Classroom Management

.Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether.

Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate among teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality.

Classroom management as a process

Evertson and Weinstein characterize classroom management as the actions taken to 

create an environment that supports and facilitates academic and social–emotional learning. Toward this goal, teachers must develop caring, supportive relationships with and among students, organize and implement instruction in ways that optimize students’ access to learning, use group management methods that encourage students’ engagement in academic tasks, promote the development of students’ social skills and self–regulation and use appropriate interventions to assist students with behavior problems.

Dr. Tracey Garrett also describes classroom management as a process consisting of key tasks that teachers must attend to in order to develop an environment conducive to learning. These tasks include: 

(1) Organizing the physical environment,

(2) Establishing rules and routines,

(3) Developing caring relationships,

 (4) Implementing engaging instruction and

(5) Preventing and responding to discipline problems. 

Classroom management as time management

 The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time.

Allocated time

Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."

Instructional time

Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins. The time it takes for the teacher to do routine tasks can severely limit classroom instruction. Teachers must get a handle on classroom management to be effective. 

Engaged time

Engaged time is also called time on task. During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.

Academic learning time

Academic learning time occurs when students  participate actively and are successful in learning activities. Effective classroom management maximizes academic learning time.