VIRGILIO R. AYHON, Ed. D.

Classroom Management
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HOW IT WORKS?
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management is key to successful learning. As he teaches, classroom

management must occur the moment the students step in the door and
be firmly, but lovingly applied consistently throughout the year.
Discipline is a key component to effective classroom
management. Classroom discipline refers to the strategies a teacher
uses to manage student behaviors and attitudes during instructional
time. A teacher who uses consistent discipline strategies exhibits more
effective classroom management than an inconsistent teacher. Though
teachers usually develop their own styles of discipline for their
classrooms, most discipline strategies can be categorized into three
main styles or approaches.

The Author

Preface
Classroom management implies a boundless task that a
classroom manager has to take into consideration. It is one of the most
difficult skills to master as a classroom teacher. Although student
teaching programs usually address the need for classroom
management, most people find that until they are in charge of a
classroom of their own, their management style cannot be fully formed.
From a team approach to a '"teacher as boss" model, there are several
schools of thought about classroom management, but ultimately each
teacher must choose a combination of approaches that fits his or her
personality and style.
Classroom is a place where school children are catered. More
learning will take place when the pupils feel comfortable and inspired in
it. There are many ways to manage a classroom.
Many state departments of education offer tips to teachers
regarding classroom management. Without a classroom management
plan, teachers may find it difficult to maintain a successful learning
environment. make a career of teaching teachers that classroom

Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 1

The function of classroom management is to create a nurturing,

predictable and engaging environment where a student can actively
engage in learning because he knows what is expected of him while he
is in the classroom.
Significance
Classroom management is a critical part of being a good teacher
because predictable environments prevent rule-breaking behavior and
create more time for active learning. Teachers with good classroom
management skills have policies for dramatic changes during the day
such as entering a room, or a fire drill, but also have policies for smaller
transitions such as passing in papers, going to the bathroom and
working in small groups. When policies are in place for every change
during the day, students rise to these expectations and therefore, there
are less conflicts in the classroom.
Characteristics
According to Harry and Rosemary Wong, authors and educators
of students and teachers, there are four characteristics to a wellmanaged classroom. "1. Students are deeply involved with their work,
especially with academic, teacher-led instruction. 2. Students know
what is expected of them and are generally successful. 3. There is
relatively little wasted time, confusion, or disruption. 4. The climate of
the classroom is work-oriented, but relaxed and pleasant."
Benefits
Good classroom management prevents behavior issues that stem from
confusion or boredom and will also encourage independent learning and
problem solving. Harry and Rosemary Wong suggest that a teacher
should "post the classroom procedures if you want the students to
follow them." Students will independently move from activity to activity
if the routines are clearly posted on the wall.

Chapter 1
CLASSROOM MANAGEMENT
Function

Considerations
Harry and Rosemary Wong suggest spending the first week of the school
year instructing and practicing classroom procedures and routines.
"Rehearse classroom procedures until they become routines...all
procedures must be rehearsed." If you spend the initial days of school
on classroom procedures, your students will know the expectations and
perform better throughout the year. Always reinforce good behavior and
compliment your student when he matches or exceeds your
expectations. Jack Warner and Clyde Bryan, authors of "The
Unauthorized Teacher's Survival Guide," assert that teachers should
"look for ways to praise each student every day."

TIPS ABOUT CLASSROOM MANAGEMENT

By Elizabeth Stover
Expectations and Procedures
Set your expectations with your class from the first day of
school. Let them help you come up with the class expectations. Explain
the nonnegotiable, such as keeping hands, feet and objects away from
others. State the expectations as positive statements about behavior
rather than as negative rules. Create no more than four or five
expectations, making them broad but clear.
Think about your procedures before the first day of school then
go over them the first day of school and as often as necessary after that.
Discipline issues lessen once you ingrain procedures for everyday
routines in your students. Every student knows what to expect and how
to proceed throughout the day in different situations.
Relationships and Team
Take the time early in the year to build relationships. Get to
know your students and allow them time to get to know one another.
People build tolerance and understanding when they get to know others.
Tolerance and understanding lead to respect. If yur students respect
you and each other, their behavior improves.
Build a team or family spirit among your class. Use teambuilding activities such as working together to solve a puzzle or create
team name posters so that students feel a part of their team. Use get to
know you activities that foster conversation between all students in the
class so that they realize how much they have in common as students
and human beings.
Compliment and model
Compliment appropriate behavior often rather than pointing out
negative behavior. Students pointed out for positive behavior will likely
repeat it and those not pointed out will try harder to earn your praise.
Rewards need not be tangible. Teach students to appreciate a smile, a
"high-five" or a hug.
You must model respectful behavior for your students. Some
may not see this often outside of school. Some may feel school is a place
for improper behavior while away from a rigid home environment. Either
might be the case. You must show your expectations through modeling.

