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Running head: Effective Classroom Management 1

The Importance of Effective Classroom Management



Claudia Valadez
University of La Verne






A Paper Completed for EDUC 596
In Partial Fulfillment of
The Requirements for the Degree
Master of Education





May 2014
EFFECTIVE CLASSROOM MANAGEMENT 2
Table of Contents
I: Purpose Statement.............3
a. Purpose of the Project.3
b. Importance of the Project4
II: Literature Review.5
a. Introduction.5
b. Classroom Environment..6
c. Student Achievement and Expectations..9
d. Rules and Consequences....11
e. Concerns14
f. Summary16
III. Project Procedure...16
IV. Project Evaluation..18
References.20
APPENDIX: Classroom Management List Resource Website23








EFFECTIVE CLASSROOM MANAGEMENT 3
Purpose Statement
Purpose of the Project
Classroom management is an essential component of effective teaching and classroom
success. A classroom with an effective management plan provides teachers and students with the
opportunity to maximize instructional time by minimizing unwanted behaviors and disruptions,
as well as, encouraging desired behaviors. Effective classroom management also provides
students with a safe environment, conducive to learning. Research has clearly demonstrated that
an effective classroom management plan can significantly improve the educational experience
and outcomes of teachers, students and improve a schools overall success.
Although complex at first, classroom management can be broken down into small
sections to make planning and implementing more manageable. Classroom management is the
basic setting for a successful classroom and a successful teaching career. For my creative
project, I will create a website dedicated to providing K-5 educators with classroom management
resources. The website will contain classroom management plans, strategies, and techniques to
help new and veterans teachers improve their classroom management practices.
The purpose of my creative project is to assist educators by providing them with research
information techniques and strategies. It is also a place for educators to share some of their
knowledge and experiences with classroom management techniques. Educators will be able to
share ideas and results with other teachers seeking advice. In addition, the website will contain
step-by-step procedures, links to resources as well as information about various classroom
management conferences and trainings.


EFFECTIVE CLASSROOM MANAGEMENT 4
Importance of the Project
Along with the rapid increase in diversity and technological resources within our schools
and society, comes a deep need for stronger and more effective classroom management plans. As
Sonia Gutierrez mentioned during an interview with common core in effect, we (teachers) find
ourselves battling old classroom management tactics to make them fit with kids today (S.
Gutierrez, personal communication, April 30, 2014). Because our world and students are rapidly
changing, it is essential for educators to continue to professionally develop their classroom
management skills. Based on my teaching experience, many educators rely on the same
classroom management plan they implemented when they first began teaching. My website is
important because it will provide educators with information about the importance of modifying
classroom management plans to fit the need of their students.
My creative project will serve as an excellent resource for K-5 educators because it will
provide them with fresh ideas to begin or improve their own classroom room management plans.
The website will contain a variety of classroom management strategies, techniques and floor
plans to allow teachers to select the ones that best fit their style and needs as well as the needs of
their students. Based on my teaching experience, it is essential for teachers to revise their
classroom management plan each year and reflect on it throughout the year to ensure its
effectiveness. In addition, my creative project is important because it will help educate teachers
on the effectiveness of a well-designed and implemented classroom management plan. Educators
will be able to reflect on their current plans and compare their effectiveness with that of other
educators. They will also be able to review from a variety of strategies and individual plans for
students who need additional support.

EFFECTIVE CLASSROOM MANAGEMENT 5
Literature Review
Introduction
Effective classroom management plans play a large part in todays educational system
and are an essential component to a classrooms academic success. Brooks, Rogers, Wong and
Wong (2012) describe an effective classroom management plan as well managed with
procedures, there is little downtime and learning is productive (p. 6). According to a first grade
teacher, establishing an effective classroom management plan is my priority at the beginning of
the school year, its difficult but worth it in the end (S. Gutierrez, personal communication,
April 30, 2014). A well-managed classroom can provide an exciting and dynamic learning
experience for everyone involved. A teachers ability to organize classrooms and manage student
behavior is critical to achieving positive educational outcomes.
Effective classroom management plans ensure students are motivated and on task, and
the climate of the classroom is work-oriented but relaxed and pleasant. The school year flows
smoothly with the teacher and the students experiencing success (Brooks, Rogers, Wong, &
Wong, 2012, p. 6). Many teachers struggle with classroom management because they are unable
to establish effective and consistent plans. Ineffective classroom behavior management
practices are associated with negative outcomes for students and teachers alike (Herman,
Reinke, & Stormont, 2012, p. 14).
Research indicates students in classrooms where behavior is poorly managed receive
less academic instruction and are more likely to have long-term negative academic, behavioral,
and social outcomes than students in well-managed classrooms (Herman et al., 2012, p. 39).
Research also demonstrates that ineffective classroom management plans have a detrimental
effect on teachers. As Herman et al., mentioned teachers find student discipline problems to be
EFFECTIVE CLASSROOM MANAGEMENT 6
a leading source of stress and a contributor to teacher burnout (p. 39). Furthermore, a recent
study found that teachers who experienced higher levels of classroom stress from student
misbehavior reported lower levels of self-efficacy in classroom management (Herman et al.,
2012, p. 39). A similar study by Everston (1989) concluded, nearly half of new teachers leave
the profession within 5 years, many citing student misbehavior as a primary reason for leaving
(p. 64).
The purpose of this literature review is to address the research revolving around
classroom management and the components that make it effective. First, I will discuss the
research on the importance of a safe and conducive classroom environment. Second, I will
examine the research behind on establishing high and clear expectations to promote student
achievement. Lastly, I will review the research on rules and discipline and explain how they are
important in order to effectively manage behavior.
Classroom Environment
Research shows that a classrooms physical environment has a tremendous effect on
student learning. Therefore classroom environment is an essential component of an effective
classroom management plan. Students that are provided with a safe and structured setting
perform better academically due to the lack of distraction and uncertainty in the classroom.
Briere, MacSuga-Gage and, Simonsen (2012) explain, Effective teachers employ empirically
supported classroom management practices to create a positive classroom environment (p. 2).
Like Briere et al, (2012) Brooks et al., (2012) believe that effective teachers have a classroom
that is organized, structured, and consistent with procedures steps that guide students in how to
get things done in a classroom. Procedures are used to manage a classroom so that instruction
and learning can take place. (p. 61). According to research, teachers who address classroom
EFFECTIVE CLASSROOM MANAGEMENT 7
environment in their management plan provide students with the opportunity to experience the
following functions in the classroom: (1) security and shelter, (2) social contact, (3), symbolic
identification, (4) task instrumentality, and (5) growth (Broome, 2013, p. 45).
As Okeke (2013) discussed in his article to promote a proper atmosphere for effective
teaching and learning, the physical environment of the classroom must be harnessed (p. 101). In
the same article Okeke (2013) continues to explain, the physical environment is made up of
desks, chairs, tables, space, instructional materials, lighting and ventilation as well as the latest
information communication, technology equipment and library (p. 101). Like Okeke, Briere et
al., (2012) believed, physical arrangements of a classroom are made for students comfort to
facilitate learning (p. 139). Students essentially perform better when they are provided with a
comfortable environment successfully established by an effective classroom management plan.
A recent study by Kearney and Peters (2013) sought to examine the relationship between
teacher and student perceptions of classroom climate in order to determine factors that enhance
or detract from student satisfaction. The participants were randomly selected for the study. The
selection included 1,431 students and 74 teachers from 36 fourth grade and 38 fifth grade
classrooms across 14 elementary schools in Texas. The study utilized My Class Inventory-Short
Form as an instrument. Hierarchical Linear Modeling analysis was employed to identify which
classroom climate factors were significantly related to student satisfaction, and to isolate
potential interaction effects between level 1 (student) and the level 2 (classroom) variables.
The purpose of the study was to examine the relationship between teacher and student
perceptions of classroom climate in order to determine factors that enhance or detract from
student satisfaction (Kearney & Peters, 2013 p. 25). The results of the study were collected
EFFECTIVE CLASSROOM MANAGEMENT 8
through My Class Inventory surveys given to students in 3
rd
and 4
th
grade classrooms. The
survey contained five factors that appeared on both the student and teacher versions. Those
factors were: satisfaction, friction, cohesion, difficulty, and competition. Students and teachers
responded to items by selecting either true, false, or neither true nor false.
The results of the survey indicated that making personal connections with students and
asking for their feedback on classroom practices makes for an environment that is conducive to
learning and contributes to overall classroom management. Findings in the above-mentioned
study also demonstrate that a statistically significant relationship exists between teacher
perception of cohesion and student satisfaction. The results supported the research by making
this connection, positive interactions between teacher and student increase, which is vital for the
managed classrooms environment.
An additional mix methods study by Rekabdarkolaei (2011) sought to determine what
students perceptions of a positive classroom climate entailed. Sixty-one eighth graders and
fifty-five seventh graders from a Middle School in the UK were randomly sampled to create two
focus groups (one 7
th
grade group and one 8
th
grade group) of eight students each (four boys and
four girls). Each focus group met with the team of researchers for approximately forty minutes
and was given the task of working collaboratively to determine what their ideal classroom looked
like. The researchers then used thematic analysis of the ideal classrooms to develop eleven
themes. These themes were used in the construction of a thirty-three statement four-point Likert
Scale questionnaire. All of the seventh and eighth graders present on the day of the
administration completed the survey. The questionnaires were then analyzed using Statistical
Package for the Social Sciences (SPSS). The responses were totaled and the mean score for each
of the questions were calculated (Rekabdarkolaei, 2011).
EFFECTIVE CLASSROOM MANAGEMENT 9
The results showed that 90% or more of the students agreed upon twelve statements, such
as I would learn best if I knew that I was doing well (Rekabdarkolaei, 2011, p. 329). Other
statements included using the same rules for every student, explaining activities clearly, and
having a tidy and well-organized classroom. The results indicated that quality of the
environment, reward, and teacher support were the top three themes that students viewed as
important. (Rekabdarkolaei, 2011, p. 329). The results reiterated the effectiveness of using a
variety of strategies that are clearly explained, advocating the importance of social elements in
the classroom; such as peer relationships, providing opportunities for students to choose their
own partners during collaboration, and involving students directly in the process of determining
curriculum content and approaches to learning (Rekabdarkolaei, 2011, p. 330).
Student Achievement and Expectations
The second part of classroom management is student achievement and expectations.
Brooks et al., (2012) define student achievement and expectations as a set of procedures that
