Classroom Management

Classroom Management is “the actions and strategies teachers use to solve the problem of order in
classrooms” (Doyle, 1986, p. 397). Effective teachers also use rules, procedures, and routines to ensure that
students are actively involved in learning (Marzano, Marzano, & Pickering, 2003). In essence, they use
management not to control student behavior, but to influence and direct it in a constructive manner to set the
stage for instruction.

Classroom Organization focuses on the physical environment. Effective teachers organize a safe classroom
environment (Educational Review Office, 1998). They strategically place furniture, learning centers, and materials
in order to optimize student learning and reduce distractions.

Expectations for Student Behavior is a key element in setting expectations for students. (Note: A second
key, Expectations for Achievement, is discussed in Chapter 4 of the Handbook.) Effective teachers know that
student behavior is not only about rules and consequences (McLeod et al., 2003); they also know that a larger
component is the development of a classroom climate that influences how students perceive their environment
and behave (Woolfolk-Hoy & Hoy, 2003). Thus, effective teachers expect students to act in a manner that
contributes to a positive classroom environment.

Classroom Management
Effective teachers create focused and nurturing classrooms that result in increased student learning (Marzano et
al., 2003; Shellard & Protheroe, 2000). These teachers teach and rehearse rules and procedures with students,
anticipate students' needs, possess a plan to orient new students, and offer clear instructions to students
(McLeod et al., 2003; Emmer et al., 1980). They use a minimum number of rules to ensure safety and productive
interaction in the classroom, and they rely on routines to maintain a smoothly running classroom (McLeod et al.
2003). In fact, it has been noted that classroom management skills are essential in a classroom for a teacher to
get anything done (Brophy & Evertson, 1976). In some ways, classroom management is like salt in a recipe;
when it is present it is not noticed, but when it is missing, diners will ask for it.

Rules
Virtually everything that involves interactions among people requires rules. Webster's dictionary defines a rule as
“a fixed principle that determines conduct” (McKechnie, 1983, p. 1585). Let's deconstruct this definition: a rule is
“fixed” meaning that it does not change regardless of the situation. In reality, we know that rules have to undergo
occasional modifications in the everyday life of a classroom. Nonetheless, rules establish the boundaries for
behavior (Nakamura, 2000), and consistency in their implementation is essential to effective classroom
management.
Effective teachers have a minimum number of classroom rules, which tend to focus on expectations of how to act
toward one another, maintain a safe environment, and participate in learning (Marzano et al., 2003; McLeod et
al., 2003; Thompson, 2002). These teachers offer clear explanations of the rules, model the rules, rehearse the
expectations with students, and offer students opportunities to be successful in meeting the expectations (Covino
& Iwanicki, 1996; Emmer et al., 1980). There is no magic number of rules that govern a classroom; rather, it is
the clear establishment of fair, reasonable, enforceable, and consistently applied rules that makes a difference in
classrooms.

When a rule is broken, an effective teacher is prepared to address the problem. Effective teachers tend to react
in several ways, including the following: positive reinforcement that points to the desired behavior, consequences
that punish the negative behavior, a combination of reinforcement and consequences, or indirectly responding to
the behavior such that the student is reminded of why a rule is important. What an effective teacher does not do
is react to an entire class for a rule infraction by a single student.

Routines
While they are more flexible than rules, routines or procedures are specific ways of doing things that, for the most
part, vary little during the course of the day or the year. Classrooms typically require many routines to operate
efficiently and effectively (McLeod et al., 2003). For example, routines commonly include how to enter and leave
the classroom, take attendance, indicate lunch selection, secure materials, dispose of trash, label work, turn in
assignments, make a transition during or between instructional activities, get to safety during drills and actual
emergencies, and change from one activity or location to another. In essence, routines shape the classroom
climate.
Effective teachers use routines for daily tasks more than their ineffective counterparts (Stronge, Tucker, & Ward,
2003). They invest the time at the start of the school year to teach the routines. By establishing and practicing
routines that require little monitoring, teachers ensure that the focus of the classroom is more squarely on
instruction (Covino & Iwanicki, 1996; McLeod et al., 2003; Shellard & Protheroe, 2000). Effective teachers
frequently provide students with cues to remind them of acceptable behavior, and effective teachers are good at
organizing and maintaining a positive classroom environment (Education USA Special Report, n.d.).
The establishment of routines allows for flexibility. For example, the teacher may not rehearse with students what
should occur if a new student joins the class, but might adapt the routine used for greeting classroom guests
(Emmer et al., 1980). Additionally, routines empower students to be more responsible for their own behavior and
learning in the classroom (Covino & Iwanicki, 1996). When classroom management issues arise, the teacher has
procedures to address the concern in an efficient, fair, and consistent way (Shellard & Protheroe, 2000; Thomas
& Montgomery, 1998). Thus, the result of established procedures is more time for teaching and learning.

Classroom Organization
Classroom management and organization are intertwined. While rules and routines influence student behavior,
classroom organization affects the physical elements of the classroom, making it a more productive environment
for its users. How the classroom environment is organized influences the behavior in it. For example, actions as
simple as color-coding folders, establishing fixed locations for lab supplies, maintaining folders for students to
pick up missed work after being absent, keeping extra copies of “Back to School Night” items to share with new
students, and designating specific places for other classroom supplies can have a dramatic effect on classroom
organization and, consequently, on student learning. While these procedures and a multitude like them are
simple matters, they nonetheless can be essential components for a smoothly operating classroom.
Classroom organization is evident in a room even if no one is present. Furniture arrangements, location of
materials, displays, and fixed elements are all part of organization. Effective teachers decorate the room with
student work, they arrange the furniture to promote interaction as appropriate, and they have comfortable areas
for working (Kohn, 1996). They also consider student needs in arranging the room by leaving space for
wheelchairs to maneuver; having walkways so students can access materials, pencil sharpeners, and the
trashcan with minimal disturbance to others; and organizing in such a way as to allow the teacher to freely move
around the room to monitor student progress

Classroom management as time management

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.

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 1) participate actively and 2) are successful in
learning activities. Effective classroom management maximizes academic learning time.

Good Teacher-Student Relationships

Some characteristics of having good teacher-student relationships in the classroom involves the
appropriate levels of dominance, cooperation, and awareness of high-needs students.
Dominance is defined as the teacher’s ability to give clear purpose and guidance concerning
student behavior and their academics. By creating and giving clear expectations and
consequences for student behavior, this builds effective relationships. Such expectations may
cover classroom etiquette and behavior, group work, seating arrangements, the use of
equipment and materials, and also classroom disruptions. Assertive teacher behavior also
reassures that thoughts and messages are being passed on to the student in an effective way.
Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending
on the current situation, and taking care not to ignore inappropriate behavior by taking action.