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The Key to Effective Classroom Management

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

A teacher kneels next to his student's desk to talk to her. Both are smiling.

It’s a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost.

Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach . In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent—making the time students spent in the classroom more worthwhile and productive.

“Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience,” explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.

In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students—a total of 220 in fourth and fifth grade—and boost their sense of belonging. (A follow-up study with middle school teachers used the same strategies, with similar results.) Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.

Since it can be easy for some students to fall through the cracks, a relationship reflection form—like the one we share here—can help teachers take notes on each individual student and highlight ones who need the most attention.

Starting on a Positive Note

At the start of the school year, the teachers in the study made time for establishing relationships. “The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding,” Cook and his colleagues explain. For students with learning or behavioral problems, cultivating positive relationships provided “protective effects” that helped them stay focused on learning.

To establish positive relationships, teachers can:

  • “Bank time” with students. Schedule one-on-one meetings with students to get to know them better. The goal is to “make deposits into the relationship” to help ease conflict in the future if you have to give constructive feedback or address disruptive behavior.
  • Encourage student-led activities. Students feel more invested in their learning if given opportunity to share their interests . Teachers can step aside, be supportive, and listen.
  • Welcome students into the classroom. Activities such as positive greetings at the door and icebreaker questions help create a warm classroom culture.
  • Use positive communication techniques. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm or interest, and compliments help students—especially shy or introverted ones—ease into classroom discussions.

Maintaining Relationships

Without active maintenance, relationships deteriorate over time, the study authors point out. Teachers may focus too much on academics and not enough on supporting students’ emotional well-being, slowly using up the banked time they initially built up with students.

Teachers can maintain relationships by continuing to implement the strategies above, and in addition they can:

  • Take note of positive and negative interactions with students.  Teachers should aim for a five-to-one ratio.
  • Regularly check in with students. Ask how they’re doing and what support they may need. In an Edutopia article, Todd Finley explains how 5x5 assessment time helped him focus on a handful of students every day.
  • Acknowledge good behavior. When teachers focus attention on positive conduct, disruptive behavior is stemmed before it becomes an issue.

Repairing Harm Before Things Get Worse

Eventually, negative interactions such as misunderstandings, conflict, or criticism can weaken a teacher-student relationship. If these negative interactions are left unaddressed, students may feel disengaged and be less willing to participate in activities. They may also be more likely to misbehave, creating further damage. So it’s important for teachers to “intentionally reconnect” with students to restore the relationship to a positive state.

When relationships need repair, teachers can:

  • Let go and start fresh. Teachers should avoid holding mistakes over a student’s head, instead giving them a chance to start each day with a clean slate.
  • Take responsibility for their actions. Teachers can avoid blaming students when things go wrong, and think, “What could I have done to avoid the problem in the first place?” They shouldn’t be afraid to apologize when that’s called for—doing so helps build trust with students.
  • Show empathy. There are two sides to every story, and a teacher can acknowledge that students may have a different perspective about what happened.
  • Focus on solutions, not problems. Teachers can work with students to find a solution that everyone feels is fair.
  • Separate the deed from the doer. It’s important to criticize the behavior, not the person. If teachers label children as “problem students,” there’s a danger that they’ll internalize that label, making it more likely that they’ll repeat the behavior in the future.

The takeaway: Effective classroom management starts with relationship building. When students feel a greater sense of belonging, they’re more likely to be academically engaged and demonstrate positive behavior.

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23 Brilliant Classroom Management Strategies and Techniques

And how to implement each so your classroom runs like clockwork

23 Brilliant Classroom Management Strategies and Techniques feature image

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Peer into some classrooms, and they seem so easy to manage. Others, not so much. In reality, classroom management is one of the toughest things that teachers do, but it is a skill that you can develop and perfect over time. Use these teacher-tested management techniques to design and manage your own ideal classroom environment.

1. Work with a classroom management system that really “gets” today’s classrooms

While teachers don’t usually get to choose their own classroom management systems, sometimes one stands out enough to be brought to your administrators’ attention for consideration. We love Blocksi for how much more it provides teachers above and beyond the basics like attendance monitoring and grading software. For example, Blocksi allows teachers to monitor every student’s screen from the teacher dashboard, allowing you to ensure your class is on task during independent work times. Teachers can also engage in text conferences or video conferences with students in class or remotely, making quick, meaningful feedback a breeze. It also gives teachers the option to filter what websites and YouTube videos students can access, making sure students are safe and using their devices responsibly. It really is more like a classroom teacher’s co-pilot than a simple classroom management app.

2. Get to know your students

Classroom management often boils down to getting to know, and build relationships with, many tiny humans. Start each year by getting to know your students. Yes, that means learning who loves soccer and who hates gym class. But it also means understanding how each kid prefers to learn. Do they like to work alone or with others? Would they like to read about the ocean or the desert? Use this information to catch up with students (how was the soccer game?) and plan lessons that they will connect with.

Get to know your students with this student interest survey .

3. Communicate positively with families

TalkingPoints app on cell phone screen which is on a teacher's desk with supplies.

This doesn’t just mean calling home when there’s a problem. That’s important, of course, but so is sharing students’ successes with their families. Every parent wants to hear positive news about their child, and this reinforcement almost always makes its way back to the student. Try to contact at least one family each day to celebrate their child’s achievements.

  • 7 Reasons Why You Should Send Positive Messages to Parents
  • 9 of the Biggest Parent Communication Mistakes (Plus How To Fix Them)

If this sounds like a lot of work, we’ve got good news! Parent-teacher communication apps make things so much easier. One of our favorites, TalkingPoints , is a free app that focuses on family engagement, especially for under-resourced, multilingual communities. Parents and teachers text each other through their phones or a web browser, and the app provides any translation needed. Texting allows both parents and teachers to communicate on their own schedules, improving the process for everyone. You can learn more about TalkingPoints here , and when you’re ready to get started, sign up and start communicating for free today.

4. Create a learning space that matches your needs

These days, there are no set rules for what a classroom needs to look like. Think about your teaching style, and create a classroom with areas that match. Do you do a lot of group work? Use tables, or desks that can easily be rearranged. Be sure to provide spaces for students to work on their own comfortably, and accommodate any special needs. Consider asking students to help create the space that helps them learn, and be open to their suggestions.

  • 8 Types of Learning Spaces for Your Classroom
  • 25 of the Best Flexible Seating Options for Today’s Classroom
  • How To Create and Use a Calm-Down Corner in Any Learning Environment
  • How To Create Inclusive Classroom Spaces for Students With Physical Disabilities

5. Set clear expectations up front

two ways that teachers can update classroom routines including having task boxes for students and using hand sanitizer for hall passes

Most teachers start the year by sharing their classroom rules and procedures. If you really want students to abide by them, take some extra time to explain more specifically what you mean and why they matter. If your first rule is “respect each other,” students will likely need some clarification around what that means to you. Brainstorm a list together, or ask students to act out appropriate and inappropriate behaviors.

Take things a step further by having your students work together to create classroom rules that they all agree to follow. When you use techniques like giving kids buy-in and treating them like adults, it improves classroom management.

  • What Makes Good Classroom Rules?
  • 35 Must-Teach Classroom Procedures and Routines

6. Establish a behavior management plan

Every single teacher must be prepared with specific plans for behavior issues, including consequences for poor choices. Determine what you’ll say and do (it can help to role-play some common scenarios with more experienced teachers in advance). Try to match consequences with behaviors, so they’re more meaningful for students. In the heat of the moment, it can be tough to hand out a consequence. Enforce the consequence without any emotion. “You did this, and the consequence is this.” This helps students see that the behavior is unacceptable, but the student is still valuable.

  • Need Behavior Reflection Sheets? Grab Our Free Bundle
  • Behavior Management Starts With Principals, Not Teachers. Here’s Why.

7. Be consistent, insistent, and persistent

Once you’ve established your rules and behavior management plan, stick with it, every single day. When you tell kids to stop talking and get back to work, but you don’t follow through, you are effectively telling them it doesn’t matter that much. This can lead to teachers raising their voices and saying things they regret. You don’t have to be mean—you just have to mean it.

  • Logical Consequences in the Classroom
  • 10 Ways To Discipline Students Without Taking Away Recess

8. Don’t yell at students

Seriously, no screaming, shouting, or yelling in the classroom. Most kids just tune it out anyway. Determine other methods for getting students’ attention, like doorbells, clapbacks, or hand signals. These classroom management strategies save your voice and lower everyone’s stress levels.

  • 10 Ways To Stop Yelling in the Classroom (and Still Get Students’ Attention)
  • 15 Reasons Why Teachers Love Their Wireless Classroom Doorbells

9. Incorporate movement whenever possible

Collage of Active Math Games

Sitting still is hard . Whenever possible, let kids get up and move around in your classroom, even just for a minute or two. This helps reset their brains, shake out the wiggles, and prepare to focus on learning again. Even better? Use active learning activities when you can. When moving and learning happen together, kids really benefit.

  • 54 Educational Brain Breaks for Kids
  • 35 Active Math Games and Activities for Kids Who Love To Move
  • 21 Kinesthetic Reading Activities To Get Students Up and Moving

10. Accommodate all learners

People learn in a variety of different ways, so the best classroom management techniques include lots of variety too. Offer activities that work for multiple learning styles: Allow students to read a text, watch a video, have a discussion with their peers, do hands-on practice, and more. When a student struggles with material, try switching up the teaching and learning methods you’re using. The more opportunities you give students to succeed and feel confident in their learning, the better.

  • What Are Learning Styles, and How Should Teachers Use Them?
  • 18 Effective Ways To Scaffold Learning in the Classroom
  • 21 Differentiated Instruction Strategies Every Teacher Can Use

11. Understand special needs

What is a 504 plan?

So many classroom management challenges can be averted by considering and planning for the needs in your classroom. Regularly review IEP and 504 plans, and share any concerns or questions with the special ed team. Be transparent with these students so they know the plan—and they know you know it too. Encourage kids to remind you of their accommodations, so it’s a team effort. This reduces anxieties for everyone and empowers kids to ask for what they need.

  • What Exactly Is an IEP?
  • What Is a 504 Plan? What Teachers Need To Know

12. Recognize and honor diversity

When students feel seen, their learning and achievement skyrockets. As you learn more about your students, look for ways to represent their diverse characteristics in your lessons. Highlight BIPOC scientists , LGBTQ+ authors and books , and multilingual learning resources. Educate yourself on the differences between equality and equity, and strive to understand the challenges many of your students face both in and out of the classroom.