Consistency and Consequences

Whether you place tally marks on the board for good behavior
or a marble in a jar whenever students receive a compliment, you must
remain consistent or students lose respect for the expectations placed
upon them. Though extreme behaviors demand immediate removal from
the situation and a negative consequence, you can deal successfully
with most classroom behaviors through positive, consistent rewards
rather than negative consequences.

TYPES OF DISCIPLINE IN THE CLASSROOM

Preventative Discipline
Teachers with effective classroom management strategies
establish expectations, guidelines and rules for behavior during the first
few days of class. Clearly explaining expectations is an essential
component to preventative discipline. The goal of preventative discipline
is to provide proactive interventions to potential disruptive behaviors by
clearly explaining to students what behaviors are and are not
appropriate.
The most basic component to preventative discipline is a
concise outline about classroom expectations for students as well as for
teachers; students need to know what is expected of them for the
remainder of the class. Such guidelines might include rules regarding
talking, homework or language use in the classroom. A preventative
discipline strategy also establishes the types of consequences that will
follow a forbidden act or behavior. Preventative discipline strategies
create a safe, non-confrontational classroom atmosphere in which
students feel that they understand what is to come.
Supportive Discipline
Even the best laid preventative discipline strategies may fail
periodically throughout the school year. When a teacher offers a verbal
warning or a suggestion for correcting behavior while a student is
disobeying an established classroom rule, the teacher is using
supportive discipline. Supportive discipline is distinct from punishment
in that it provides a student with suggestions and options for correcting
a behavior before a consequence is necessary. For example, if a student
is wandering around the class after a teacher has announced it is time
to sit down, the teacher may say, "I made the announcement that it is
time to sit down. Find your seat so we can get started or I will need to
hold you after class." The student has been given the option to accept or
avoid further punishment; the behavior has been redirected through a

teacher's supportive discipline strategy. Reminders, redirection and

nonverbal communication are all examples of supportive discipline.

cool down. Not only does this practice give you some chill-out time, it
allows the student to calm as well.

Corrective Discipline
When a student has failed to redirect her behavior after
repeated attempts at supportive discipline, a teacher may opt for a
corrective discipline strategy. Corrective discipline refers to the set of
consequences delivered to students following an infraction. There is a
wide degree of variation among corrective discipline strategies, some
more effective than others. For example, engaging in a verbal altercation
with a student is a corrective discipline technique, but it may escalate a
volatile situation and undermine your authority as a teacher and leader.
Corrective discipline strategies should be adapted to the students' age or
grade level; though placing students in a time out may be effective for
kindergarten, high school students are much less likely to comply with
such provisions. Consistent application of consequences is an essential
component of corrective discipline strategies.

4. Keep your voice low. Avoid yelling at all costs. Some students delight
in getting a rise out of teachers. Keep your voice low and your volume
level. As students see that they can't get under your skin, they may be
more likely to remain in line.

HOW TO HANDLE DISCIPLINE PROBLEMS WITH CLASSROOM

MANAGEMENT
Dealing with discipline often proves a difficult task for teachers. One of
the most effective ways to handle chronic discipline problems is through
effective classroom management. By creating a well-structured plan of
rules and consequences, you can make it more clear to students how
they are expected to behave within the classroom. As you set about
dealing with discipline problems that occur within your classroom, do
so systematically with classroom management.
Instructions
1. Set clear rules. Compose a list of three to seven rules, each written in
concise and clear language. By writing a reasonably sized list of rules
that your students can understand you make your behavioral
expectations clear to your students.
2. Avoid engaging in confrontation in front of an audience. Some
students will react negatively if confronted in front of peers. Instead of
engaging in an argument in front of a class, ask the offending student to
step into the hallway and discuss the issue one-on-one.
3. Allow for cool-down time. When children misbehave, tempers may
flare. Instead of tending to the child who is presenting a discipline
problem when you are still seething, allow some time to pass so you can

