Classroom Management

Abstract

This article explores a variety of classroom management strategies teachers use to create safe, respectful classroom environments. The discussion focuses on the critical importance of respecting diversity, developing relationships, and recognizing behaviors as a form of communication. Common classroom management techniques are provided, such as setting clear expectations and consistently enforcing rules and expectations. Furthermore, more robust classroom management theories are highlighted, including choice theory, congruent communication, class meetings, and respectful classrooms.

Overview

Classroom management techniques refer to the strategies that teachers employ to effectively create safe, respectful classroom environments that reinforce positive behaviors and eliminate behaviors that negatively impact learning opportunities. Management strategies range from specific "rules of thumb" recommended by educators, such as ensuring expectations are clearly identified and responses are consistent, to more comprehensive theories that emphasize human relationships and respect for diversity, such as choice theory.

Although there are common classroom management techniques used in most classrooms to create optimal learning opportunities for students, teachers often develop their own management systems from a variety of techniques that work well for their particular grade level or school population. Management techniques may work well in some classrooms but not in others. Teachers need to be acutely aware of the needs of different student populations.

No matter what techniques teachers employ, the behaviors they must respond to in the classroom setting generally are the same across grade levels and among different student demographics. When developing classroom management systems, teachers who recognize behavior as a form of communication, respect diversity, and value human connections and relationships find the most success in responding to common behavioral issues.

Most Common Behavior Problems

Bullock & Brown (1972) conducted a study to identify the most common behavior problems that teachers face in the classroom setting. Their research pinpointed ten challenges, including acting out, aggression, hyperactivity, poor social relationships, defiance, immaturity, poor academic achievement, poor attention span, and inadequate self-concept. The challenges identified in this study continued to pose problems for teachers in the early twenty-first century. Although teachers also faced new challenges affecting classroom management during this time, this study served as a foundation for understanding behavioral challenges.

Tulley & Chiu (1998) approached research on common behavioral challenges from a different perspective by surveying a group of sixth-grade students to identify the top discipline problems experienced in class. The students indicated that disruptions, defiance, aggression, incomplete work, and other miscellaneous behaviors are among the most common challenges experienced. Their study further illuminated six discipline strategies that teachers most often employ to respond to the common challenges discussed: rote punishment, removal punishment, explanation, presentation punishment, threats and warnings, and no action or ignoring the behavior completely. Although these are the most common responses, they are ineffective at managing classroom behavior, and they create disrespectful and unsafe classroom environments.

The challenges described above, as well as the common responses teachers employ, are representative of what occurs in many classrooms across the nation from kindergarten through grade twelve. In fact, over the years, the challenges described have become more complex, and the responses have become more intricate, given the changing context of the world in which people live. Holliday (2005) indicates that schools and teachers are expected to recognize and expertly control emotional, social, and cognitive variables that influence student learning. Furthermore, Holliday asserts that teachers have been increasingly expected to fill the gap caused by poor parenting, poverty, and learning disabilities (p. 23). Technology and social media have added new and complex challenges to classroom management.

To successfully address these issues, teachers need to ensure they have a strong classroom management system in place that appropriately responds to behavioral challenges and creates a safe, respectful classroom environment. Although behavioral issues differ from school to school and even classroom to classroom, effective management techniques ensure that challenges are minimal and learning opportunities are maximized.

Recognizing Diversity

Whether teachers develop an eclectic collection of classroom management techniques or subscribe to a specific management theory, one common thread runs through all management systems: acknowledgment of and respect for diversity. Manning & Bucher (2005) indicate that teachers must recognize student diversity and aim to understand student perceptions of and reactions to diversity. They state that students demonstrate culture, gender, social class, and developmental differences. All of these characteristics must be considered when implementing classroom management strategies. In addition, Mills & Keddie (2012) found that, across many parts of the world, at the same time that the student population is becoming increasingly diverse, bringing to classrooms divergent racial, ethnic, cultural, and socioeconomic experiences, the teacher population has been becoming more homogeneous, primarily White and middle class. In 2021, Pew Research Center confirmed this trend stating that public school teachers remained overwhelmingly less diverse than their students.

Behaviors are a form of communication. When students misbehave, become distracted, have difficulty handing in assignments on time, or experience any other common difficulty in the classroom, they communicate to teachers that some element of the experience is not working for them. Teachers must be acutely aware of the diverse backgrounds and needs that students bring to the classroom and must develop management strategies that are responsive and respectful of these differences.