  • 9 Areas of Your Teaching to Evaluate for Diversity & Inclusion

13. Address individual problems individually

When a student struggles, we sometimes want to help them “save face”—or help ourselves avoid difficult conversations. So, we choose to punish the whole class, or spend extra time on a topic that only a few kids really need help with. Learn to privately address challenges directly with the student(s) affected. These conversations really do get easier over time and can help you build strong relationships all around.

  • Why I’m Against Collective Punishment in Classrooms
  • Tips for Keeping Your Cool During Hard Conversations

14. Don’t take things personally

Kids come to school with all sorts of baggage and often take out their wider frustrations on teachers and fellow students. It can be tempting to take things personally and let your emotions take over. Instead, take a step back and return to your behavior management plan. Ask yourself, “What does this student need right now?” and go from there. In the rare case where you and a student actually do seem to have a personal conflict, remember to address that individually with them instead of getting into a shouting match in the classroom.

  • Coping With the Emotional Weight of Teaching

15. Focus on the facts

In the same vein, be sure that you’re truly addressing the problem you have, not the one you think you have. For instance, if it feels like one particular student is constantly interrupting the class, start keeping track. (Better yet, have another teacher or admin step in to observe and keep track for you.) It might not happen as often as you think, or it might be that there’s a pattern to the problem that suggests its own solution. Do your best to use classroom management techniques that approach situations with logic rather than emotion or frustration.

  • 10 Creative Ideas for Tracking Classroom Behavior

16. Stay organized

examples of classroom management in education

Source: @suzannesplans

Teachers have a million different things to do during any given day, so organization is one of the most important classroom management strategies. There’s a reason so many teachers love their daily planners and can’t get enough classroom organization ideas. Here are some of our favorite articles to get you started:

  • 33+ of the Best Teacher Productivity Tools To Help You Manage All the Things
  • 16 Hacks for Keeping Your Teacher Desk Organized (Yes, Really!)
  • Best Teacher Backpacks and Teacher Bags
  • 15 Easy Solutions for Messy Classroom Spaces
  • Here’s Everything That Should Go in Your Teacher Survival Kit

17. Give students as much responsibility as possible

Examples of classroom jobs, including botanist and paper passer

One way to help with organization is to take some responsibilities off your plate. Delegation is one of the best classroom management strategies because it empowers your students. They can take over jobs like taking attendance, cleaning up workstations, passing out papers, and even grading each other’s homework. Stop looking for ways to do things for your students, and instead find ways they can do things for themselves.

  • The Big List of Classroom Jobs for PreK-12
  • Why We’re Ditching Classroom Jobs for Star Student of the Day

18. Plan, plan, plan

Cacti teacher planner on desk and Floral teacher planner on desk.

Even if you aren’t required to submit lesson plans, that doesn’t mean you shouldn’t do them. There’s a lot to manage throughout the day, and not knowing what you are supposed to be teaching can easily destroy a good day. Develop plans that work for your teaching style, accommodate all learners, go along with curriculum standards, and pique the curiosity of your students. It may sound daunting, but the more you do it, the better you’ll get. A well-planned day is one of the best classroom management strategies for making an immediate positive impact. Plus it can make all the difference between being tired and flat-out exhausted.

  • The Best Teacher Planners, According to Teachers
  • Educators Say These Are the Best Online Planners for Teachers
  • 24 Lesson Plan Examples for Every Grade and Subject

19. Learn to be flexible

Then again, the best-laid plans sometimes get derailed by snow days, sick kids, escaped hamsters, and other unforeseen emergencies. Teachers have to be able to be flexible and make adjustments on the fly. Build extra time into every lesson plan for the unexpected, and keep a supply of early-finisher activities on hand too. When you utilize classroom management strategies that help you go with the flow, your life becomes so much easier.

  • The Big List of Fast Finisher Activities

20. Notice the good things

Feeling down or negative? There’s a good chance you’re only focusing on the perceived failures or struggles in your classroom. All too often we spend our days telling students (and ourselves!) what went wrong. Just as it takes practice to notice things that aren’t going well in the classroom so you can course-correct, you might need to work on noticing things that are going well. Get in the habit of making a daily list of successes, even if they’re as small as “every kid remembered to turn in their homework on their own” or “Luiz and Geena didn’t fight at all today.” Use that list to praise students personally or send positive texts to families.

  • 15 Ways To Bring More Positive Language Into Your Classroom and School

21. Recognize achievements of all kinds

A hand holding a 'Your Teacher is Proud!' note on blue paper

Be lavish with your praise! We don’t always need to be problem-solving. Instead, build on the positives, which will then push out the negatives. For example, if you see kids working together to solve something, notice it out loud. “Nice teamwork, you two. Can you share why you decided to do this together instead of on your own?” This way you’ll get to hear their thinking, and other students will get to learn that it’s OK (and encouraged) to do things differently.

  • The Subtle Power of the Positive Note

22. Focus on behavior over achievement

As you’re celebrating achievement, try to look for and praise the behaviors that led to it. This encourages kids to value a growth mindset , where getting better at something is just as important as being good at it in the first place. So if a student receives a C on a test but it’s a 10-point improvement over their last score, tell them you’re proud. Ask how they accomplished that gain, and encourage them to keep up the positive behavior.

  • Ways To Encourage Good Behavior Without Junky Prizes or Sugary Treats

23. Default to compassion

A kid shows up late. “Everything OK? We missed you.” A kid doesn’t have their homework for the fourth time this week. “Hey, is something going on that’s making it hard for you to get your work done? This is really important, and I want to make sure you’re able to do what you need to do.” A kid throws a tantrum in class. “Wow, you’re really struggling with self-control. Can you tell me why? Are you hungry or tired?” This is one of those strategies that can be a real game-changer with your most challenging students. Learn more at the link.

  • The Secret to Classroom Management—No Matter Where You Teach

Classroom Management Techniques by Grade

  • Kindergarten: Classroom Management | Online Teaching Guide
  • First Grade: Classroom Management | Online Teaching Guide
  • Second Grade: Classroom Management | Online Teaching Guide
  • Third Grade: Classroom Management | Online Teaching Guide
  • Fourth Grade: Classroom Management | Online Teaching Guide
  • Fifth Grade: Classroom Management | Online Teaching Guide
  • 11 Dos and Don’ts of Middle School Classroom Management
  • 50 Tips and Tricks for High School Classroom Management

Be sure to check out Blocksi to see all the tools and resources this classroom management system offers teachers and schools.

Is your classroom feeling out of control? Try these classroom management strategies and techniques to help get more authority and respect.

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9 Examples of Effective Classroom Management Strategies

Damon Torgerson : Aug 1, 2022 11:00:00 AM

9 Examples of Effective Classroom Management Strategies

“The classroom should be an entrance into the world, not an escape from it.” ~John Ciardi

Teaching is a profession that requires a broad set of skills to help students rise to their potential. While many of these skills involve the pedagogical elements of being a teacher, there is no denying that effective classroom management skills are essential if teachers are to engage their students and deliver positive outcomes.

At Alludo, we want to make sure that teachers have everything they need for a successful and productive classroom experience and that’s why we have included microlearning activities related to classroom management in our professional development catalog . To help you understand the importance of classroom management, here’s some information plus nine examples of effective classroom management strategies to try.

Table of Contents

A set of rules, detailed procedures, it directly affects teacher effectiveness and student learning, it correlates with student success, it helps teachers develop working relationships with students, it protects and leverages time in the classroom.

  • Minimal Consequences First
  • Rehearse Classroom Transitions
  • Make Positive Phone Calls Home and Send Letters
  • Never Punish an Entire Classroom
  • Give Students Choices
  • Publicly Announce Goals
  • Maintain Authority Throughout the Year, Not Just at the Beginning
  • Explain the Reasoning Behind the Rules
  • Consider Inclusivity in Classroom Management

How Do You Handle a Difficult Classroom?

  • Alludo's Take

Empower Teachers in Your District to Devise and Implement Classroom Management Plans

What is a classroom management plan.

A classroom management plan is a simple but effective behavior management tool that teachers can use to maintain order in the classroom and help students reach their potential. It plays an important role in student education and is thus an essential tool for teachers.

First and foremost, a classroom management plan is a set of rules that is designed to hold students accountable for their behavior without scolding or yelling at them. It should lay out what behavior is expected and the consequences for not adhering to the rules.

For example, one rule might be that all students must raise their hand and be acknowledged by the teacher before speaking. The first violation might result in a verbal warning while the second might earn the student a short time-out.

Having a set of rules in place allows teachers to quickly address any behavioral issues while maintaining boundaries with students and setting expectations.

examples of classroom management in education

The second thing a classroom management plan must do is set out procedures for how the classroom operates in a variety of situations. Some situations to cover might include the following:

  • Regular teacher instruction
  • Testing procedures
  • Emergency procedures

The right classroom management plan can boost student engagement by setting classroom expectations.

Why is Classroom Management Important?

Smart classroom management has significant benefits for teachers, individual students, and the school as a whole.

By setting rules for appropriate behavior, classroom management has a direct impact on both student effectiveness and student learning. Teachers can focus on teaching because they’ll have fewer behavioral issues to address. With clear boundaries and less disruptive behavior around them, students can put their attention on learning.

An orderly and well-managed classroom contributes to student success. According to a 2022 study published in the Journal of Educational Psychology , students in classrooms where management strategies were employed spent more time on task than students in classrooms without such strategies and experienced improvements in test scores as a result.


While more research is necessary to determine which strategies have the biggest impact on student achievement, it’s not surprising that reducing disruptions would lead to better student outcomes.

The relationships teachers have with their students play a key role in student learning. When students feel seen, heard, and valued, they’re less likely to be disruptive and more likely to perform well in school.

Classroom management plans lay the groundwork for teachers to build productive working relationships with students because everybody in the classroom knows what to expect.

Teachers get comparatively little time with students, so it’s essential to protect time in the classroom and use it as efficiently as possible. The right classroom management plan will both protect teachers’ time in the classroom and allow them to leverage the time they have with students for the best results.

It might not seem like having plans and strategies in place would make a big difference, but students thrive when they know what’s expected of them.