structure the classroom so the students know what to do, how to do it, and when to do it in a
classroom (p. 60). Research implies that the goals of a teacher should include, maximizing
instructional time, which can be done by establishing clear student expectations. Setting clear
and realistic goals for students to achieve throughout the year helps improve student academic
achievement by improving student behavior and motivating students to learn.
Fink and Siedentop (1989) suggest the establishment of effective managerial and
instructional routines at the very beginning of the school year was highly predictive of
differential gains in achievement and attitude across the entire academic year (p. 198).
Furthermore, teachers who established learning was the focus of the class, quality work was
expected, and that they would hold students accountable for their work, saw better academic
EFFECTIVE CLASSROOM MANAGEMENT 10
results at the end of the school year (Fink & Siedentop, 1989).
Students who know what is expected of them are more likely to follow directions and
less likely to be off task or to ask for clarification from the teacher or their peers (Sayeski &
Brown, 2011, p. 12). In a study, Fink and Siedentop (1989) suggested that the most important
routines and rules should be taught by teachers at the beginning of the school year, as if they
were actually a part of the curriculum. During the process, teachers explained correct procedures,
gave students many opportunities to practice them, and praised students often for compliance. At
the end of the school year teachers reported seeing a significant improvement on their students
test scores. Similarly, Brooks et al., reported seeing academic success in classrooms that
promoted consistent expectations students thrive with the structure and routine. They feel
comfortable and safe in the reliability of their classroom routines (p. 64).
In order to establish student expectations and academic achievement, it is necessary for
teachers to establish rules. When reinforcing classroom rules, research suggests that it is
imperative that teachers focus on positive redirection using praise, as opposed to negative. An
example would be to ask a student to work on a task and praise those that are following
directions, rather than asking the students who are not to stop talking (Briere, MacSuga &
Simonsen, 2012). Research also indicates that consistency is one of the keys to success when
reinforcing the developed rules (Brooks et al., 2012). Sayeski and Brown (2011) also agreed that
classroom rules and expectations that are clearly and consistently reinforced, translate into a
strong teacher presence.
Brooks et al., (2012) explained that procedures are what a teacher wants done, while
routine is what the students do automatically. Common routines and procedures include:
EFFECTIVE CLASSROOM MANAGEMENT 11
arrival/entering the classroom, attendance, submitting classwork and homework, transitions
between classroom activities, missed classes, bathroom breaks, participating in class discussion,
and cooperative learning groups (Sayeski & Brown, 2011, p. 12). Brooks et al., (2012) suggest
procedures provide the framework for the consistency that exists for her students.
Fink and Siedentop (1989) sought to discover the most widely used classroom
management strategies. One hundred and forty nine teachers from U.S. school districts in the
Midwest, South, and Southwest completed a survey of classroom management practices. The
results found that 43% of teacher taught classroom rules as an academic lesson and 19% reported
simply reading the rules to the students (Fink & Siedentop, 1989). Moreover, almost all of the
teachers used verbal praise and positive feedback. Overall, the study indicated that teachers were
using evidence-based classroom management in high frequencies (Fink & Siedentop, 1989).
In order to explain strategies that encourage classroom procedures, Brooks et at., (2012)
suggested a three-step approach. The three-step approach involved: explanation, rehearsal, and
reinforcement. In addition, Brown and Sayeski (2011) advised providing refresher lessons
throughout the year to serve as a reminder of the specific expectations in order to create the
backbone of effective classroom management (p. 12). Furthermore, Brown and Sayeski (2011)
encouraged the communication of specific learning goals so that students are aware of what they
will be learning and how they will be assessed.

