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

learning can take place (Wong & Wong, 2009, p. 83). Classroom management plays an important role in student success; if a classroom is not wellmanaged then student learning will be interrupted constantly. There are many aspects to classroom management including rewards, incentives, and consequences for individuals, small-group and wholegroup, along with organization and cleanliness of the classroom. At the beginning of the school year, the teacher should share classroom rules and expectations with students as a whole-group, and should continue to remind students of the rules and expectations daily. The teacher should have various methods of getting attention of students without yelling or speaking loudly; this may include hand gestures, various clap patters, or turning off the lights. The teacher should ensure students understand each method, and the teacher should stay consistent with those methods. Teachers should also ensure to provide a schedule to students, and stay consistent with the schedule; students need structure, and the best form of structure is a clear and concise classroom schedule. The classroom should also be organized and clean, as this type of environment will provide learning that is not stressed by disorder. A class that is well organized one that has defined math stations, reading stations, resources, tools, supplies, reading materials, clean desks, and teaching materials that are easy to access is one that will be safe and easy to maneuver. The classroom should also have materials hanging on the walls that relate to what students are learning. Students should have multiple classroom tools and resources that are easy to view and easy to understand. An effective teacher will create a reward and consequence system for both behavior and participation that is equal for each student. A consequence system may include a card flip chart, or a clip chart in which students flip their card or move a clip when their behavior is negative. A card chart or clip chart may have consequences that include: good behavior (green), a warning (yellow), a call home (orange), and a call home plus in-school or recess suspension (red). Students who misbehave should

receive the same consequences as other students would; the teacher must stay consistent with rewards and consequences so the students understand both the expectations and that the teacher is serious. Students who exhibit good behavior or constant participation should be rewarded. Rewards may include tickets to be pulled from a cup for prizes, the opportunity to choose from a prize chest, or the chance to receive free time throughout the week. Teachers should not only reward individual students, but should reward small-groups and whole-groups for behavior and participation. A whole-group reward may include a class party, a special lunch, extra recess time, or any other appropriate rewards available. A small-group or whole-group consequence may be minutes lost during recess or free-academic choice.

Reference Wong, H., & Wong, R. (2009). The first days of school: How to be an effective teacher (4nd ed.). Mountain View, CA: Harry K. Wong Publications.