9 Examples of Classroom Management Strategies

To help you develop a classroom management plan of your own, here are nine effective classroom management strategies as examples of what you could implement.

#1: Minimal Consequences First

When setting expectations for students, make the consequences for disruptive behavior as small as possible at first. If the minimum consequence is effective as a deterrent, you’ll be able to save big consequences for more serious infringements.

#2: Rehearse Classroom Transitions

Disruptions in the classroom are most likely to occur during transitional times: as students arrive in class before the bell rings, between activities, or when they’re preparing to leave the classroom. You can create a routine that will tell students what to do and rehearse it to minimize problems.

#3: Make Positive Phone Calls Home and Send Letters

Positive reinforcement can go a long way toward getting students on board with your classroom management plans. You can help them to see you as an ally by sending a positive letter or calling their parents to praise them.

#4: Never Punish an Entire Classroom


#5: Give Students Choices

Students are most likely to buy into your classroom management plan and see you as an ally when they have a choice in some of what they do. For example, you might give them a choice between a take-home quiz or completing an assignment in class.

#6: Publicly Announce Goals

It’s not useful to have goals if your students aren’t aware of them. They’re more likely to control their behavior if you announce a goal ahead of time. An example would be, “Today it took two minutes for the entire class to settle down after the bell rang. Let’s try to get it under a minute tomorrow.”

#7: Maintain Authority Throughout the Year, Not Just at the Beginning

In any management situation, it’s easy to lay down the initial ground rules but may be difficult to keep them consistent as time passes. It’s important to remember that if students behave inappropriately and there are no consequences, the likelihood of it turning into an ongoing problem increases. Be consistent to get consistency.

#8: Explain the Reasoning Behind the Rules

Nobody likes arbitrary rules, so taking the time to explain to your students why a rule is in place and when it applies can go a long way toward getting them to buy into your classroom management plan.

#9: Consider Inclusivity in Classroom Management

Inclusivity is essential for student learning, so you should review your classroom management plan with your special education team and with an eye toward accommodating students with IEPs and 504 plans. Remember that these students may need additional explanations or modified rules.

Even with an effective classroom management plan in place, there may be times when teachers need to address a difficult classroom or behavior from students who may be more disruptive than usual. Here are some pointers that can help you regain control:

  • Develop positive relationships out of the gate . Building authentic relationships with students may be more than half the battle of maintaining an orderly classroom. When you know your students, you’ll also know what motivates them. Students are more likely to see you as an ally if you have a positive relationship – and that may make them feel safe coming to you if there’s an outside issue that could be causing the disruptive behavior.
  • Be consistent . Consistency is essential in classroom management. If you set out a consequence for unacceptable behavior, that consequence must be consistently applied. Consequences should magnify with repeated offenses, but it’s also important to keep your behavior and demeanor consistent. Losing your temper won’t help anybody.
  • Get support from other teachers/peers . If a situation is particularly difficult to handle, you may want to get support and feedback from your peers. Another teacher may be able to see things in a new light or make suggestions that hadn’t occurred to you.


Difficult behavior is challenging but having a strong classroom management plan in place will give you a foundation to handle any problems that arise in the classroom.

Alludo’s Take

The Alludo PD platform provides teachers with a choice and a voice in what they learn. Any teacher who wants to create a classroom management plan can do so with help from the courses and microlearning activities included in our professional development catalog .

The bottom line is that preparing teachers with the means to learn about effective classroom management strategies can save them time and stress in the classroom and beyond. It also improves student achievement and success.

The Alludo platform allows teachers to complete microlearning activities on their own time and encourages engagement with gamification and rewards. 0ur platform itself can serve as inspiration to help teachers develop systems that work to inspire and encourage students.

Creating and implementing a classroom management plan can help teachers by helping students understand what’s expected of them. The result is that teachers can make better use of their time in the classroom – and students reap the benefits in the form of improved outcomes.

Want to reach up to 100% PD in your district? See how Alludo can help make it happen with our free professional development platform trial, including:

  • Hundreds of core topics
  • Asynchronous microlearning activities
  • Timely and specific feedback
  • Analytics that show learning impact
  • Access anytime, anywhere

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What's New in the Alludo Catalog ?

“It would take us years to roll out all the PD that we can on Alludo." - Kathy Jackson, Director of Teaching and Learning for K-12, YCJUSD

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20 Classroom Management Strategies and Techniques [+ Downloadable List]

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Classroom management strategies for individual students, downloadable list of classroom management strategies for teachers.

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Final thoughts about these classroom management strategies

Paper airplanes fly across the room. Students race between desks. You can’t get a word in, as they yell over you.

Disruptive behavior doesn’t have to be this dramatic, like a movie scene you’d watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward and effective classroom management approaches you can implement by yourself. These approaches can enhance prosocial student behavior and academic engagement, establishing an orderly learning environment.

Available as a downloadable list to keep at your desk , below are 20 research-backed classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

These 20 classroom management techniques have shown to improve classroom behavior, build relationships for a better classroom community, and foster a positive classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a happier, more effective teacher.

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

  • Use polite language
  • Maintain eye contact
  • Keep phones in your pockets
  • Let one another speak uninterrupted
  • Raise concerns about one another’s statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Young students sit in rows, raising their hands to answer the teacher's question.

Encourage all students to help you build classroom expectations and rules, as you’ll generate more buy-in than just telling them what they’re not allowed to do.

This is especially essential for new teachers. Near the start of the school year or during the first day of a semester, start a discussion by asking students what they believe should and shouldn’t fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels during lessons?

This may seem like you’re setting yourself up for failure, but -- depending on the makeup of your class -- you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations for your classroom culture.

3. Document rules

Don’t let your mutually-respected guidelines go forgotten.

Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it’ll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom — if you haven't already — for occasional reference. If you’re feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

  • “Do you have a question?”, not “Stop talking and disrupting other students”
  • “Do you need help focusing?”, not “Pay attention and stop fooling around while I’m talking”

This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.

5. Encourage initiative

A student stands at the front of the classroom with her teacher, talking to her classmates, who are seated.

Promote  growth mindset , and inject variety into your lessons, by  allowing students to work ahead and deliver short presentations  to share take-away points. Almost inevitably, you’ll have some eager learners in your classroom. You can simply ask them if they’d like to get ahead from time-to-time.

For example, if you’re reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral performance , according to a recent research review and study .

When it is sincere and references specific examples of effort or accomplishment, praise can:

  • Inspire the class
  • Improve a student’s self-esteem
  • Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let’s say a student exemplifies advanced problem-solving skills when tackling a math word problem . Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you’ll motivate other students to do the same.

7. Use non-verbal communication

A teacher stands at the front of the classroom, using hand motions to supplement her talking.

Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations -- divided sections of your classroom through which students rotate -- allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins. 

8. Hold parties

Throw an occasional classroom party to acknowledge students’ hard work, motivating them to keep it up.

Even if it’s just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you’re holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.

9. Give tangible rewards

A teacher high-fives a student who's completed her work, which is one of his classroom management strategies to reward good behavior.

Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

Let’s say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week -- from candy to being able to choose a game for the next class party.

10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They’ll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child’s learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching .

11. Build excitement for content and lesson plans

A teacher stands at the front of her class, trying to build excitement by previewing interesting parts of the day's lesson.

This one works well no matter the grade level: elementary school, middle school or high school. Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

As the bell rings and students settle, go through an agenda of the day’s highlights for the whole class. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, “Throughout the day, you’ll learn about:”

  • How to talk like you’re a teacher (sentence structure)
  • Why you don’t know anyone who’s won the lottery (probability)
  • What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.

Five middle school students sitting at a row of desks playing Prodigy Math on tablets.

Ready to make learning an exciting adventure?

Use Prodigy to boost classroom engagement and excitement with two captivating learning games for math and English!

12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

  • Providing audiobooks, which can play material relevant to your lessons
  • Maintaining a designated quiet space for students to take notes and complete work
  • Creating a station for challenging  group games  that teach or reinforce standards-aligned skills
  • Allowing students to work in groups while taking notes and completing work, away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

13. Write group contracts

A teacher offers advice to a pair of students working together to complete a question.

Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class’s thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you’ve written the contract, encourage students to come up with consequences for violating expectations.

By having them sign a fresh version of the contract before each group task and project, you’re empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don’t demand a specific product -- to allow them to demonstrate knowledge in ways that inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they’ll:

  • Work and learn at their own paces
  • Engage actively with appropriate content
  • Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

A teacher sits down at his desk, grading student work.

Recall a time you saw a big “F” in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.

So, consider avoiding standard marks on informal and formative assessments .

Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn’t meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a given student’s skill deficits, serving them content to help overcome them.

For example, Prodigy Math adjusts its content to help students in grades 1 to 8 address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers.

The best bit? Teaching tools are all available at no cost to educators and schools.

See the student experience below!

17. Interview students

Interview students who aren’t academically engaged or displaying prosocial behavior to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

  • What helps them focus
  • Who they work well with
  • Their favorite types of lessons
  • Their favorite in-class activities
  • Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

A teacher sits down with a misbehaving student, talking to him about his behavior as one of her classroom management strategies.

Avoid hesitation when you must address inappropriate or off-task behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between students or you and a student -- won’t fester. Failure to act can result in more poor behavior, leading to needlessly-difficult conversations.

But keep in mind: It’s usually best to talk to the student in private. Research shows that punishing students in front of peers has “limited value.”

19. Consider peer teaching

Use  peer teaching  as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can be  especially beneficial for students who suffer from low confidence and poor interpersonal skills.

Authoritative research  states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize benefits because they can ask questions and receive immediate clarification. A  later study  of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you’ll likely find the benefits are worth the work.

20. Gamify personal learning plans

Young students sit smiling at a desk, using tablets to complete work.

Motivate students on personal learning plans by gamifying those plans, as studies — such as recent research from South Korea — indicate this will continuously engage and incentivize them.

Consider  gamification strategies  such as:

  • Adjusting your scoring system --  Give experience points (XP) -- along with traditional scores -- on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.
  • Using stages --  Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they’re gamers, they’ll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.

If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.

Want a handy reference of all these strategies you can keep at your desk? Download our classroom management strategies cheat sheet here!

Classroom management strategy FAQs

What is the best classroom management style.

According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles, some educators believe an authoritative classroom management style may the best one. This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective. So you may wish to review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a variety of solutions that can be easily implemented. Every group of students has varying needs and will likely need a unique approach to help every student bring his or her best self to the classroom and be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will set you and your students up for success all year long. They are:

  • Classroom design —  be intentional about how you set up your desk, your students' desks, bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment.
  • Rules/discipline —  to create a safe and caring school community, develop classroom rules your students understand and — hopefully — respect. While it may not be fun, be sure to communicate that breaking classroom rules will have concrete yet fair consequences.
  • Scheduling/organization —  being on time, keeping on task and staying organized will help set up your lessons (and your students' learning) up for success.
  • Instructional technique —  while you may not have the flexibility you'd like when it comes to content and curriculum, you should have the freedom to choose  how  you teach. For example, 8th grade students may prefer a lecture-style lesson with small group discussions while 3rd grade students may prefer learning math with a digital game-based learning platform. Observe how your students learn best and use the classroom management strategies and techniques to teach your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons. It:

  • Creates and sustains an orderly learning environment in the classroom
  • Improves meaningful academic learning and fosters social-emotional growth
  • Increases students' academic engagement and lowers negative classroom behavior

These class-wide and one-on-one approaches to classroom management largely work  across subjects and grade levels . Implementable without admin and parent support, they should empower you to establish an orderly — yet friendly and engaging — environment.

Look forward to better teacher-to-student and student-to-student interactions as a result.

Looking for a fun way to engage and reward your students ? Try Prodigy Math ! Aligned with curricula for grades 1 to 8, students will practice key skills while also exploring an exciting fantasy world.

Plus, you'll get access to free teacher tools that help you differentiate math content, send assessments and collect student insights — in just a few clicks.

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examples of classroom management in education

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What is Classroom Management?

Whether you are a seasoned instructor or new to the craft, there are many decisions you make about any course you teach. The instructor's routines and expectations for a course can be grouped under the title of "classroom management." Whether you are aware of it or not, these decisions are guided by your personal beliefs and knowledge about how people learn (also known as your  teaching philosophy) . Some examples of components of classroom management at the college level include how you:

  • Choose to  assess student learning  (see also  Alternatives to Traditional Exams and Term Papers )
  • Hold students accountable for coming to class prepared
  • Have students interact with material and each other, for example: discussion groups (found in our Teaching Handbook ),  flipping the class , and using  clickers .
  • Establish a  collegial classroom atmosphere  

Application: Examples of Classroom Management Strategies

In the videos below, observe the instructors' different perspectives on components of classroom management, including:

  • Student accountability
  • Developing appropriate relationships with students
  • Facilitating interactions between students for optimal learning
  • Communicating expectations to students

Developing Learning Goals

Holding Students Accountable Helps Them Learn

Strategies for Addressing the Challenges of Teaching in Comparative Literature

Establishing the Tone for Your Class

Teaching in Gender Studies

Establishing Authority in the Classroom

Addressing the Challenges of Teaching in Gender Studies

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23 Classroom Management Strategies & Practical Examples For Teachers

Samantha Dock

Classroom management strategies promote learning by establishing and maintaining a positive and safe learning environment . However, classroom management can be a source of anxiety for educators, especially newly qualified staff. In this article, our author Samantha Dock shares 23 effective classroom management strategies informed by research and her own experience in the classroom.

When I first started my teaching career, I was most nervous about managing my own classroom and students’ behavior. This was fueled by negative depictions in popular media. One scene that came to mind was from the 1990 film, Kindergarten Cop . Detective John, played by Arnold Schwarzenegger, walks into a chaotic kindergarten classroom. Students are screaming, running amok, and painting the walls red, leaving Detective John frozen speechless. He yells at the students, inevitably causing them to cry. 

While Detective John resorted to some ineffective classroom management strategies, I developed a repertoire of research-informed techniques to manage my classroom and create productive learning environments.

Below, I share with you 23 teacher-tested classroom management strategies, grounded in research, to assist educators in successfully navigating classroom management.  

What are classroom management strategies?

Classroom management strategies are the tools and techniques teachers use to ensure a smooth and productive learning environment. These strategies are designed to support both academic progress and social-emotional development by addressing disruptions and student misbehavior in a proactive and effective manner.

13 teaching Strategies Poster

13 teaching Strategies Poster

13 tried and tested strategies to help teachers maximise student progress with best classroom management practice.

Benefits of classroom management strategies

Researchers have been studying effective classroom management strategies since the 1950s and have identified a number of benefits. A well-managed classroom leads to:

  • Improved behavior
  • Reduced problem behavior (Oliver et al., 2011 )
  • Increased student engagement (Gage and MacSuga-Gage, 2017 )
  • Improved learning outcomes and academic achievement (Adeyemo, 2012 )

However, it’s important to note that a classroom management strategy in isolation will not impact all students’ behavior. Teaching is an art, not a science. Teachers must develop a repertoire of strategies and know how and when to use them effectively. That’s why we’ve compiled this list of 23 research-informed techniques for you to implement and adapt as necessary for you and your students’ needs.

23 effective and practical classroom management techniques for educators

1. establish classroom rules and expectations.

examples of classroom management in education

Establishing classroom rules and expectations is fundamental for creating a structured learning environment. Clearly outlining expectations from the first day of school sets the tone for behavior and academic engagement. 

For example, a teacher might establish rules such as “Raise your hand before speaking” and “Respect your classmates.” This clarity helps students understand boundaries and fosters a sense of security, which in turn supports better classroom management by reducing disruptions and conflicts.

2. Build relationships with students

Building relationships with students is essential for creating a positive classroom atmosphere and promoting good behavior. Showing genuine interest in students’ lives and interests, helps teachers establish trust and rapport. 

This simple strategy is particularly effective for reducing subject-specific anxiety, such as math anxiety . 

3. Keep specific student needs in mind

Keeping specific student needs in mind allows teachers to provide targeted support and accommodations. Recognizing and addressing individual differences in learning styles, interests, and backgrounds helps create a more inclusive and responsive learning environment. 

For example, providing additional resources or modifying assignments to accommodate students with diverse learning needs or cultural backgrounds promotes equity in education and enhances classroom management by fostering a sense of belonging and engagement for all students.

Putting student’s needs first

At Third Space Learning, students work one-on-one with the same tutor every session. This means tutors are aware of any additional needs students may have and adapt their teaching to the specific needs of each student.

The range of interactive tools in the virtual classroom allows students to communicate their critical thinking with tutors in a way they are comfortable with.

fifth grade lesson 3 - slide 1

4. Build relationships with parents

Parental engagement is crucial for gaining support and cooperation in managing classroom behavior. Communicating regularly with parents about their child’s progress and behavior helps build trust and understanding. 

For example, sending home weekly newsletters or making phone calls can develop positive relationships with parents, keeping them informed and involved. Ensuring the first time parents hear from you is good news helps to lead to a collaborative effort if you do reach out for support to maintain a conducive learning environment.

5. Use time effectively

Effective use of time is key to maximizing instructional minutes and minimizing disruptions. Lesson planning with clear objectives and transitions helps keep students focused and on task. 

For instance, breaking down lessons into manageable chunks with built-in opportunities for student interaction and group work can prevent boredom, keep students’ attention and reduce off-task behavior, contributing to smoother classroom management.

6. Arrange classroom furniture purposefully

Arranging classroom furniture purposefully can impact the flow of instruction and student behavior. Creating a layout that facilitates movement and encourages collaboration can enhance engagement and minimize distractions. 

For example, arranging desks in clusters or circles promotes group discussions and cooperative learning, encouraging a sense of community and reducing disruptions. 

Make sure that you have a garbage can in the front and back of the room to further lessen students moving all around the room.

Arrange furniture in a way conducive to learning

7. Set clear consequences

Transparency about consequences helps students to understand the outcomes of their actions and encourages accountability. Clearly communicate the consequences of both positive and negative behavior. This will promote consistency and fairness. 

For example, a teacher might establish a behavior chart with clear expectations and corresponding rewards or consequences for behavior issues, empowering students to make informed choices and ultimately improving classroom management.

8. Be consistent

Consistency in enforcing rules and consequences establishes predictability and fairness, which are essential for effective classroom management. Consistency helps students to understand what is expected of them and reduces confusion and resentment. 

For example, consistently enforcing rules for tardiness or incomplete homework sends a clear message about the importance of responsibility and respect for classroom norms.

9. Establish classroom procedures (and practice them!)

Establishing classroom procedures and practicing them throughout the school year helps to streamline routines and minimize disruptions. Teaching students the steps for common tasks such as entering the classroom, transitioning between activities, and packing up at the end of the day promotes efficiency and order. 

For example, practicing a morning routine that includes greeting the teacher, turning in homework, and completing a warm-up activity sets a positive tone for the day and reinforces expectations for behavior and participation.

10. Incorporate brain breaks

Incorporate brain breaks into the daily schedule to help maintain student focus and productivity. Short, structured breaks between activities or lessons give students opportunities to recharge and refocus, reducing restlessness and improving overall engagement. 

For example, incorporate brief stretching exercises, mindfulness activities, or quick games to help students release energy and to improve attention span, leading to more effective learning.

11. Engage students in learning

Engaging students in learning promotes active participation and reduces off-task behavior. Use a variety of teaching strategies such as hands-on activities, group discussions, and multimedia presentations to cater to different learning strategies and interests, keeping students invested in the lesson. Teaching doesn’t always mean direct instruction .

For example, incorporate real-world examples and multimedia resources. This can make abstract concepts more relatable and engaging, fostering curiosity and enthusiasm for learning. Helping students understand how to learn math , you can include real math , fun math activities and outdoor math to engage learners.

12. Give students responsibility

Giving students responsibility empowers them to take ownership of their learning and behavior. Assigning tasks such as classroom jobs, peer tutoring, or leading discussions promote a sense of belonging and encourages positive behavior. 

For example, allowing students to take turns leading morning meetings or organizing classroom supplies promotes leadership skills and reinforces the importance of cooperation and accountability.

13. Be flexible

Being flexible and adaptable allows teachers to respond effectively to unexpected situations and individual student needs. Flexibility in lesson planning, classroom routines, and behavior management strategies helps to accommodate diverse learning styles and personalities. 

