submitted. Above all, improvements in overall class performance can be noticed
by teachers who reward student communication and class participation. In short, any
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Classroom management
occupation requires some level of communication, and communication skills are therefore
To sum up, classroom management has recently received increasing attention from
educational leaders, reformers, and researchers who have begun to examine, analyze, and
document the effective strategies of successful teachers. The growing emphasis on class
management is based on the common recognition that effective teaching requires effective
classroom management and that strong management skills are the foundation of good
teaching.
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Classroom management
References:
classroom-management-a-five-step-process-to-creating-a-positive-learning-environment.pdf
Cini, S. (2017). Seven Key Elements for Effective Classroom Management. Retrieved from
https://classroom.synonym.com/seven-elements-effective-classroom-management-
6562940.html
Classroom Discipline: Definition & Strategies - Video & Lesson Transcript (n.d.). Retrieved
from https://study.com/academy/lesson/classroom-discipline-definition-strategies.html
https://www.unco.edu/cebs/teacher-education/undergraduate-
programs/classroom_management.aspx
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom management for
Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2008). Helping children
understand routines and classroom schedules (What Works Brief Series, No. 3). Champaign,
qualities-dedicated-teacher.html
Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: