Classroom management is a major concern in schools today. According to Martin and Sass (2010), classroom management entails an “umbrella of definitions that include learning interactions, learning, and the behavior of students”. Walker (2009) stated, “The best teachers don’t simply teach content, they teach people”. According to Marzano, Pickering, and Pollack (2001), to effectively teach their students, teachers need to employ effective behavior management strategies, implement effective instructional strategies, and develop a strong curriculum. In addition to managing the instruction in the classroom, a teacher’s most significant challenge is also managing the behavior of students in the classroom because of how it can affect instruction, learning, and achievement. Since the mandates associated with the federal law NCLB (No Child Left Behind), the CCRPI (College and Career Ready Performance Index), and achievement based programs, such as Race to the Top; teachers are concerned about punishing students in ways that will remove them from the regular classroom setting. Nevertheless, when they decide to address the discipline issue, students are removed from their instructional area of expertise to a possibly weaker and undertrained skill of classroom management, like ISS (Etheridge, 2001). Teachers must continuously decide whether they should address disruptive behavior through disciplinary actions or continue to attempt to teach those students (Etheridge, 2010).

Educators cannot meet the demands of these mandated plans without effective classroom management strategies employed in their classrooms. According to Shupe(1998), student

achievement has suffered in schools where plaguing discipline and behavioral issues have not been adequately addressed. “There’s not a teacher alive who hasn’t felt the frustration of trying to manage a classroom with at least one student who repeatedly pulls other students off-task with annoying, disorderly behavior” (Daly, 2005). When students with behavior issues are not handled properly, research has shown they can negatively influence the learning environment by persuading other to join them, which cause teacher effectiveness to be questioned, and causing an increased stress for the teacher (Braden & Smith, 2006; Etheridge, 2010). The effect of classroom disruptions, especially the noncompliant behaviors, attributed to 2% to 5% of students, is a concern. These noncompliant behaviors interfere with the teacher’s ability to function effectively by consuming a disproportionate amount of the teacher’s time and energy. Furthermore, it has been suggested that identifying effective and efficient strategies for improving behavior must be included in educational reform before a profound impact on schools is noticed (Sailor, Stowe, Turnbull III, and Kleinhammer-Trammill (2007).

            Another issue linked to classroom management is recognizing which approach/method is the most appropriate for elementary school students. Is there a one size fits all approach to classroom management? Research shows the first years of a teacher’s career are considered to be the toughest years of their profession, particularly in terms of classroom management and discipline strategies. According to Etheridge (2010), these tough years are shown in estimation indicating roughly 30% of teachers abandon the profession after three years and nearly 50% of teachers leave within the first five years of entering a teaching career. Due to the changes in teaching and learning, schools are dealing with and seeing more discipline and classroom management issues.

Bear (1998) argues school discipline in the United States has changed dramatically within the last few years, Clegg (1984) suggested unproductive discipline affects many aspects of education. Does a teacher’s BM or IM score affect their students’ achievement? Students have changed over the past 100 years; therefore, classroom management strategies need to be readjusted to meet the demands of a new generation.

            It is important to distinguish between instructional management (IM) and Behavioral management (BM). Instructional management is when the educator maintains control within their classroom with the rigor of the lesson. According to Fowler “discipline is a subcategory of classroom management, and classroom management is a subcategory of instructional management”. Instructional management is based on planning effective lessons within the classroom where the students remain engaged and on task. Students are very impressionable and require teachers who have the knowledge of how to create the best outcome for everyone in the learning environment.

            Behavioral management (noninterventionist, interventionist, and interactionalist) is related to the expectations a teachers holds for their students. Zimmerman (2011) wrote, “It’s not enough to expect students to keep their hands to themselves or to raise their hands to speak, though those are great starts. Students also need to understand how you expect them to walk around the classroom, to handle sharpening pencils and turning in papers and how you want them to sit at their desks. They need to know how to get your attention appropriately and what voice levels to use at what times. Slater (2002) mentions five areas an educator should make their focal point as they desire to maintain people management: “communication, fairness, listen, empower, and change”.

Reference:      H. Sowell.Classroom Management Strategies: The Impact On Student’sAchievement.(2006)

By: Richelle Eileen O. Dador