For example, be open to modifying assignments or allowing extra time for struggling students. This will demonstrate empathy and promote a supportive learning environment.

14. Use behavior-specific praise

Using behavior-specific praise (BSP) reinforces positive behavior and encourages students to continue making good choices. Providing specific and genuine praise for effort, cooperation, and achievement boosts students’ self-esteem and motivation. Gage and MacSuga-Gage ( 2017 ) found that BSP had a statistically significant impact on positive student behavior.

For example, acknowledge students for helping a classmate, “Well done for helping them to complete the task”, or for completing a challenging task, “You did well to keep trying and try different approaches” . This rewards effort and positive attitudes, in addition to academic achievement. BSP demonstrates appreciation and encourages continued positive behavior, contributing to a more harmonious classroom environment.

15. Use teacher-directed opportunities to respond

Teacher-directed opportunities to respond involve strategically prompting students to participate and engage in classroom activities. Actively soliciting student responses through effective questioning , comments, or prompts means teachers create a dynamic learning environment where every student has the opportunity to contribute. 

For example, a teacher might ask open-ended questions during a discussion or call on individual students to share their thoughts, ensuring that all voices are heard and encouraging active participation. This strategy not only promotes a sense of ownership and responsibility among students but also provides valuable feedback for the teacher to assess understanding and adjust instruction as needed, thus enhancing overall classroom management.

16. Prompt for behavioral expectations

Prompting for behavioral expectations reminds students of classroom rules and encourages self-monitoring of behavior. Using visual cues, verbal reminders, or nonverbal signals helps redirect off-task behavior and reinforces expectations. 

For example, using a hand signal to remind students to raise their hand before speaking or displaying a visual timer to indicate remaining time for an activity prompts students to stay focused and on track, enhancing classroom management.

17. Lesson plan

Lesson planning with clear objectives and engaging activities supports effective instruction and classroom management. Planning lessons that are relevant, challenging and use differentiation strategies helps maintain student interest and participation. 

For example, incorporating interactive technology, cooperative learning tasks, or hands-on experiments aligns with students’ diverse learning needs and preferences, leading to a more dynamic and orderly classroom environment.


  • Collaborative Lesson Planning
  • How To Use A Spiral Curriculum

18. Be cognizant of your voice

Being cognizant of your voice tone, volume, and pacing can positively influence classroom dynamics. Using a calm and confident tone conveys authority and fosters a respectful atmosphere. 

For example, speaking clearly and at a moderate volume ensures that all students can hear and understand instructions, minimizing confusion and disruptions.

19. Consider proximity

Considering the proximity to students during instruction and classroom management situations can enhance teacher-student interactions and behavior management. Moving around the classroom and positioning oneself near students who need extra support or redirection helps maintain focus and deter off-task behavior. 

For example, standing near students who are working independently or quietly reminding a distracted student of expectations reinforces classroom norms and encourages positive behavior.

20. Practice compassion

Practicing compassion and empathy towards students promotes a supportive and inclusive classroom environment. Recognizing and validating students’ feelings and experiences helps build trust and rapport. 

For example, acknowledging a student’s frustration with a difficult assignment or offering encouragement during challenging times demonstrates empathy and cultivates a sense of belonging, contributing to better classroom management and student well-being.

21. Model ideal behavior

Modeling ideal behavior sets a positive example for students and reinforces classroom expectations. Demonstrating respect, kindness, and perseverance in interactions with students and colleagues establishes a culture of mutual respect and cooperation. 

For example, acknowledging and apologizing for mistakes, actively listening to students’ perspectives, and demonstrating a growth mindset in overcoming challenges helps create a positive classroom climate and promote effective classroom management.

22. Promote a growth mindset

Promoting a growth mindset encourages students to embrace challenges and persist in their efforts to learn and grow. Emphasizing the value of effort, resilience, and learning from mistakes fosters a culture of continuous improvement. 

For example, praising students for their perseverance in tackling difficult tasks or providing opportunities for reflection and goal-setting empowers students to take ownership of their learning and behavior, leading to better classroom management outcomes.

READ MORE : Developing A Growth Mindset In The Elementary School Classroom

23. Use tangible and intangible rewards

Using both tangible and intangible rewards reinforces positive behavior and motivation. Offering praise, recognition, privileges, or small incentives for following classroom rules and meeting academic goals encourages students to stay on task and make positive choices. 

For example, implementing a reward system such as a whole class token economy or individual behavior charts with opportunities to earn privileges promotes a positive classroom environment and supports effective behavior management. 

If you’re looking for a way to encourage students to complete their homework, you can use the homework surprise board.  If everyone in the class does their homework, they get a letter.  The goal is to spell out the word “homework.”  Once your class spells “homework” the entire class gets to choose a class prize!

Classroom management strategy

Classroom management tips for new teachers

Classroom management can be one of the most daunting challenges for new teachers. From navigating disruptive behavior to fostering a positive learning environment, rookies often find themselves overwhelmed. 

However, with the right strategies and support, managing a classroom can become a rewarding aspect of teaching.

Here are some quick tips for new teachers, regardless of your students’ grade:

  • Implement positive reinforcement for desired behaviors. For example, praise a student aloud for following the directions on the board.
  • Establish clear and consistent classroom rules and expectations. Here’s a pro tip: have students be a part of the process of creating rules! This helps to create a positive classroom culture and they get to feel like their voice is heard.
  • Utilize proactive strategies such as behavior contracts or token systems. It can be helpful to students to physically see their progress and reward they are working towards.
  • Address issues with students individually. Students can become embarrassed and act out if their behavior is addressed in front of their peers.
  • Foster a sense of community and respect among students to mitigate disruptive behavior. This will help promote positive behavior between peers and enhance the classroom environment.

Here are some grade-level specific tips, great for new teachers or teachers transitioning to a different school phase.

  • High school : Incorporate student voice and choice in classroom activities to enhance engagement, provide opportunities for student leadership roles and responsibilities, and offer real-world connections to course content to increase relevance
  • Middle school : Utilize interactive and hands-on learning activities to keep students engaged, implement frequent transitions and movement breaks to maintain focus, and foster peer relationships and collaborative learning experiences
  • Elementary school : Establish consistent routines and visual schedules to promote predictability, use positive reinforcement and praise to reinforce desired behaviors, and incorporate games and interactive elements into lessons to keep young learners engaged
  • Pre-k : Use visual schedules, picture cues, and verbal reminders to support understanding and communication, and incorporate plenty of hands-on, sensory-rich activities to engage young learners and promote exploration and discovery
  • Special education: Provide visual supports and communication tools to facilitate understanding, and collaborate closely with support staff and parents to ensure consistency and alignment across settings

Professional development for classroom management

Ongoing professional development opportunities play a pivotal role in empowering teachers to enhance their classroom management skills and stay updated on best practices. In today’s dynamic educational landscape, where student’s needs and behavior patterns continually evolve, teachers must continuously refine their strategies to maintain an effective learning environment. 

Professional development provides educators with access to the latest research, techniques, and resources tailored to address classroom management challenges. By participating in workshops, seminars, and collaborative learning experiences, teachers can access resources, tools, and support networks to address challenges effectively.

Ultimately, investing in ongoing professional development empowers teachers to cultivate a supportive and engaging classroom environment and enables teachers to adapt their practices to meet the diverse needs of their students and foster a positive learning environment.

If you are an educator struggling with misbehavior, here are some recommendations: 

1. Seek professional development opportunities

Attend workshops, conferences, and online courses specifically focused on classroom management techniques. Look for training sessions that offer practical strategies and real-life scenarios to help address misbehavior effectively.

  • IRIS Center: PD Activity Learning the Components of a Comprehensive Behavior Management Plan
  • PBS Learning Environment
  • Teaching Strategies For Supporting Children With ADHD In The Classroom
  • Ask your administration if there is any professional development offered through the district regarding classroom management

2 . Observe experienced teachers

Arrange to observe experienced teachers in action, particularly those known for their effective classroom management skills. 

During teacher observation , take note of their strategies, techniques, and approaches to handling challenging behaviors, and consider how you can adapt them to suit your own teaching style and classroom context.

3. Utilize mentorship programs

Participate in mentorship programs where you can be paired with a more experienced teacher who can provide guidance, support, and feedback on managing misbehavior. Engaging in regular discussions and reflections with your mentor can offer valuable insights and personalized advice tailored to your specific needs and circumstances.

Effective classroom management is crucial for creating a conducive learning environment, and it’s achievable through various proven strategies. It’s essential for teachers to continuously invest in professional development opportunities and seek mentorship to refine their classroom management skills. 

Importantly, schools and teachers should collaborate to promote a positive classroom culture, recognizing that teachers are not alone in this endeavor. By implementing these strategies and fostering a supportive learning environment, educators can empower students to thrive academically and socially.

Classroom management strategies FAQ

The four classroom management styles are authoritarian, authoritative, permissive, and indulgent.  Of these four, the most effective style is authoritative. An authoritative teacher practices a balance of teacher control and student involvement. Authoritative teachers are supportive, flexible, assertive, and warm. All of which are qualities of an extraordinary and successful educator.

The Big 8 classroom management strategies are the following: 1. Expectations 2. Cueing 3. Attention prompt 4. Signals 5. Tasking 6. Voice 7. Proximity 8. Time limits

The 4 Cs of classroom management are the following: 1. Critical thinking 2. Communication 3. Collaboration 4. Creativity It is imperative that these strategies are implemented into the classroom at a young age.  Students cannot wait until middle or high school to be introduced to these skills.

Oliver et al. 2018. Teacher classroom management practices: effects on disruptive or aggressive student behavior.

Gage and MacSuga-Gage. 2017. Salient Classroom Management Skills: Finding the Most Effective Skills to Increase Student Engagement and Decrease Disruptions.

Adeyemo. 2012. The Relationship Between Effective Classroom Management and Students’ Academic Achievement.

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How to Create a Classroom Management Plan [Guide + Resources]

examples of classroom management in education

When you’re standing in front of a classroom full of students ready to deliver a lesson, your pupils are probably always sitting up straight, giving you their undivided attention and never engaging in any behavior that would be disruptive to your teaching — right?

What? No? Well then, congratulations! You are among the vast majority of teachers who must consciously put in place a classroom management plan to keep your students on track and focused on the lessons of the day.

The reality is that classroom disruptions and misbehavior can hinder learning and achievement, which is why it is essential for teachers to have a working knowledge of proven classroom management strategies.