Relationships & The Human Connection

A second common thread that runs through all classroom management systems and all classroom experiences, in general, is the critical importance of human relationships. No classroom can operate effectively unless teachers and students develop relationships and understand the unique qualities that each individual brings to the partnership. Holliday (2005) emphasizes that in order to effectively manage a classroom, teachers must build a human connection first, sometimes one student at a time. Holliday further highlights that for students to connect to the curriculum and become engaged in learning, teachers must create classroom environments that communicate their love and passion for the material and the reasons it is important for students to learn the material. Most important, teachers must do everything possible to communicate that they will help every student succeed. Creating human relationships became challenging during the COVID-19 pandemic when teachers were forced to interact with students virtually. The physical separation created obstacles to forming bonds between teacher and student and many students became disengaged in the learning process.

Applications

As noted, no "cookie cutter" classroom management system exists. Effective classroom management strategies come from years of experience working with students and years of research related to the types of responses most effective at eliminating undesirable behaviors in the classroom. The following discussion highlights some of the most common classroom management techniques that teachers employ as well as more specific management theories such as choice theory, congruent communication, class meetings, and respectful classrooms.

Common Classroom Management Techniques. Babkie (2006) provides a comprehensive overview of common classroom management practices. First and foremost, Lock suggests that it is extremely important for teachers to establish rules and communicate clear expectations from the first day of class. Students need to know the parameters and boundaries that exist in a classroom and must have a clear understanding of the consequences that will occur should they cross a boundary. Rules and expectations are the foundation of any classroom management system and must be concise and fair to ensure that students internalize standards for behavior.

Babkie (2006) asserts that once rules and expectations are clearly established and communicated, teachers need to be consistent and fair when enforcing rules. The quickest way to undermine any classroom management system is to enforce expectations for one situation and not the next. When this happens, students become confused and often misinterpret when certain behaviors are acceptable, and others are not.

Another common classroom management technique involves establishing clearly defined routines. For example, teachers may develop specific routines students should follow when handing in assignments, completing class work, working in groups, completing missed assignments, recording homework, etc. Routines establish structure within a classroom environment and create a strong sense of predictability for students. Coupled with the development of class routines, teachers must also explicitly teach transition skills. When teachers transition from whole group discussion to individual or small group work and when class begins or ends, students need to be equipped with the skills necessary to make these transitions with ease.

Organization plays a crucial role in effective classroom management. Factors including how desks or workstations are arranged, where materials are located, and how easy it is to move quickly around the classroom all determine how effectively teachers can manage classroom expectations and student behaviors. Teachers need to be proactive when determining the layout of the physical classroom environment to anticipate any management issues that may arise in order to address them before they actually occur.

Both Holverstott (2005) and Babkie (2006) discuss the critical importance of making learning engaging and real-world applicable. When students are invested in what they are learning, they are far less likely to misbehave or disrupt other students. Erwin (2003) states that unmotivated and non-engaged students often do poor work or no work, learn very little, and exhibit irresponsible and disruptive behavior. When teachers find out what motivates students and create lessons that appeal to students' interests, they create the conditions necessary for complete engagement in the learning process. Holverstott (2005) further asserts that by giving students an active role in deciding what they learn about, teachers help students exercise self-determination and thereby help diminish classroom management issues.

Developing lessons that meet the learning needs of students is equally as important as creating ample opportunities for student engagement. The majority of classroom management problems occur when students are either too challenged or not challenged enough. When learning becomes stressful and overwhelming, or when students are bored and uninterested, there is a high likelihood they may become distracted or misbehave. Differentiated instructional methodologies related to student readiness levels, learning style, and interest help teachers optimally match student needs and thereby minimize management difficulties . Furthermore, when students are allowed to demonstrate understanding through multiple modes of expression, they feel empowered and directly involved in decisions related to their own learning (Babkie, 2006).

Holverstott (2005) encourages educators to model good choices for students to help them internalize behavior expectations. Through role modeling, teachers help students develop strategies for dealing with conflict both in and outside of the classroom. Moreover, when teachers explicitly teach students what to do when they are distracted, confused, or unmotivated, they provide students with a "tool kit" of strategies to help them effectively manage a variety of situations that can occur in a classroom setting. Additionally, “school directors should display model behaviors which are consistent with the school’s vision. They should keep the values of the school alive and organize the resources to actualize the targets of the school,” according to Fatih Toreman and Onder Sanli.

Cooperative learning situations are common in many classrooms. In order to effectively manage group learning situations, teachers must anticipate group dynamics and personality conflicts when designing such activities. If teachers do not consider these factors when developing group tasks, there is a high likelihood that classroom management problems will exist. Wisneski (2000) asserts that in cooperative learning situations, teachers must expect spontaneity, noise, confusion, and uncertainty at times. However, it is critically important for teachers to communicate clear expectations for acceptable levels of noise and excitement.