Rules and Consequences
The third essential component of an effective classroom management plan is the
implementation of rules and consequences. Although classroom organization and clear student
expectations limit behavioral issues, they do not completely eliminate student disruptions.
EFFECTIVE CLASSROOM MANAGEMENT 12
Classrooms with frequent disruptive behaviors have less academic engaged time, and the
students in disruptive classrooms tend to have lower grades and do poorer on standardized tests
(Oliver & Reschly, 2007, p. 4). Furthermore, Oliver et al., explained Rules and routines are
powerful components to classroom management plans because they establish a behavioral
context for the classroom that includes what is expected, what will be reinforced, and what will
be retaught if inappropriate behavior occurs (p. 7). Lastly, research also attests to the fact that
classroom organization and behavior management competencies significantly influence the
persistence of new teachers in teaching careers (Oliver & Reschly 2007, p. 3).
Effective rules and consequence help establish learning expectations and assist learners to
achieve instructional objectives. In order to be effective, rules and consequences need to be
taught to the students. Research findings also conclude that, teachers who approach classroom
management as a process of establishing and maintaining effective learning environments tend to
be more successful than those who place more emphasis on their role as authority figures or
disciplinarians (Ademayo, 2011; Varank, 2013).
Similarly to the opinions of Ademayo and Varank, Briere MacSuga and Simonsen
(2012) believed teachers can minimize inappropriate or disruptive student behavior and increase
academic engagement through the use of evidence-based classroom management practices (p.
4). In 2011, they conducted a case study to determine whether or not the implementation of
evidence-based classroom management decreased undesired behavior. Two teachers from a
middle school in New England, Ms. Granger and Mrs. Heath, were selected to participate in the
study. They were provided with a consultant who walked them through the model of evidenced-
based classroom management. The teacher and consultant filled out the checklist during and
after the first observation to determine the extent to which the teacher was already implementing
EFFECTIVE CLASSROOM MANAGEMENT 13
the strategies. An intervention phase took place shortly after to redirect the teacher towards the
goals of the checklist. Finally, the checklist was completed again after observation to ensure that
the teacher was being consistent (Briere, MacSuga & Simonsen, 2011).
The results indicated that the implementation of the evidence-based classroom
management checklist strategies increased student on-task behavior and minimized disruptions.
Ms. Granger admitted:
When my school first started encouraging us to reward students for behaviors that should
be common sense I refused to do it. After working with the consultant and seeing the
changes in my classroom when I teach children what is expected, I realized the value of
positive behavior support. (Briere, MacSuga & Simonsen, 2011, p. 11)
The experiences reported by the teachers correlated with the experiences mentioned by Brown
and Sayeski (2011).
Research suggests a variety of behavior management systems that involve implementing
consequences to discipline students. Equally, there are many behavior management systems that
involve implementing positive reinforcement to improve student behavior and improve
educational outcomes. Incorporating technology during instruction and as a reward system serves
as positive reinforcement by motivating students to achieve the established goals. Research
suggested that, classrooms that implemented the use of technology as a reward system, became
student-centered in which students motivations, participations and student-teacher relations
were improved, and discipline problems were reduced (Varank, 2013, p. 139).
Similarly to Varank, Brown and Sayeski (2011) believe in the success of positive
reinforcement. Reinforcement systems provide consistent consequences to specific behaviors
for the purpose of increasing the target behavior (p. 14). In their research, Brown and Sayeski
EFFECTIVE CLASSROOM MANAGEMENT 14
(2011) suggested incorporating a Token Economy to promote good behavior and high
academic achievement by the use of positive reinforcement. In token economies, students earn
tokens (e.g., stickers, coins, marks on a chart) that can later be exchanged for a reward
established by the teacher. Tokens are to be distributed as soon as a student engages in the
desired behavior. The immediate feedback reinforces the wanted behavior. A mixed methods
study conducted by Bala (2012) suggests students prefer rewards systems versus simple rules
and consequences (p. 75).
Concerns
For the purpose of this literature review I examined the importance of an effective
classroom management plan, the three essential areas of classroom management, and their
effects on the overall achievement of a classroom. When designing a management plan, the
ultimate goal should be to create a safe environment that is conducive to learning. A structured
classroom, involves engaging lessons, employs positive teacher student relationships and
encourages an educational environment. In addition to the classroom climate, teachers are
advised to set positive expectations for students through the use of classroom rules created by the
teacher and students together, positive reinforcements and praise, and practiced procedures that
become routine. Lastly, the establishment of clear and consistent rules and consequences are
vital to the learning environment and can be created using positive reinforcement.
The studies used in this literature review presented several threats. In regards to internal
validity, selection, testing, instrumentation, and experimental mortality were all factors. The
participants chosen to represent the sample of students for the two focus groups were chosen
using systematic random sampling, but only took into account the grade level and gender of the
EFFECTIVE CLASSROOM MANAGEMENT 15
students, as opposed to the ability levels of the students and ensuring that each level was
represented equally within the groups.
In the study conducted by Fink and Siendentop (2012) the sample was chosen through
volunteering to complete a survey. This creates more of a threat than if the participants were
chosen through one of the four types of probability sampling (simple random, systematic
random, stratified random, or cluster sampling).
Another type of threat that was present in two of the studies was testing. When a pre-test
and post-test are given, it subjects the study to this internal validity threat. The teachers in the
study by MacSuga and Simonsen (2012) were provided with a classroom management checklist
prior to and following the intervention. Due to the fact that any sort of pre-test was administered
during these studies automatically alters the validity of the final results of the post-test.
In regards to external validity, two common threats were present: the Halo Effect and
selection. Four of the studies revealed the Halo Effect validity threat, which states that people
have a natural desire to want to please and therefore produce what the researcher wants to hear or
see. The study by Fink and Siedentop (2012) used a survey to conduct research,
The final external validity threat present in four of the studies was selection. MacSuga
and Simonsen (2011) had two participants from the same middle school in New England who
taught courses with less than sixteen students. Due to these two facts about the study conditions,
generalization cannot take place. Similarly, the study by Fink and Siendentop (2012) used a
survey given to teachers upon request at an in-service training class for science education. This
is such a narrow scope of teachers that it creates a validity threat when researchers try to
generalize the results.