5. Discuss the issue with the student, reaching a consensus. Instead of

proclaiming that the student was wrong and demanding he change his
ways, explain why the behavior presented a problem. If you can get the
student to see that his behavior is a real problem in the classroom, you
may be more successful in encouraging him to change.
6. Request a commitment from the student. Before you move on from
the issue, ask the student to commit to change, requesting that he
promise to try harder, to stop doing a certain thing or to focus more
effectively on the task at hand. By seeking this commitment, you can
potentially stop the discipline-problem cycle.
Classroom Management Skills for Teachers
Canter's Assertive Discipline involves specific steps for teachers to
enforce rules.
Lee Canter is a name most often associated with classroom
management. Since the 1970s, Canter and his wife Marlene have
spread the program all over the United States, and many teachers
swear by his techniques. These include identifying three to four
overall rules for a teacher's classroom, and negative and positive
consequences for following or breaking these rules. Several specific
steps to a consequence are outlined, and teachers are given specific
actions to do at each level: verbal warning, physical proximity, and
finally, consequence. Consistency is stressed above all else.
The Gordon Model
In Gordon's model, students and teachers are a team and make the
rules together.
Thomas Gordon pioneered his method of classroom management in
the '70s, but it is a very different approach from Canter's. The basic
tenets of the program are that teachers are equals to students, that
class rules are detrimental to classroom function, and that students
and teachers should work as a team to problem solve issues within
the classroom. Gordon calls this approach "group-centered
leadership," and his concepts like "the twelve roadblocks to

communication" and "I-statements" are also widely used in conflict

resolution.
Tools for Teaching
Tools for Teaching embraces remaining calm in the face of
challenges.
Dr. Fred Jones created the "Tools for Teaching" program, another
approach to classroom management. His book, "Positive Classroom
Discipline," is also a frequently quoted manuscript when new
teachers are discussing classroom strategies. The pillars of his
program involve the following: 1) calm is strength, upset is
weakness; 2) the body language of meaning business; and 3)
backtalk and consistency. Essentially, Jones espouses the idea that
if a teacher gets emotionally embroiled in a battle with a student,
the teacher has already lost, and only consistent consequences and
calm will win the day in the classroom.

Students need to have something to do, a bell-ringer activity, the

minute that class begins. The bell-ringer hooks them into the class,
focuses them, and settles them into the class routine. The teacher can
then move on to the instruction of the day, practice activities, and an
ending re-cap in an appropriate sequence and manner for the students
and the subject.

Pacing: Managing Minutes

A students attention span is one-half of his or her age. Keep
this in mind when developing activities. Students get frustrated when
too little time is given to a task, and too much time on a task invites
distractible behavior. Younger students require more simple activities
with more repetitions in a single class, where older students need only

Classroom Management: the Elements

Managing a class requires four elements: strategic organization,
adequate pacing, clear transitions, and engaging teacher presence.
Teachers can employ the steps easily.
Four Elements of Effective Classroom Management
The four elements of seamless classroom management are
strategic planning, adequate pacing, clear transitions, and engaging

one or two more complex problems or tasks.

A lesson is the sum of its allotted minutes, and it needs to be
dissected minute by minute. Each class event should be assigned the
time appropriate for the students attention span and the targeted
content and skills. A fourth grader will take much longer to copy notes,
or look up a word in the dictionary than a tenth grader. Flexibility is key
when students take less or more time for an activity because the teacher
has to move into another activity or change course instantly.

teacher presence. A well managed class should hum along like a cooking
show where the teacher is the host-chef, the materials are organized like
the ingredients and supplies, the instruction is clear, and the pace is
comfortably brisk. Tying all of the elements together is then like serving
an evenly heated meal; sequence and time are of the essence.

