Understanding Classroom Management.

Classroom Management

Generally, teachers need to consider important points about the bases of effective teaching during the process of teaching and assessment in relation to their classroom management. Classroom management skills are crucial skills in teaching profession that teachers acquire and practice for a very long period of time. On the other hand, it is the process by which teachers and school management create and maintain suitable behaviour of students in classroom surroundings (Kizlik, 2016). In schools, the main purpose of engaging classroom management approaches is to improve students’ behaviours as well as to increase their academic performances (Emmer & Sabornie, 2015).

Effective teaching

• Teachers in both primary and secondary schools are recommended to be:
• Prepared and planned in terms of lesson aims, objectives, content, materials and presentation.

• Prepared to show effective teaching qualities ( Ayers and Gray, 2000)

Effective classroom management

Effective classroom management principles work across almost all subject areas and grade levels (Brophy, 2006). Classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students' academic skills and competencies, as well as their social and emotional development. Classroom management systems are most effective when they adhere to three basic principles (Brophy, 2006, pp. 39-40):

• Planned not improvisational
• Preventative rather than simply reactive
• Controlled and organized rather than chaotic
• An opportunity for all students and teachers to experience success
• Emphasize student expectations for behaviour and learning.
• Promote active learning and student involvement.
• Identify important student behaviours for success. More specifically:

1. What behaviours are required to reach the goals of learning activities?
2. What implications does a particular learning activity have for student roles?
3. How will the teacher prepare students to take on these roles?
   ( Evertson & Weinstein, 2006).

Important of classroom management

• Establishes and sustains an orderly environment in the classroom.
• Increases meaningful academic learning and facilitates social and emotional growth.
• Decreases negative behaviours and increases time spent academically engaged.

 References

 Ayers, H and Gray, F (2000).Classroom Management: A practical approach for primary and secondary teachers.

            London: David Fulton Publishers

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates

Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2 nd ed.). New York: Routledge.

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M.  Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates

Effective Classroom Management and Managing Student Conduct

www.adprima.com/managing.htm

Classroom Management - American Psychological Association

www.apa.org › Education and Psychology › Pre-K to 12 Education