EFFECTIVE CLASSROOM MANAGEMENT 16
Summary
An educators ability to organize their classroom and manage student behavior is critical
to the academic success of their students and their effectiveness as a teacher. Effective classroom
management requires a comprehensive approach, including structuring the school and classroom
environment, employing active supervision of student engagement, implementing classroom
rules and routines, enacting procedures to encourage appropriate behavior, using behavior
reduction strategies, and collecting and using data to monitor student behavior and modifying
classroom management procedures as needed.

Project Procedure
My exposure to the importance of an effective classroom management began during my
student teaching experience, while obtaining a multiple subject teaching credential. Once I began
my fieldwork, it did not take long to realize that great classroom management skills were key to
a successful teaching career. While working in a first grade and third grade classroom, I began to
notice the tremendous impact effective classroom management had on student academic
performance. Once I began implementing my own lesson plans, I realized that it didnt matter
how well planned your lessons plans were, if you did not have great management skills, your
lessons would not be effective.
As I continued to work as a substitute teacher, I realized that it was important for
educators to continue to professionally develop their classroom management skills. My
experience also allowed me to see the tremendous need to provide teachers with resources that
EFFECTIVE CLASSROOM MANAGEMENT 17
would help them improve their own classroom management skills. I began gathering notes and
taking pictures of classroom management techniques and strategies I liked. After gathering many
ideas and great strategies throughout my experience in the classroom, I decided I wanted to
create a website and share my new found knowledge with other teachers out there. The website
would serve to help new teachers learn about the importance of classroom management, as well
as veteran teachers refresh their current classroom management plan. I soon began categorizing
all of the information and pictures. I also began doing extensive research for my literature review
and interviewing current teachers on their opinions about classroom management as well as their
most effective techniques.
Soon, I was ready to launch my website. I used a template-based website creation
program (weebly.com) to create my website. The weebly.com program is very user friendly. It
provides users the option of easily dragging and dropping items onto the webpages without
having to deal with complex html code or web programming. The site is also free of charge and
has a great variety of templates and layouts to create amazing websites.
The next phase of the website was to add my research (literature review), classroom
management plans, strategies and techniques. Upon adding this basic information, the ideas kept
pouring in. Upon the recommendation of another educator, I decided to add a discussion board
for teachers to share their experience and any strategies they found helpful.
As time went on, my small idea to help teachers see the importance of effective
classroom management grew and grew until it became a huge website full of first hand
knowledge and resources. The website is ever changing and evolving and the discussion board
will expand as time goes on. Additionally, I plan to expand the website, add new structures, tools
and incorporate the tools of other teachers as they submit ideas to me. The website will remain
EFFECTIVE CLASSROOM MANAGEMENT 18
active and the possibilities for its use are endless. I am confident that this website will be a great
resource for teachers who are new to the profession and assist veteran teachers with the continual
development of their classroom management plans.
Project Evaluation
In order to ensure my project would serve as an excellent resource for educators, I asked
two experienced elementary school teachers to evaluate my work and provide me with any
feedback. I selected them because they both possess over ten years of teaching experience and
have taught a wide range of K-5 grade levels. Using their experience and knowledge about
teaching, both educators reviewed my literature review and website and provided me with
guidance and helpful feedback.
My first reviewer was Sonia Gutierrez a First Grade Dual Language teacher at Foster
Elementary in the Baldwin Park Unified School District. Upon reviewing my literature review
and exploring my website, Mrs. Gutierrez provided me with both constructive and positive
feedback. She pointed out some grammatical errors and suggested I supported some of the items
discussed throughout my paper with evidence from my research and information gathered from
interviews I conducted. Mrs. Gutierrez was most impressed with my website. She found it to be
very educational and a great resource not just for teachers, but also for anyone working with
children. She mentioned benefiting from the variety of strategies and resources available.
Although she has taught elementary students for over ten years, she found my project to be
informative. She was impressed with new methods that promote positive reinforcement in the
classroom.
My second reviewer was Aracely Barraza a Kindergarten/First Grade Combo Dual
language teacher at Foster Elementary in the Baldwin Park Unified School District. Upon
EFFECTIVE CLASSROOM MANAGEMENT 19
reviewing my project Mrs. Barraza mentioned being impressed with the research and
information presented. She suggested incorporating information more relevant to Common Core
such as the incorporation of technology as a classroom management technique and using
applications to manage classroom behavior and attract student interest.
Mrs. Barraza suggested improving my website by adding a discussion board that would
allow teachers to share strategies, techniques and ideas with other viewers. In her opinion, this
would help maintain my website up-to-date and active throughout the years. She also suggested I
incorporated feedback from students throughout the website. All recommendations were well
appreciated and I made the corrections to my literature review and website.
I found both positive and constructive feedback very helpful. Due to the their time and
interest in my work, I was able to review my project and make changes to improve the quality of
my work and make my findings as beneficial as possible for viewers. Thanks to their cooperation
I am now confident in my work and excited to be able to contribute to the academic success of
students.









EFFECTIVE CLASSROOM MANAGEMENT 20
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EFFECTIVE CLASSROOM MANAGEMENT 22
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Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success.
Science And Children, 49(9), 60-64. Retrieved from
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EFFECTIVE CLASSROOM MANAGEMENT 23
APPENDIX: Effective Classroom Management Resource Website
http://msvaladezclassroommanagement101.weebly.com

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