What is a Classroom Management Plan?

“The goal of a successful management plan is to maintain a safe and fun classroom that can focus on learning,” according to Kickboard , an educational company focused on facilitating positive culture in schools. “Classroom management is the combination of tools and practices that provide structure and promote positive learning spaces for students. The teacher, or classroom lead, provides instructions and sets expectations for student behavior in order to regulate classroom activities. Organized students, active participation in learning and minimal behavior distractions are evidence of effective classroom management.”

However, putting in place effective structure, expectations and enforcement practices is something that many teachers struggle with. 

“When I was a teacher, classroom management was not my strongest suit,” says Jennifer Gonzalez , editor of the education blog Cult of Pedagogy. “I relied heavily on forming good relationships with my students, thereby preventing misbehavior. This worked about 90 percent of the time; I really didn’t have a whole lot of behavior problems. Unfortunately, the way I dealt with that other 10 percent was rather haphazard: Far too often, I defaulted to the ‘Wait till there’s a problem, then react’ mode.”

Today, this education blogger points readers interested in putting in place a real classroom management plan to longtime teacher Michael Linsin, now an author and consultant who runs the website Smart Classroom Management .

While emphasizing the need to establish rules and enforce them, Linsin believes it is also essential to do so in a way that does not take the joy out of learning. “My number one goal is not that at the end of the day that they know the rules and consequences. It’s that they’re happy and excited to be part of the class. That they run home to their parents and say, ‘Oh my gosh. I have the best teacher. I have this awesome class. We’re going to do this and that this year. It’s going to be great,’” he told Gonzalez in an interview . “The classroom management secret is to create a classroom that students love being a part of.”

Elements of a Classroom Management Plan

“Classroom management is considered one of the foundations of the educational system,” asserts an article in Research.com . “It refers to the actions that educators take that create a supportive environment for students and teachers alike. The right classroom management plan provides opportunities for academic, social and emotional learning.”

The elements of a classroom management plan can be looked at in several different ways. According to the Research.com article ( “Classroom Management Plan Guide With Examples” ), a well-managed classroom has three important elements:

  • Efficient use of time and space
  • Strategies that empower the students to make good choices instead of controlling their behavior
  • Effective implementation of instructional strategies

Kickboard breaks classroom management down into four key elements :

  • Accountability – the expectations, rules, behavior choices and enforcement/reinforcement
  • Environment – the creation of a physical space (including the placement of desks, decorations, etc.) that is welcoming and reinforces the desired culture
  • People – the teachers and students; teachers modeling positive behaviors, students following suit and providing peer-to-peer accountability
  • Time – successful classroom management plans require time and patience, reminders and reinforcement to work their magic

Classroom Management Plan – Rules & Consequences

Yes, the rules are obviously a key element of any classroom management plan. And Linsin, the classroom management consultant, recommends keeping them very short and simple.

Handled well, your rules eliminate any need for yelling, scolding, etc. Putting in place clear rules and consequences “allows you to demand impeccable behavior without causing friction and resentment, which then frees you to build meaningful and influential relationships with your students.”

Linsin recommends the following four rules :

  • Listen and follow directions.
  • Raise your hand before speaking or leaving your seat.
  • Keep your hands and feet to yourself.
  • Respect your classmates and your teacher.

And he recommends enforcing them through the following three consequences :

  • 1st consequence: warning
  • 2nd consequence: timeout
  • 3rd consequence: letter home

Linsin counsels teachers to: “Print both your rules and consequences on a large poster board and display them prominently in your classroom. You will refer to your classroom management plan often, and thus your students need to be able to see them wherever they’re seated.”

8 Steps for Setting Up a Classroom Management Plan

When it comes to a more formal approach to setting up a classroom management plan, education consulting firm Positive Action offers the following 8-step approach:

1. Set classroom expectations

2. Consider school policies when drafting a classroom management plan

3. Establish clear and consistent boundaries in your class

4. Use verbal and non-verbal reinforcement

5. Hand out a planned syllabus to your class

6. Know the students in the whole class

7. Teach engaging content to encourage positive behavior

8. Decide on consequences

Set classroom expectations – They recommend involving your students in classroom management “because it helps build a community as well as the classroom culture.”

Consider school policies when drafting your plan – Be sure you are adhering to schoolwide discipline procedures while building a classroom management plan that also reflects your own principles, rules and philosophy.

Establish clear and consistent boundaries in your class – A vitally important one here is to insist that students stop talking before you begin and while you are teaching, something that may require patience.

Use verbal and non-verbal reinforcement – Tips here include offering praise with non-verbal communication (such as smiling, nodding or a thumbs up), or shaking your head or frowning to silently signal to a student to keep quiet.

Hand out a planned syllabus to your class – Doing so “will save you and your students a lot of headaches because a syllabus plan establishes expectations from day one and prepares your students on what to learn. At the same time, it allows students to plan informed schedules.”

Know the students in the whole class – Getting to know your students can bring perspective that helps you manage their behavior, while also conveying that you are easy to talk to.

Teach engaging content to encourage positive behavior – As Linsin has also asserted, one of the most effective classroom management strategies is to present curriculum, topics and activities that get your students engaged with your lessons. 

Decide on consequences – Positive Action recommends looking for ways to “use positive strategies to increase students’ competence” and, when negative consequences are needed, be sure to implement “measures that are safe for students and respect their dignity and basic rights.”


Use our handy 3-page Classroom Management Template to create a plan for everything that goes into successfully operating a classroom.

examples of classroom management in education

Classroom Management Tips 

Here is a list of classroom management tips, compiled from multiple sources:

  • Build solid teacher-student relationships
  • Show that you care
  • Celebrate achievements and hard work
  • Communicate with parents
  • Post your classroom rules and norms
  • Keep your rules simple and easy to remember
  • Share the meaning of each rule
  • Be very specific when modeling desired behavior
  • Be consistent
  • Encourage students to be respectful
  • Teach students to take responsibility
  • Be sure your students know emergency procedures
  • Set a positive tone for the classroom
  • With your structure in place, start fresh each day

Considerations for Elementary School Classroom Management

“Before learning can take place, young students must be helped to settle down and be ready to listen. Disruptions are a constant challenge in any room that’s full of children, and over the years certain elementary classroom management ideas have evolved,” according to Resilient Educator ( “5 Innovative Elementary Classroom Management Ideas” ). The article quotes Kate Ortiz, the National Education Association’s classroom management expert, on these five tips for creating a productive elementary school classroom environment:

  • Keep parents engaged
  • Avoid favoritism
  • Promote students’ respect for each other
  • Keep your attention on the disruptive students
  • Stay in control of your class

Considerations for Middle School Classroom Management

Middle schoolers can also be a very challenging age when it comes to holding their attention in the classroom.

“Squirrels. That is what they remind me of. We were all that age once and we were all just like squirrels!” says Edutopia blogger Ben Johnson. “Have you ever watched a squirrel? Zoom, freeze for two seconds, flick tail, and repeat. The trick for being a successful middle school teacher is holding their attention for more than just those few seconds.”

A career educator, Johnson said experienced teachers know that it is “impossible to speak over middle schoolers.” Instead, in “The Art of Managing Middle School Students,” he talks about how to use abstract “tools” such as:

  • Distraction and connection
  • Routine and surprise

“I have always believed that the best discipline plan was to have a good lesson plan, but for squirrelly middle school students, you have to have plan A, B and distraction lesson Z,” he concludes. “It’s important to remember: Middle school students sometimes get flustered and frightened easily, but they also can be easily drawn into the learning with solid expectations, behavior boundaries, and crazy, fun, active learning experiences.

Considerations for High School Classroom Management

 It probably would not shock you to learn that an article offering advice or managing high school students by the education advocacy organization Edmentum would be called “Taming the Chaos (Eight High School Classroom Management Strategies That Work).”

In the piece, former teacher LaToya Hozian shares some lighthearted examples of real-life high school classroom management scenarios. “After teaching high school English for 10 years, I’ve uttered some phrases I never could have imagined would be necessary. For example, ‘Riley, get your sandwich out of your pants!’ Yes, I had to tell a 14-year-old boy to get his sandwich out of his pants.”

Hozian says that when she talks classroom management with teacher friends, “we often laugh because it’s usually thought of as something that only applies to younger students. So, what about high school students? How do you handle a classroom full of students who are dealing with real challenges of growing up … when hormones are raging, everything is over-dramatized, and classroom curriculum is becoming demanding?”

The following tips for high school classroom management are “eight strategies that I had success with in my classroom”:

  • Incorporate some comedy
  • Be a real person
  • Learn names right away
  • It’s all about R-E-S-P-E-C-T
  • Keep an open-door policy
  • Be a good listener
  • Be mindful of the broader school environment
  • Build relationships 

Classroom Management Plan Resources

Many education advocacy organizations have compiled helpful online pages connecting teachers to a wide spectrum of classroom management planning research and resources. For example, Jennifer Gonzalez of the Cult of Pedagogy blog shares classroom management articles on:

  • Are You Sabotaging Your Classroom Management?
  • When Students Won’t Stop Talking
  • 12 Ways to Upgrade Your Classroom Design
  • A 4-Part System for Getting to Know Your Students

 Here are several more classroom management planning resource pages:


  • Creating an Emotionally Healthy Classroom Environment  
  • How to Manage Cell Phones in the Classroom
  • 4 Early-Year Keys for Effective Classroom Discipline  


  • 30 Classroom Procedures to Head Off Behavior Problems
  • Classroom Management: Building Relationships (video)
  • Strategies for Building a Productive and Positive Learning Environment


  • Creating an Effective Physical Classroom Environment
  • Classroom Management Strategies & Techniques for Student Behavior
  • Proactive Measures for Behavior Management

 Classroom Management Courses

Another high-value option for teachers looking to master classroom management is to enroll in an academic course or program focused on this vitally important topic. 

For example, the University of San Diego’s Division of Professional & Continuing Education offers individual classroom management-related courses , as well as a multi-course Classroom Management Certificate program .

Designed for busy working teachers, the 100% online USD certificate program covers a broad range of essential topics and is an excellent choice for educators interested in professional development opportunities connected to classroom management.

