Classroom Management

Classroom management is a broad term that includes a conceptual framework, instructional procedures, behavior management techniques, physical organization of the classroom, integration of reinforcement and instruction, evaluation activities, and a year-long planning model. How teachers manage their classrooms is related to students' performance on academic and behavior measures. Efficient models of effective classroom management are comprehensive in that instruction and behavior management are merged into an integrated system. All aspects of teaching and managing are considered: (a) instructional delivery, (b) curriculum design, (c) grouping students, and (d) use of time for instruction. In addition, an instructional approach to classroom management is proactive in that before a behavior problem occurs, teachers carefully and strategically arrange their classrooms to encourage student participation in all learning activities, as well as to teach students the necessary social skills to behave appropriately. More important, teaching critical social skills systematically sets up numerous opportunities for reinforcing what has been taught and directly communicates to students whether they are meeting expectations. An effective model of classroom management has the following eight features.

Feature 1: Developing a Conceptual Framework. The basic assumption of an instructional model of classroom management is that teachers first teach students how to behave in every circumstance for which teachers expect appropriate behavior. Teachers readily initiate opportunities to teach and reinforce new behaviors. Potential classroom management problems are approached exactly like instructional problems. Teachers must ensure that all students have access to instructional content, evaluate the students' ability to follow classroom rules, and teach all skills necessary for learning. Thus, teachers know what behavioral skills have been taught, reviewed, and mastered, just as they know what specific reading or mathematics skills have been taught. Teachers avoid making the faulty assumption that a student who engages in behavior problems has the ability to perform appropriately in the classroom.

Feature 2: Being Proactive. One important feature of an effective classroom management model is that it is proactive, meaning that teachers institute strategies to prevent learning and behavior problems before a problem occurs instead of reacting to problems. A proactive approach to classroom management typically includes, but is not limited to, the following teaching and management activities:

• Identify, teach, and post rules for appropriate behavior.
• Remind students of the rules for behaving appropriately.
• Create and maintain a positive, warm, and supportive classroom environment in which students feel comfortable and are academically engaged.
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• Establish a clear and consistent routine for moving about the classroom and carrying out general classroom activities.
• Implement research-based instructional strategies.
• Accommodate student needs by adjusting schedules and lesson demands on a case-bycase basis.

Feature 3: Aligning Phases of Instruction. Teaching unfolds in a fairly predictable direction and comprises three distinct phases: before, during, and after. No one phase of instruction is more important than another, and each of the three phases are interdependent, in that one phase of instruction and management cannot be planned independently of the other phases. All three phases must be conceptualized as related organizational components. The before-instruction phase establishes the foundation for sound instructional management, and teachers consider (a) student outcomes, (b) task design, (c) management plan, (d) reinforcement plan, and (e) transition plan. The during-instruction phase is concerned with three categories of teaching activities: (a) managing instruction, (b) delivering instruction, and (c) modifying instruction in response to disruptive behavior. The after-instruction phase emphasizes the evaluation of instruction and management after a lesson has been completed. During this phase, the instructional and management plan are adjusted, especially if results are not satisfactory. The after-instruction phase includes the following activities: (a) reflecting on instruction, (b) assessing instruction, and (c) modifying instruction in response to behavior problems.

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