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1. BY: JENSEN NGUYEN
CLASSROOM
MANAGEMENT

2. INTRODUCTION
 Classroom management is defined as a teacher’s ability to organize the student behavior, student roles,
and various other related activities in order to ensure effective learning.
 Classroom management is directly linked to student academic achievement, teacher efficacy, and student
behavior.
 Bransford and Hammond (2005) assert that “classroom management is not simply the process of
arranging desks and rewarding good behaviors” (p. 327).
 Managing a disciplined classroom is of extreme importance for any teacher to be successful and effective.
 It is because a well-managed classroom always has a direct effect on a teacher’s ability to show a
professional approach towards teaching.
 Some important and major issues regarding classroom management include students’ misbehavior,
students’ inattentiveness, students’ involvement in activities other than studies, and punctuality issue.

3. CLASSROOM MANAGEMENT PLANS
 Dickinson and Waterhouse (1990) found that classroom management is one of
those responsibilities of a teacher which should be effectively fulfilled in order to
get success in the profession.
 There are a lot of ways through which a teacher can effectively manage the
behaviors and activities of the students.
 These ways include checking the instructions if students misbehave, regularly
monitoring the students, taking corrective measures in private, threats should
never be made, care should be shown to the students, interacting with the
students, and redirecting misbehavior instead of punishing the students.

4.  It is extremely important for a teacher to have interaction with the students in the
classroom.
 A teacher should never let the students feel ignored because when the students feel that
they are not getting required attention from their teacher, they get involved in other
activities like creating noise, showing misconduct, and giving less attention to the studies.
 So it is necessary for a teacher to interact with the students and treat them with love and
care because students respect the teacher who shows kindness to the students. Christian
teachers should strive to turn their classroom into a learning community that is engaging,
supportive, caring but also challenging so that all learners can always share their beliefs
and talents with one another. The Bible makes clear that God calls us to be a community
in which we all contribute our special gifts (Romans 12:5-8).
INTERACTIVE LEARNING

5.  Farrell (1999) found that dealing with students’ misbehavior is one the most
serious issues for the schools teachers.
 Misbehavior of the students is a very serious issue because if any one of the
students shows misbehavior in the classroom due to any behavioral, corporal, or
emotional disturbance, it diverts the attention of other students and the teacher
from studies (Coban, 2012).
 Appropriate teacher actions and decisions are very important to eliminate the
issue of misbehavior from the classroom in order to promote learning in the
classroom (Schlein, Taft, & Tucker-Blackwell, 2013).
MAINTAIN DISCIPLINE

6.  “Controlling behavior in the classroom as a way to enhance learning is viewed as
a priority for teachers in the education community” (Dibapile, 2012, p. 80).
 A perfect way to eliminate misbehavior from the students or stop unwanted
behavior is by implementing a best student reward system in which that student
should be given an award or a prize who prove to be the best student in the class
in terms of behavior.
 In this case, every student will try to become the best among all students in
order to get the prize.
MAINTAIN DISCIPLINE (Continued)

7. PRE-SERVICE TEACHER TRAINING
 Another effective teaching strategy that can be really helpful in making teachers
skilled and adapted to the environment is pre-service training.
 Teachers should be given a training of at least two weeks training before the
start of their service in order to make them learn the skills they would need to be
effective in classrooms.
 Training not only helps teachers in getting accustomed to the use of various
teaching strategies but also assists them in managing students’ behaviors
(Freeman, Simonsen, Briere, & MacSuga-Gage, 2014).
 “Never forget the power of one person to make a difference in the life of a child.”