Classroom Management FAQs

“Classroom management is the combination of tools and practices that provide structure and promote positive learning spaces for students,” to Kickboard, an educational company focused on facilitating positive culture in schools. “The teacher, or classroom lead, provides instructions and sets expectations for student behavior in order to regulate classroom activities.”

Why Is it Important to Have a Classroom Management Plan?

Classroom management — aka order in the classroom — is necessary because disruptions and misbehavior can hinder learning and achievement.

What Are the Key Elements of a Classroom Management Plan?

The answer to this question varies depending upon the educator. According to a Research.com article ( “Classroom Management Plan Guide With Examples” ), a well-managed classroom has three important elements:

What Are Some Common Rules Used for Classroom Management?

Classroom management consultant Michael Linsin recommends that classroom teachers keep things simple by putting in place the following four rules:

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Classroom management.

Take a moment to think back to your time as a student and recall some of your favorite courses.  Very likely, those courses were well organized, assignments were clear, lectures and classroom discussions were focused and interesting, and the professor conveyed a passion for teaching and compassion for the students.  How can you create such an environment in your own courses?

Effective classroom management entails meticulous planning but also a readiness to switch gears and move away from the script when necessary; it requires firm control but also a willingness to relinquish that control to take advantage of a teachable moment; it requires leadership but also a sense of compassion and understanding of your students.

Classroom management image

Behavior Management ≠ Classroom Management, Education Week

Effective classroom management begins with strong organizational skills—preparing your materials carefully, practicing with the technology, and getting a sense of how to best organize and move around in the room, but that’s not where the planning ends. Consider these techniques as you develop your classroom management style:

Begin to establish an effective environment on the first day of class First impressions are extremely important in setting the tone for the rest of the semester, so plan your first class carefully:

  • Introduce yourself. Explicitly state the way you would like to be addressed.
  • Consider offering an ice breaker to relax students and encourage interaction.
  • Teach something; immediately begin to engage students in the course.
  • Take class time to review the syllabus and emphasize important aspects. In fact, use the syllabus to begin building student engagement even  before  you meet with students by ensuring that it articulates learning outcomes, class format, and expected behavior.  During those first few hectic add/drop weeks, students appreciate an instructor who clearly and concisely presents a course overview.
  • Expect some students to come in late. They’re getting lost, too!
  • Consider setting community rules (e.g., regarding phones, laptops, talking, sleeping, eating, late arrivals, and early departures) with the students; they will appreciate the democratic approach.
  • Start learning names right away; anonymity discourages student engagement.  Using props (name cards, photos, index cards), taking attendance (but remember that UConn policy prohibits grading attendance), and handing back papers and homework can help you to connect a name with a face.

Refer to First Day of Class for more information on first class activities and learning students’ names.

Interact with students regularly Consistent interaction will help ensure rapport and reduce classroom management issues:

  • Greet students as they enter the classroom
  • Chat with them for a few moments—Consider opening class with a brief casual conversation about a current event or something interesting from the homework
  • Intersperse lecture with discussion, group work, or video segments to encourage involvement and help students connect the content with real-world events and issues
  • Ask questions (giving plenty of wait time) and respond to student comments
  • Make eye contact with as many students as possible during class

Be ready to respond to challenges The best way to avoid challenges in the classroom is to anticipate the possibilities ahead of time and plan accordingly.

What will you do if students consistently arrive unprepared? Students spend only about half the time preparing for class as faculty expect. When faculty expect students to study more and arrange class to this end, students are more productive (National Survey of Student Engagement, 2004).

How will you handle disruptive students? Frequently we hear instructors lament the poor behavior of students in the classroom. UConn instructors are not the only ones who are noticing declining classroom courtesy (Schneider, 1998). This decline in courtesy and civility is resulting in frustration for instructors and students alike, reduction in student learning and student retention (Seidman, 2005).

Feldman (2001) characterized four general types of classroom incivility:

  • Annoyances;
  • Classroom terrorism;
  • Intimidation of the instructor; and
  • Threats or attacks on a person or person’s psyche.

These four types of incivility range from arriving to class late (annoyances), to monopolizing classroom time with personal agendas (labeled as classroom terrorism by Feldman), to threatening to go to the department chair with complaints or give negative course evaluations (intimidation), to threats of physical violence or even physical attacks. The impact of each of these types of incivility on learning varies greatly but all of these types of incivility can disrupt the learning process.

Be proactive. When it comes to promoting classroom civility, “an ounce of prevention is worth a pound of cure.” Expectations for behavior should be included in your syllabus, presented on the first day of class, and revisited as necessary. Along with elaborating on your expectations, the consequences for violating these expectations should be specific and consistently explained and enforced. UConn’s standards should also be included so all students are aware of university policies and what is expected from them as citizens of the university community.

Be specific. Contrary to what you may think and hope some college students have not learned how to behave appropriately in the classroom. Therefore, it is necessary to provide very specific expectations. Rather than telling students to “be respectful,” provide them with examples. Can students disagree with the opinions of others? Can they ask questions while you are lecturing? Can they record your lecture? Alternatively, must they express their dissenting viewpoint or ask questions in accordance to certain expectations? If so, explain what those expectations are expectations.

Be in control. By studying university policies and thinking through possible problems you can develop a plan of action. Although you cannot anticipate all occurrences, you can develop plans that will help in many different instances. Whether the incivility was something you addressed in your syllabus or some type of unexpected incivility, typically, immediate action is necessary to demonstrate that you have control of the classroom. The specific action taken will depend upon the infraction. UConn provides information on student conduct on the website for Community Standards . Incivility should be carefully documented along with how you handled the situation and the student’s response.

Be a model. Your own behavior serves as a powerful representation of how you want students to behavior in the classroom and treat you and their classmates. You cannot demand respectful behavior from students if you are not respectful of them.

How can you encourage students to become engaged? It can be difficult to determine why quiet students are not contributing: Are they shy or introverted by nature, do they suffer from anxiety or depression, or are they simply unprepared? Here are a few ways to tease out discussion:

  • Give weekly quizzes, reflection papers or homework: Many students come from a test-laden, grade-driven public school experience, so they may not think that ungraded assignments are important. Connecting preparation to even a minimally graded assignment may dramatically increase students’ motivation to do their homework.
  • Clarify concepts and help with problem solving: If you work with material in class, acknowledging students’ ideas and offering valuable feedback, students will come to expect that they need to be prepared.
  • Grade class participation: Ask your students to help establish participation expectations in the class, and then grade their contributions to discussion using a rubric, clickers, or other methods.
  • Flip the classroom: Instead of using class time to lecture on the reading, establish an expectation that students must read or watch an online lecture before class in order to complete a classroom exercise (which may include group work, a case study, problem-solving, etc.).
  • Make expectations clear: Set ground rules for discussion, set criteria and indicators for participation, and model those behaviors. If students appear unaccustomed to discussion, provide scaffolding by assigning roles or specific techniques (Brookfield, 2011).
  • Call on students by name: When students sense that they are anonymous, they may not feel compelled to speak; show them that you are aware of them and interested and respectful enough to learn their names.
  • Respond positively and encourage elaboration: Learn to reply to student comments in a way that encourages participation. For example, students are more likely to participate when they do not feel threatened in class, so instead of saying, “No, that’s wrong,” you might ask a question that leads students to discover the error on their own. Acknowledge comments by repeating or rephrasing parts and commenting on them directly.
  • Introduce active learning exercises: Students who feel too on-the-spot to contribute to whole-class discussion might flourish in small groups, role plays, etc. When possible, offer a variety of ways for students to participate.
  • Give think time before expecting students to respond to questions: Some of our best thinkers simply need a little time to collect and articulate their thoughts. Give 10, 15 or even 30 seconds for students to answer tough questions, all the while making eye contact with them (showing that you will wait for an answer). Or ask them to take a few minutes to jot down notes and then ask what they came up with. You can also try think-pair-share exercises: After thinking and jotting notes, students discuss their responses with a nearby peer before sharing with the class.
  • Show your enthusiasm: Students will participate more often if their instructors engage actively in the discussion and show that they genuinely value participation.

The first step to getting students engaged is to get them to actually show up for class. Please see our tips on improving student attendance .

Should you post your lectures, slides, in-class materials, etc., online? Weigh the pros and cons, decide on a strategy and then stick with it: Posting class materials can save time, give students more opportunities to interact with the material, and make information accessible to everyone. On the other hand, posting may reduce attendance and class interaction, and it appears to encourage a passive approach to learning. Tips: Remember…Engage, engage, engage!

Don’t let down once the course gets underway. 

  • Arouse students’ curiosity
  • Convey your passion for the subject
  • Make course material relevant
  • Assign challenging but achievable tasks
  • Give students some control over their learning
  • Be available to meet students before and after class and during office hours

Articles referenced above:

Feldman, L. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49(4), 137-141.

Schneider, A. (1998). Insubordination and intimidation signal the end of decorum in many classrooms. The Chronicle of Higher Education, (March 27), A12-A14.

Seidman, A. (2005). The learning killer: Disruptive student behavior in the classroom. Reading Improvement, 42, 40-46. Retrieved from http://search.proquest.com/  docview/62148142?accountid=27975

Berger, B.A. “Incivility.” American Journal of Pharmaceutical Education 64 (4), 2000. Available at: http://archive.ajpe.org/legacy/pdfs/aj640418.pdf

Carbone, E. "Students behaving badly in large classes." New Directions for Teaching and Learning 77, 1999. Available at: http://onlinelibrary.wiley.com/doi/10.1002/tl.7704/abstract

Flaherty, C. “How not to lose control of a class.” Inside HigherEd; May 2015. Available at: https://www.insidehighered.com/news/2015/05/26/seasoned-educators-weigh-not-losing-control-class

Galbraith M.W. and Jones, M.S. “Understanding incivility in online teaching.” Journal of Adult Education 39(2); 2010. Available at: http://files.eric.ed.gov/fulltext/EJ930240.pdf

Knepp, K.A. “Understanding student and faculty incivility in higher education.” Journal of Effective Teaching 12, 2012. Available at: http://www.uncw.edu/jet/articles/Vol12_1/Knepp.pdf

McKinney, M. “Coping with ‘Oy Vey’ students.” Inside HigherEd 2005. Available at: https://www.insidehighered.com/views/2005/12/19/coping-oy-vey-students

Stewart, M.S. “Cropping out incivility.” Inside HigherEd 2011. Available at: https://www.insidehighered.com/advice/a_kinder_campus/stewart_on_creating_a_more_civil_campus_environment

Tiberius, R., and Flak, E. "Incivility in dyadic teaching and learning." New Directions for Teaching and Learning 77, 1999. Available at: http://onlinelibrary.wiley.com/doi/10.1002/tl.7701/abstract

Additional resources:

Bain, Ken (2004). What the Best College Teachers Do . Cambridge, MA: Harvard University Press.