Setting the Agenda: Daily Purpose

Students are programmed to enter a class and wait for the
teacher to lead the action, or to direct them to work independently.
Todays students want to know the purpose of a lesson, and when the

Strategic Planning: Organization

Planning a class means organizing the teachers instruction and
activities in a logical, linear way. The sequence of class events must be
clear and make sense to the students.

teacher tells them, they are receptive and ready to go. The teacher sets
the pace when he or she tells them what theyll be doing and in what
order. Telling students approximately how many minutes they will have
for an activity, problem, or assessment augments their focus and lends
a bit of urgency to each task.

Connect with Each Student

Transitions: Orchestrating Change
Transition time between class events is challenging to manage,
and empty minutes between activities set the stage for students to jump
off task and misbehave. Attention grabbers keep the students with the
teacher for those vital seconds or minutes.
Attention Grabbers

Rhythmic hand-claps
Gesture
Repetitive phrase
Chant or song
Percussion instrument or noise-maker
Symbol, sign, or flag

Greet all students

Use eye contact will all
Ask each student about his or her life
Laugh with students
Solicit student opinion on the effectiveness of activities, tasks,
and assessments
Give students a voice on appropriate issues
Ask students for help with classroom tasks

The four elements of effective classroom management, strategic

planning, adequate pacing, clear transitions, and engaging teacher
presence, dont require innate talents or specialized knowledge. Teachers
can take one element at a time, and give it the thought and trial and
error necessary for it to develop. Putting the four elements into practice
takes risk-taking, practice, and flexibility.

A class full of students needs direction in clear, overt ways just

like a busy, four-way stop intersection does. The teacher is an adept
traffic cop, signaling and directing students to their next task. Each
class activity must have a starting signal, direction, and then an ending
signal.

Teacher Presence: Move Around and Connect

All teachers can make their classroom presence strong and
appealing. Some charismatic teachers draw students to them with little
effort, and these pied pipers have the advantage of immediate draw.
Employing the basics of teacher presence keep students sustained
attention and prevents discipline lapses.
Move around the Whole Class

Give the opening introduction from a designated spot

Move to another area to give instruction
Move from student to student during full class practice or Q & A
Stand next to students with behavioral lapses
Move after during transitions between class events
Sit in on each group during group work

Classroom Management Strategies for the First Grade

Set your classroom up right for classroom management.
Effective classroom management is the key to keeping your
classroom under control. The change from kindergarten to first grade is
a big one because teachers and parents alike expect kids to start
actively learning. This means that the first-grade teacher has an extra
responsibility to start things off on the right foot. While there are many
different aspects to creating an effective classroom, think about the
following classroom management strategies for the first grade.
Classroom Design
The way that you design your classroom will have a large effect
on the feeling you evoke. Setting desks up in rows may set up a serious
learning environment, while putting them in a circle will be more
welcoming. You may also consider putting students in small groups,
which allows them to collaborate with their fellow students. Try to avoid
a big open space, which invites running and rough play.
Rules and Consequences

On the first day of school, ask your students to help you write
the rules of the classroom and the consequences for breaking them. You
can guide them to come up with the same rules that you would have
written yourself, but, because of their participation in the writing of the
rules, they feel a stronger sense of commitment. Make sure that
consequences are clear and fair and that all students understand.
Positive Reinforcement

You can avoid many bad situations by preempting them with

positive reinforcement. Instead of scolding one student for not cleaning
up, praise another for what a good job he does during clean up time.
Students respond to whatever attention you give them. If they don't
receive positive attention from you, they are going to act out to receive
negative attention.
Reward Systems

Create a reward system to help motivate students to do well. For

example, you could put a behavior chart on the wall and all students
that did well that day can put a sticker next to their names. You can
reward students for all types of good behavior, such as following
directions, keeping a tidy desk, getting a good grade on a test and
playing well with others.
Key Elements of Classroom Management
Classroom management is as important to academic success as
lesson planning. Teachers with poor classroom management are less
likely to be effective as instructional leaders. Teachers cannot teach and
students cannot learn in an environment that is chaotic or disorganized.
Multiple factors come into play in organizing and running a classroom
in such a way that fosters student achievement. Teachers must consider
and address each element in order to manage the classroom effectively.
Classroom Design
The first assignment for any teacher before the beginning of the
school year is to set up the classroom. Classroom setup is key to
classroom management because it organizes the environment and sets
the tone for interactions between students and the teacher for the
upcoming school year. Teachers must carefully prepare and plan the