In individual cases when behavioral issues directly affect other students' learning opportunities, teachers can design behavior contracts to examine inappropriate behavior and provide a system to address related issues. Behavior contracts explicitly reference problem behaviors and provide immediate assessment and evaluation for students to monitor progress. Behavior contracts can also be valuable when they build a link between school and home. Behavior contracts are usually temporary and provide praise and encouragement for students to improve their behavior.

Holverstott (2005) reminds educators that all behavioral and classroom management issues are a form of direct communication. Students may be overwhelmed, bored, or unhappy with group or partner dynamics, upset about events occurring at home, or facing many other stressors. Transitions may be difficult, routines may not work, and contracts may fail. It is imperative for teachers to search for the underlying reasons a student may be misbehaving or why a management policy is ineffective in order to directly address the core issue. By applying the common techniques discussed, teachers ensure that behavioral and management issues have a minimal impact on teaching and learning.

Choice Theory. Erwin (2003) emphasizes that the most important rule of classroom management is to develop a strong relationship with each student. Part of maintaining a strong relationship involves creating a classroom environment that values intrinsic motivation over extrinsic motivation. Choice theory, developed by Glasser (1998) and described by Erwin (2003), provides a framework for teachers to follow when thinking about effective classroom management practices. The theory illuminates five principles that guide all human behavior, including survival, love and belonging, power, freedom, and fun.

To create classroom environments where students feel safe and thus can thrive, teachers can employ a variety of strategies, including developing consistent classroom procedures and routines that provide a sense of order and security and developing behavior guidelines that emphasize safety and respect. To address the need to feel loved and have a sense of belonging, teachers can conduct regular class meetings to build relationships, solve problems, and model appropriate choices. Giving students power and a voice in class further intrinsically motivates them to behave well and meet classroom expectations . When teachers solicit student input regarding classroom rules and expectations or gather feedback regarding interest, teachers empower students to feel a sense of ownership of the classroom and its policies and procedures. When addressing freedom in the classroom, teachers can allow students to choose their own seating arrangement, their own partners, the type of assignment or performance task they want to complete to demonstrate understanding, etc. Finally, creating a fun and engaging classroom environment directly affects classroom management simply because when students are invested and enthusiastic about learning, management issues are minimal.

Ginott's Congruent Communication. Manning & Bucher (2001) discuss congruent communication, a model of classroom management first proposed by Haim Ginott in the 1970s. Ginott suggests that teachers create positive class environments by communicating with students in ways that are in sync with their feelings about themselves, by inviting and encouraging cooperation, and by promoting discipline as opposed to punishment.

Ginott's theory proposes myriad ideas that teachers can employ to effectively manage classrooms. First and foremost, teachers should communicate clearly with students and always make students feel accepted, even if they make a mistake. Furthermore, when students misbehave, teachers should always address student behavior as opposed to character. Often, it is very easy to get caught up in the moment and negatively comment on a student's personality without addressing the actual situation or incident that occurred. Ginott encourages teachers to refrain from punishment, handle anger appropriately, and always demonstrate acceptance and acknowledgment. Moreover, he discusses the critical importance of avoiding sarcasm, using "I" messages as opposed to "you" messages, and respecting students' privacy. Most importantly, Ginott proposes that teachers should always praise students for their efforts and accomplishments to instill a sense of success. Ginott's theory is extensive and involves additional ideas that can be employed in middle school and secondary classrooms. Manning & Bucher (2001) indicate that congruent communication has great potential and can be used in conjunction with already established classroom management models.

Class Meeting. Class meeting is another classroom management strategy that is primarily employed in elementary and middle school classrooms to provide a forum for students to express thoughts, feelings, concerns, ideas, etc. Class meeting empowers students and provides them with an opportunity to voice their ideas in a respectful setting. Lickona (2001) describes the model, first proposed by William Glasser (1969), as a time set aside each day for students to express their views about anything related to school and to discuss ways to solve problems and conflicts. Topics for discussion can be student-generated (sometimes anonymously) or teacher-directed. Class meeting provides an opportunity for students to become active decision-makers in matters closely related to their school experience and simultaneously creates a safe forum for teachers to learn about what is important to students. Watkins (2005) indicates that classroom management models, such as class meeting, create a sense of community where governance is shared and responsibility is developed.

The Respectful Classroom. Miller & Pedro (2006) explore the conditions necessary to create respectful classroom environments. They assert that when there is a feeling of respect, behaviors that demonstrate respect will follow. Wessler (2003) describes a respectful classroom as a place where students feel physically and emotionally safe and valued. In a respectful classroom, teachers are acutely aware of student interactions and practice zero tolerance for harassment or social exclusion. Teachers model respectful behavior for students and require students to respond respectfully to one another, thus creating a safe environment.