8.  There are a lot of classroom management theories and styles which are
appropriate for the teachers in order to manage the students’ behavior and
create an effective learning environment.
 Some of those theories include:
 Restitution theory
 Glasser’s theory
 Skinner’s behavioral management theory
USE OF CLASSROOM MANAGEMENT
THEORIES

9. RESTITUTION THEORY
 In restitution theory, there is a regular or constant reflection on the behavior of
students.
 Students get to learn from their mistakes in order to achieve something.
 The regular reflection on the behavior enables the students to conduct their
behaviors according to their inner sense of personal ethics and moral values.
 According to restitution theory, the teachers perform the roles of punisher, friend,
monitor, and manager (David, 2012).
 The teachers not only enforce control, give threats to students if they show
misbehavior, and encourage good conduct in the classroom but also give rewards to
offset negative.

10. GLASSER’S THEORY
 According to Glasser’s theory, students should have a choice of not only selecting
their set of courses but also setting the code of conduct in the classroom.
 Glasser (1993) states, "Control Theory is a new explanation of how we choose to live
our lives: It is actually a new psychology" (p. 122).
 Through gaining control, students will gain confidence and cognition by getting
involved in the classroom management.
 They will also have a pride in their participation in classroom management.
 Students will show the sense of responsibility because they will have in their minds
that they own the classroom so it’s their responsibility to maintain an excellent
behavior in the classroom.

11. SKINNER’S BEHAVIOR
MANAGEMENT THEORY
 In skinner’s behavioral management theory, consequences or penalty/reward is
provided for both types of behaviors, positive and negative.
 Skinner (1976) suggests that students can be controlled by applying the correct
reward and punishment mechanisms.
 A proper and systematic process is implemented by the teachers in order to regulate
the behavior of the students in the classroom.
 If the students show positive behaviors, they get rewarded by their respective
teachers but if they show misconduct in the classroom, they get penalized.
 Skinner behavioral theory has very deep roots in the success of the teachers in
creating a well-behaved classroom environment because of implementation of a
penalty/reward system for the students.

12. SUMMARY OF CLASSROOM MANAGEMENT
Creating a safe, inclusive environment for all students.
Building strong, positive relationships with students
Understanding the unique adolescent body and mindset.
Understanding the multi-cultural and individual
differences within a classroom.
Promoting a love for learning and success.
Stating simple and clear expectations for rules.
Staging appropriate interventions.
Good classroom management has three basic and necessary
components: rules and procedures, consequences, and
relationships.

13. REFERENCES
 Bransford, J., & Hammond, L. (2005). Preparing Teachers for a Changing World:
What Teachers Should Learn and be Able to do. San Francisco: John Wiley & Sons, Inc.
 Coban, A. (2012). Teachers’ Reactions Towards Misbehavior in the Classroom.
Education and Science, 40(180), 89-102.
 David, R. (2012). A Restitution Guide to Classroom Management. Retrieved from
https://davidwees.com/content/restitution-guide-classroom-management/
 Dibapile, W. (2012). A Review of Literature on Teacher Efficacy and Classroom
Management. Journal of College Teaching & Learning, 9(2), 79-92.
 Dickinson, C., & Waterhouse, P. (1990). Classroom Management. Stanford: Continuum
International Publishing.
 Farrell, M. (1999). Key Issues for Primary Schools. London: Routledge.
 Freeman, J., Simonsen, B., Briere, D., & MacSuga-Gage, A. (2014). Pre-Service Teacher
Training in Classroom Management: A Review of State Accreditation Policy and
Teacher Preparation Programs. Teacher Education and Special Education, 37(2), 106-
120.
 Glasser, W. (1993). The quality school teacher. New York: HarperCollins.
 Leefon, R., Lynette, J., Le-Roux, A., & Wet, d. C. (2023). Action Towards Hope:
Addressing learner behavior in a classroom. Koers Publication, 78(3), 1-8:
 Schlein, C., Taft, R., & Tucker-Blackwell, V. (2013). Teachers’ Experiences with
Classroom Management and Children Diagnosed with Emotional Behavioral Disorders.
Curriculum and Teaching Dialogue, 15(1&2), 133-146.
 Skinner, B. (1976). Walden two. New York: MacMillan.