layout of their classroom to maximize the opportunity for instructional

success. Consider student traffic patterns and classroom activities
when deciding how to arrange desks and chairs. Configure desks in
such a way that will be accommodating to frequently implemented
classroom activities and flexible enough to be rearranged for special
assignments or group activities. Allow enough space for students to
move about the classroom and provide storage areas for equipment and
other instructional materials.
Consider arranging desks in groups to allow pathways for
teachers to walk and monitor student activity. Place the teacher's desk
in the back of the classroom to promote a student-centered classroom
environment. This provides adequate workspace while allowing the
teacher to keep a watchful eye on the students. Place learning centers in
the corners and around the perimeter of the room to encourage
independent, student-facilitated learning activities.
Time Management
Effective time management on the part of the teacher is crucial to
classroom management and student achievement. Teachers must not
only work within the confines of schedules set forth by their school and
district, but they must also be able to maximize that time so that
students will get the most out of instruction. In order to do this,
teachers must plan ahead. Prepare instructional materials before class,
making sure there are enough for each student and that the materials
are readily accessible. This will eliminate the need for the teacher to use
class time for photocopying, stapling or other organizational tasks.
Plan the lesson, taking into careful consideration the amount of
time needed for lesson introduction, teacher modeling, student practice,
review and closing the lesson. Once you have determined the amount of
time required for each lesson component, stick to the allotted time.
Inform students of how much time they will have to complete classroom
assignments.
Instructional Strategies
Choose instructional strategies that make the most of class time
and keep students engaged. Take into consideration student attention
span when planning instructional activities. Alternate between teachercentered activities, such as lecturing and teacher modeling, and
student-centered activities, such as practice sheets and independent
reading. When planning lessons, factor in time to transition between
activities and make sure students are familiar with transitional

procedures. For example, teach students how to transition from small

group reading activity on the rug back to their desks for whole group
instruction.
Allot appropriate time increments for all activities. Lectures and
independent activities that are excessively long or too short will
negatively impact the overall effectiveness of the lesson. Likewise, group
assignments or hands-on activities that provide students with too much
or too little time to finish hinder student learning as well. If the teacher
is long-winded or the assignment takes too long to complete, students
may become bored and tune out. If the lecture or activity is too short,
students may not gain a full understanding of the concept being taught.
In the same manner, if the task is too easy, students will finish before
the allotted time, giving an opportunity for mischief. Prepare extra
activities for students who finish tasks early to keep them actively
engaged while the other students complete the task.
Managing Student Behavior
Managing and controlling student behavior is the cornerstone of
effective classroom management. Lessons that are constantly disrupted
by poor student behavior are less likely to be effective. Teachers and
students become frustrated and if the behavior persists the environment
becomes chaotic and the teacher is likely to lose control of the
classroom. Behavior management should focus on proactive strategies
that prevent conflict and disruption. With this goal in mind, establish a
positive classroom environment with an emphasis on mutual respect,
caring and trust.
Develop positive relationships with students and conduct
activities that foster friendship and cooperation between students.
Model positive behavior for students to imitate. Establish firm rules with
a set of consequences for students who do not adhere to the rules.
Students should take responsibility for their own discipline by
participating in making the class rules and deciding on the
consequences for breaking those rules. Once these rules and
consequences are in place, adhere to them. Be firm and do not bend the
rules under any circumstances. Students appreciate teachers who are
firm on discipline. When problems arise, address them quickly so as to
not take away from valuable class time. Keep in contact with parents
frequently to update them on student behavior. Reward positive
behavior and make a positive example of students who are adhering to
the class rules. Positive reinforcement will cause poorly behaved
students to want to follow suit.