Miller & Pedro (2006) claim that the development of meaningful relationships is a major component of a respectful classroom. Strong teacher-student and student-student relationships are essential for respectful interactions. In such classroom environments, diversity is respected, students are willing to share more, and a meaningful exchange of ideas and multiple perspectives is encouraged.

In the twenty-first century, technology has had both positive and negative effects on classroom management. Increasing use of educational and personal technology can be seen as classroom distractions making the implementation of classroom management techniques more difficult. However, this does not have to be the case when technology is used with purpose. Further, technological advancements and new software have allowed technology to become a tool for monitoring and tracking students leading to more student engagement.

Conclusion

The management techniques and theories discussed above represent a sampling of the strategies available to teachers to manage classrooms effectively. No one technique or theory is superior to another. Teachers often develop their own eclectic systems that work best for the classroom environment and school in which they teach. Research has continued to highlight the different ways students learn best and the causes of the behaviors that often interfere with optimal learning. Strong teachers are flexible in their approach, willing and open to new management techniques, and always in touch with the diverse backgrounds and needs that students bring to the classroom.

Teachers' ability to remain flexible and adapt to the classroom environment for effective management became particularly apparent following the declaration of the coronavirus disease 2019 (COVID-19) pandemic in March 2020. When the effort to control the spread of the virus led to the closure of schools and the immediate transition to full virtual learning, teachers were compelled to shift to applying classroom management strategies suitable for instructing all students from a distance with a reliance upon technology. In addition to monitoring typical behavioral issues while fostering engagement despite the lack of physical presence, teachers were required to adapt to, react to, and potentially prevent student misuse of virtual platforms and digital technology. In some cases, teachers considered the use of monitoring software to address concerns over the decreased ability to witness student distraction or detect social or emotional struggles, as well as to help ensure students' digital safety. Additionally, teachers experimented more with incorporating technological group work in the form of breakout rooms, videos, and educational game programs to keep students engaged. Even as some schools were able to open in some capacity, many teachers had to shift to managing a hybrid classroom that involved students learning in person and at home at the same time. Overall, experts suggested that the pandemic had emphasized the need for teachers and administrators to reevaluate content delivery as well as how best to encourage students' skills for learning adaptability to best prepare them for an unpredictable world. Further, it highlighted the continued struggle to navigate the costs and benefits of ever-present personal and educational technology.

Terms & Concepts

Behavior Contract Behavior contracts explicitly reference problem behaviors and provide immediate assessment and evaluation for students to monitor progress. Behavior contracts are usually temporary and provide praise and encouragement for students to improve their behavior.

Choice Theory Choice theory, developed by Glasser (1998) and described by Erwin (2003), provides a framework for teachers to follow when thinking about effective classroom management practices. The theory illuminates five principles that guide all human behavior, including survival, love and belonging, power, freedom, and fun.

Class Meeting Class meeting is a classroom management strategy that is primarily employed in elementary and middle school classrooms to provide a forum for students to express thoughts, feelings, concerns, ideas, etc. Class meeting empowers students and provides them with an opportunity to voice their ideas in a respectful setting.

Congruent Communication A model of classroom management first proposed by Haim Ginott in the 1970s. Ginott suggests that teachers create positive class environments by communicating with students in ways that are in sync with their feelings about themselves, by inviting and encouraging cooperation, and by promoting discipline as opposed to punishment.

Cooperative Learning An instructional technique developed to enhance academic achievement through social and interpersonal skill development. When creating cooperative learning groups, teachers must anticipate group dynamics and personality conflicts.

Differentiated Instructional Methodologies Instructional methodologies developed to optimally match student readiness levels, learning styles, and interests. A strong repertoire of differentiated instructional methodologies helps teachers meet student needs and thereby minimize management difficulties.

Modeling: A management technique by which the teacher presents, by example, the behavior desired from students.

Bibliography

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Kohn, A. (1993). Punished by rewards. Boston: Houghton Mifflin.

Myung-sook, K., & Sunwoo, S. (2014). A comparative study of elementary teachers' beliefs and strategies on classroom and behavior management in the USA and Korean school systems. International Journal of Progressive Education, 10, 18–33. Retrieved November 15, 2014, from EBSCO Online Database Education Research Complete.

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Scarpaci, R. (2007). A case study approach to classroom management. New York: Allyn and Bacon.

Sprick, R. S., & Howard, L. M. (1995). The teacher's encyclopedia of behavior management: 100 problems and 500 plans. Longmont, CO: Sopris-West.