Classroom management is often a concept used by educationists to refer to a process of ensuring that classroom activities run smoothly regardless of the disruptive behavior from the students. It can be simply put as the prevention of disruptive behavior. Classroom management is arguably the most herculean aspect of teaching for many practitioners and resulting in others leaving the teaching profession altogether. Classroom management is imperative in a classroom setup since it enhances the proper execution of curriculum, implementation of best teaching practices, and reducing negative student attitudes.
To ensure learners obtain the best education, it is beneficial for teachers to spend a considerable amount of time and effort in classroom management to be well-versed in the required skills. In addition, classroom management ensures that teachers create a conducive learning environment for learners (Berger et al., 2018). Once a facilitator abandons control over their learners, it becomes harder for them to regain the lost control. Therefore, it is the responsibility of the institution that the teachers or class facilitators are equipped with classroom management skills, and the only way of ensuring that they are equipped is to conduct frequent classroom management evaluations (Mudianingrum et al., 2019). For instance, young learners find it difficult to know how loud they are or when it is appropriate for them to talk in a classroom. Having something like a visual controller on a board will go a long way in reminding young learners. A teacher can label a visual board with different colors representing different actions like “shh”, “quiet”, and “discussion”. A teacher can then display the required action. Therefore, the learners can know when they are allowed to talk or keep quiet by basically looking at the display.
Additionally, in some instances, teachers often do not take control of students by avoiding eye contact. Maintaining eye contact is very crucial in teaching since it allows a facilitator to assess situations and get closer to problems (Valente et al., 2020). This can be supplemented by changing walking paths in a classroom, since unpredictability reduces the likelihood of a student misbehaving, thereby creating a conducive teaching environment for learners and teachers. Both negative and positive classroom management can be observed in a classroom setup at all levels, but usually takes the form of protest and noise if discipline is not enforced. Disruptive students are a common problem in school environments around the world, as many teachers and instructors see their jobs as more of a student counselor rather than an educator (Gaias et al., 2019). Negative classroom management has devastating effects on an entire class; however, if a classroom is managed properly it can be used as an effective learning environment.
Effective classroom management can therefore be observed and evaluated as necessitated by the requirement to follow established policies and procedures, particularly when it comes to the prevention of school violence. According to Berger et al. (2018), these policies are set up to provide a safe learning environment for students. There is also a need to stay on top of academic issues, such as attendance and punctuality, which puts a strain on teachers’ time. Effective classroom management is not a new concept. However, effective classroom management has been observed in K-12 Schools, especially at the primary and secondary levels. Students who cannot manage their classes easily tend to fail.
Classroom Management Analysis
Conducting a classroom management analysis of instructors in schools will be very important to improve the quality of education. For instance, in K-12, I would issue performance assessment tests to learners is the best analysis tool for classroom management by instructors. Poor performance from learners will indicate that the instructors are not employing the best strategies in classroom management. In addition, I will also record the number of indiscipline cases reported in class which often indicate whether the instructor has control over the classroom (Marzano & Marzano, 2003).
In higher learning, classroom management analysis tends to be different from K-12 because of the high developed cognitive thinking ability of the learners. In most cases, the learners are often adults with the ability to think and act right. One of the best analysis tools is the use of teacher performance feedback. This is where I issue learners with survey forms periodically to assess the instructor’s skills in relation to classroom management. The survey often captures all aspects of classroom management, and learners respond to specific questions. The feedback is then analyzed to assess the instructor’s ability to deliver (Woolfolk & Hoy, 2003). Learners’ performance still remains as an important indicator of an effective classroom management. A well controlled classroom, conducive learning environment and effective delivery method by instructor is a formula for recording good performance from learners. Therefore, by employing assessment tests to learners, one can assess if the instructor indeed employs the proven strategies in classroom management.
Therefore, classroom management is imperative in a classroom setup, since it enhances the proper execution of curriculum, implementation of best teaching practices, and reducing negative student attitudes. Good classroom management is not just for the teachers and students; it helps to improve the school’s atmosphere and teaching environment, as well as encourages teamwork, creating a customized classroom management plan, which meets one’s needs while creating a better learning experience. In addition, classroom management is not all about ignoring or reprimanding a student. It also needs to be as effective as possible in helping the student listen, learn, and develop into a responsible adult with academic and social skills.
Berger, J. L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1), 215824401775411.
Gaias, L. M., Lindstrom Johnson, S., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124–139.
Marzano, R. J., & Marzano, J. S. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher (1st ed.). ASCD.
Mudianingrum, R. A., Evenddy, S. S., & Rima, R. (2019). An Analysis of Teachers’ Classroom Management in Teaching English. Journal of English Education Studies, 2(1), 1–11.
Valente, S., Lourenço, A. A., Alves, P., & Dominguez-Lara, S. (2020). The role of the teacher’s emotional intelligence for efficacy and classroom management. CES Psicología, 13(2), 18–31.
Woolfolk, A., & Hoy, W. (2003). Instructional Leadership: A Research-Based Guide to Learning in Schools (The Allyn & Bacon Educational Leadership) (4th ed.). Pearson.