Seven Key Elements for Effective Classroom Management

Classroom management is the use of procedures and teaching
techniques that promote a safe and efficient learning environment. For
primary school teachers, disciplinary method and behavioral
expectations are central to this system. As students age, the managerial
style of instructors may change to assist students in the development of
self-guided learning. Although every teacher will have a unique style of
management to meet each class' needs, the same elements can be found
consistently.
Classroom Design
Although often overlooked, the first element of classroom
management is intentional design. Use the positioning of your desks,
displays, storage and equipment to create a warm and welcoming room.
This should be done during summer vacation prior to the arrival of
students. Make sure you have removed all unnecessary and distracting
items from your classroom. This is also a good time to check your room
for safety hazards.
Rules
Develop rules that foster respect, caring and community in your
classroom. Make your expectations for behavior clear at the beginning of
the year by reviewing these rules with students. Continue to reinforce
your rules throughout the course, and post them in a visible location.
Consider having students sign a contract that shows they have read the
rules with their parents and understand how to behave properly.
Discipline
Classroom rules must have concrete consequences. Students
will test the limitations of each teacher from the very first day of school.
Be firm, fair and consistent. Begin by warning a student and having
them confirm their knowledge of the classroom rules. Follow-up
continued disruption by issuing demerits, detention, or other official
reprimands. Never, hit, harass, embarrass or yell at students-this is
counterproductive, unprofessional and often illegal.
Scheduling
Keep your class in order by staying on time and on task. Do
classwork during class time, leaving plenty of room for in-class
assignments. Cramming work and instruction too close to other
activities can lead to disruptive behavior and poor comprehension.
There should be space before and after every room change, lunch, and
recess for students to settle down. Having a regular daily schedule helps

you and your kids prepare for upcoming tasks. Be firm but fair with due
dates. Always leave room for extenuating circumstances. Never leave
room for procrastination.
Organization
Stay organized inside and out. Keep your student files,
assignments, lesson plans and administrative paperwork in order. It
sets a good example for your students and keeps you from wasting
instructional time looking for materials. Share this system with your
students. Post the classroom calendar, homework schedule and
assignments on the board. Allow students to see how you take notes. It
helps them distinguish irrelevant information from essential details.
Encourage self-directed learning by providing students with their own
agenda (notebook). You may require students to have their notebooks
checked at home or during class.
Instructional Technique
Although you may not have flexibility over the content of your
curriculum, teachers are able to convey information as they see fit.
Tailoring your instructional technique to the grade level, subject area,
and students is very important. A hands-on demonstration of electricity
will keep 8th graders engaged, but may prove chaotic in a 3rd grade
classroom. Vary the style and intensity of your lessons. Follow-up
lecture-style sessions with relaxed group activities. Consult your
colleagues for ideas for new lessons. Learn about each of your student's
learning style. (What is their learning curve? How do they learn best?
Do they work well in groups?) These observations are crucial when
fitting your teaching style to your students needs.
Communication
Communication is the most important aspect of classroom
management. It is essential to have clear and consistent lines of
communication with your administration, colleagues, students and
parents. Without it you will lose the respect of peers, the attention of
students, and the cooperation of parents. Be responsive to the concerns
of others. Be flexible and willing to accommodate reasonable requests.
Step-by-Step Classroom Management for Teachers
Teaching can be one of the most rewarding careers, but success
is directly dependent on a well-managed classroom. Though some may
think that classroom management refers strictly to discipline, it really is

about classroom organization. Students will adapt to procedures and

routines if they are presented on the first day and adhered to
throughout the school year. Rewards and consequences must be
consistent and reasonable for a teacher to gain respect from her
students, leading to a well-managed classroom.
Instructions
Things

You'll Need:
List of classroom rules
Daily lesson plans
Seating schematic
Discipline strategy
Parent conferences

1. Make your classroom conducive to learning.

Decorate and arrange your classroom so it presents an
environment conducive to learning. Desks should be arranged so that
students are focused toward the instructor. Bulletin boards should
contain learning tools and reference information. Post your classroom
rules and regulations in a conspicuous location so that students have
access to them at all times.
2. Get students started with an assignment the minute they enter the
classroom.
Greet students at the door as they enter the classroom. This will
set the tone before they take their seats and begin their daily lesson.
Advise them to take their seat and have books, paper, pencil or any
other items they will need during class. Have an assignment on the
board for them to start. This will prevent lapse time that allows students
to be distracted with talking or other non-productive activities.
3. Present your expectations to your students on the first day of class.
Classroom rules and regulations should be presented in a
positive tone as opposed to a list of things they should not do. Create
expectations that encourage students to excel and that reward good
behavior. Along with the list of expected behavior, consequences for
infractions should also be noted.
4. Consistently reward good behavior.

Throughout the semester, be consistent in the rewards for good

behavior and learning achievements. Likewise, punishments for bad
behavior or poor effort toward learning should be implemented in a
consistent manner. Teach students that classroom boundaries are set
and adherence is the key to success. Treat all students fairly with no
favoritism.
5. Engage parents through conferences, open school nights, progress
reports and continual communication. Students will be more successful
in meeting expectations and following classroom management rules if
they are reinforced at home. This will present a united front to the
students which will decrease the opportunities for gaps in the learning
and behavioral processes.
List of Classroom Management Strategies
1. Keeping students interested and engaged is one of the challenges of
classroom management.
One challenge that educators at all levels often face is that of
classroom management. Classroom management involves the effective
use of your time in the classroom to be as productive as possible to
foster a high quality learning experience. Implementing a few basic
classroom management strategies can help you effectively organize your
time and use of resources. Keeping students busy can be key to keeping
them engaged in the learning process.

2. Dividing Your Time

One way to enhance the classroom experience for your students
is to divide up the time you have them in class into manageable blocks.
If you have a class that lasts an hour, set aside three different activities
lasting 20 minutes each. Ideally, each activity should relate to the others
so you have a common theme to unite them and tie the entire class
together at the end. This strategy works especially well in adult
education or college classes that meet for extended periods of time. A
three-hour course that meets one night per week, for instance, can be
divided up into lecture material, a video that supplements the lecture
and a group discussion to bring it all together at the end of class.

3. Behavioral Management
Another important element of classroom management,
especially for secondary education, is the need to effectively manage
behavior and mitigate behavioral problems. One student can ruin the
learning experience for the entire group by forcing the teacher to focus
on the individual rather than the class. To prevent frequent disruptions,
deal with students fairly and consistently. Even with college students,
set forth behavioral guidelines the first day of class. Provide a clear list
of rules and consequences from the outset to avoid confusion. If you use
a course syllabus, attach a class contract to it that the students must
sign and return the second day of class. The contract should indicate
that the student has read the syllabus, understands it and agrees to
abide by its provisions. Have your students sign and date it. Keep it in a
file folder for quick reference. Students will have no excuse for not
knowing the rules.

4. Organizing Your Classroom

Organizing your classroom can go a long way toward helping
you manage it effectively. College professors usually do not have to
worry about this, because they typically use the classroom for an hour
or so at a time and return to their office. Elementary and secondary
teachers, on the other hand, stay in the classroom all day. A neat and
organized classroom tells your students you mean business and you
expect them to keep the classroom organized as well. Designate a corner
or area of your classroom for student materials. For instance, English
teachers who require students to write in journals should designate an
area of the classroom for the students to store their journals. Have
students pick up the journals at the beginning of class and return them
to their designated location at the end of class. Even if you don't use
them each time you meet, this will get your students in the habit of
following instructions to start and end each class session.

References:
Davis, Sarahlynne, About Classroom Management, eHow.com.htm

Stover, Elizabeth, Tips About Classroom Management, eHow.com.htm

Wahlig,

Hannah T., Types of Discipline

eHow.com.htm, June 15, 2010.

in

the

Lewis, Jared, List of Classroom Management Strategies, eHow.com,

October 2, 2010.

Classroom,

Schreiner, Erin, How to Handle Discipline Problems With Effective

Classroom Management, eHow.com.htm, January 27, 2011.
Preble, Laura, Classroom Management Skills for Teachers,
eHow.com.htm, September 8, 2010.
Fortin, Catherine, Classroom Management: the Elements, suite
101.com. Apr 27, 2008.
McCormicle, Maggie, Classroom Management Strategies for the First
Grade, eHow.com.htm
Lawrence, Bridget Michele, Key Elements of Classroom Management,
eHow.com. February 4, 2011.

Cini, Sylvia, Seven Key Elements for Effective Classroom Management,

eHow.com.htm, May 28, 2010.
Phillips, Cindy, Step-by-Step Classroom Management for Teachers,
eHow.com.htm, December 29, 2010