McGlynn, A.P. (2001). Successful beginnings for college teaching: Engaging your students from the first day of class . Madison, WI: Atwood Publishing.

McKeachie, W. J. and Svinicki, M. (2013) McKeachie's teaching tips : Strategies, research, and theory for college and university teachers. (14 th ed.). Belmont, CA: Wadsworth.

Silberman, M.L. (1996 ). Active learning. Needham Heights, MA: Allyn & Bacon.

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Classroom Management

Classroom Management and Why It Matters

Managing the learning environment is both a major responsibility and an ongoing concern for all teachers, even those with years of experience (Good & Brophy, 2002).  for many educators and educational psychologists, classroom management is synonymous with classroom control (Bowers & Flinders, 1990; Doyle, 1986). However, as we will see in this chapter, management should include warmth and care as well as control. Your decisions about classroom arrangement, rules, and routines should reflect a concern for a secure, safe, orderly environment, but not at the expense of communication and trust among your learners. As a new teacher, you will quickly come to realize that warmth and control are not mutually exclusive concerns. Effective teachers who care about their learners inevitably combine the quality of warmth with their efforts to control.

Video 9.1.1. Teaching like a Champion-Control describes the balance of control that teachers exert in their classroom.

Teaching Styles and Classroom Management

For many years, the concepts of warmth and control were considered to be at opposite ends of the same continuum. If a teacher chose to be warm, he or she could not be in control, and vice versa. However, Soar and Soar (1983) have suggested that different degrees of warmth and control may occur simultaneously, and behavior in one dimension does not necessarily preclude behavior in the other. Although many combinations of warmth and control are possible, four major profiles emerge from this conception of classroom climate, as shown in the figure below.

examples of classroom management in education

Figure 9.1.1.  Teaching styles

For the dimension of control, student spontaneity, risk-taking behavior, and student-initiated responses characterize low-control climates. Teacher talk, task orientation, and teacher authority characterize high-control climates. For the dimension of warmth, the use of praise and rewards, use of student ideas, and responsiveness to student requests are associated with high warmth. Frequent reference to formal rules and procedures, use of punishment, criticism, scolding, and reprimanding are associated with low warmth.


The first is teaching style, authoritarian , is characterized as cold and controlling. Such a teacher may humiliate and criticize students in an effort to control all aspects of their behavior. Lesser extremes represent a teacher who provides little praise or reward. This style generally results in a classroom climate that is businesslike and task-oriented, with few interchanges with students that are not initiated by the teacher. It also is a classroom in which motivation to do high-level work may be inspired more by a fear of punishment, embarrassment, or, in extreme cases, humiliation than by the expectation of praise, reward, or reinforcement.


The second type of classroom climate is a result of an authoritative teaching style, in which the teacher is warm but in control. Here, classroom rules are mutually determined and a consistently applied system of praise and rewards is used to motivate good behavior, warmth and control may exist simultaneously.

One danger of excessive use of rewards, however, is the creation of an almost suffocating climate in which students have little if any room to pursue a behavior or activity independently. In such a classroom, only those behaviors that the teacher has previously identified are eligible for a reward—all others are deemed less worthy. As Soar and Soar (1983) have noted, this may create a classroom climate in which students have little room to pursue independent behavior because of the tightly managed praise and reward system established by the teacher.

This style differs primarily from the first in that motivation for good behavior here comes from a well-defined and consistently applied system of praise and rewards. With authoritarian teachers, good behavior results from a well-defined and consistently applied system of rules and/or punishment.

A third classroom climate is characterized by a permissive teaching style, in which the teacher is warm and permissive. A teacher who falls at the lower right corner of this quadrant is one who praises and rewards students frequently while allowing them almost complete freedom in choosing the limits of their own behavior, sometimes resulting in confusion.

A lesser extreme of this quadrant may represent a classroom in which praise and rewards are used freely but student spontaneity (for example, calling out) and risk-taking behavior are limited to certain times (for example, group discussion, problem-solving activities) or certain types of content (for example, social studies but not math). During these times the teacher acts as a moderator or co-discussant, guiding and directing but not controlling classroom behavior. In such a classroom, students have considerable freedom in how and when to speak, and the teacher’s warm and nurturing attitude is conveyed mostly nonverbally, through a set of classroom rules that encourage individual initiative.


The fourth style, neglectful , represents a classroom that is cold yet permissive. A teacher who falls at the lower-left corner of this quadrant is one who spends most of the time scolding and criticizing students but has few classroom rules to control or limit the behavior being criticized. Such an extreme climate sometimes prevails in a classroom where a substitute teacher takes over without warning. In such a classroom, students may use the teacher’s unfamiliarity with the rules as an opportunity to act out, thereby initiating scolding or criticizing behavior. Since the substitute teacher is unfamiliar with the classroom rules, he cannot fall back on the established system to prevent misbehavior. And because the substitute’s role is to keep order, not to create or discover the rules, much of his behavior is an attempt to “hold the line” by criticizing, reprimanding, and punishing, if need be, in order to keep the class under control.

In a less extreme form, a classroom with lead by this teacher may be characterized by some coverage of content, interspersed with delays for classroom management of misbehavior. In general, this quadrant shows both a lack of task orientation and teacher control over the subject matter content and a high frequency of scolding, criticizing, and reprimanding.

An effective classroom management plan blends warmth and control in ways that preclude overly rigid, dictatorial, or authoritarian forms of control, using instead a mutually agreed-upon set of rules and a well-defined and consistently applied system of praise and rewards. In other words, an effective plan combines strikes a balance of warmth with control. In this chapter, we will show you how to create this balance to build an effective classroom management plan.

Video 9.1.2. Teaching like a Champion-Warm/Strict describes the balance of warmth and strictness that teachers exert in their classroom.

Why Classroom Management Matters

Managing the learning environment is both a major responsibility and an ongoing concern for all teachers, even those with years of experience (Good & Brophy, 2002). There are several reasons. In the first place, a lot goes on in classrooms simultaneously, even when students seem to be doing only one task in common. Twenty-five students may all seem to be working on a sheet of math problems. But look more closely: several may be stuck on a particular problem, each for different reasons. A few others have worked only the first problem or two and are now chatting quietly with each other instead of continuing. Still, others have finished and are wondering what to do next. At any one moment, each student needs something different—different information, different hints, different kinds of encouragement. Such diversity increases even more if the teacher deliberately assigns multiple activities to different groups or individuals (for example, if some students do a reading assignment while others do the math problems).

A major reason that managing the environment is challenging is because a teacher can not predict everything that will happen in a class. A well-planned lesson may fall flat on its face, or take less time than expected, and you find yourself improvising to fill class time. On the other hand, an unplanned moment may become a wonderful, sustained exchange among students, and prompt you to drop previous plans and follow the flow of discussion. Interruptions happen continually: a fire drill, a drop-in visit from another teacher or the principal, a call on the intercom from the office. An activity may indeed turn out well, but also rather differently than you intended; you, therefore, have to decide how, if at all, to adjust the next day’s lesson to allow for this surprise.

A third reason for the importance of management is that students form opinions and perceptions about your teaching that are inconsistent with your own. What you intend as encouragement for a shy student may seem to the student herself like “forced participation.” An eager, outgoing classmate watching your effort to encourage the shy student, moreover, may not see you as  either  encouraging or coercing, but as overlooking or ignoring  other  students who already want to participate. The variety of perceptions can lead to surprises in students’ responses—most often small ones, but occasionally major.

At the broadest, society-wide level, classroom management challenges teachers because public schooling is not voluntary, and students’ presence in a classroom is therefore not a sign, in and of itself, that they wish to learn. Instead, students’ presence is just a sign that an  opportunity  exists for teachers to motivate students to learn. Some students, of course, do enjoy learning and being in school, almost regardless of what teachers do! Others do enjoy school, but only because teachers have worked hard to make classroom life pleasant and interesting. Those students become motivated because you have successfully created a positive learning environment and have sustained it through skillful management.

Fortunately, it is possible to earn this sort of commitment from many students, and this chapter describes ways of doing so. We begin with ways of preventing management problems from happening by increasing students’ focus on learning. The methods include ideas about arranging classroom space, establishing procedures, routines, and rules, and communicating the importance of learning to students and parents. After these prevention-oriented discussions, we look at ways of refocusing students when and if their minds or actions stray from the tasks at hand. As you probably know from being a student, bringing students back on task can happen in many ways, and the ways vary widely in the energy and persistence required of the teacher. We try to indicate some of these variations, but because of space limitations and because of the richness of classroom life, we cannot describe them all.

Candela Citations

  • Authored by : Nicole Arduini-Van Hoose. Provided by : Hudson Valley Community College. Retrieved from : https://courses.lumenlearning.com/edpsy/chapter/classroom-manageu2026d-why-it-matters/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Educational Psychology. Authored by : Kelvin Seifert and Rosemary Sutton. Provided by : The Saylor Foundation. Retrieved from : https://courses.lumenlearning.com/educationalpsychology. License : CC BY: Attribution
  • Educational Psychology. Authored by : Gary D. Borich and Martin L. Tombari. License : CC BY: Attribution
  • Teach Like a Champion Technique 45 - Warm/Strict. Provided by : Kaizen Teaching. Retrieved from : https://youtu.be/wi_zQJik-SA. License : All Rights Reserved

Educational Psychology Copyright © 2020 by Nicole Arduini-Van Hoose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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  • Centre for Education Statistics and Evaluation

Classroom management: Creating and maintaining positive learning environments

This literature review was originally published 09 January 2020.

examples of classroom management in education

  • 2020 classroom management literature review (PDF 2279 KB)
  • 2020 classroom management infographic (PDF 44 KB)

The literature review defines classroom management and provides a brief overview of classroom management research. It also describes the characteristics of effective classroom management strategies and how schools can best support teachers when implementing them.

Classroom management refers to the strategies teachers use to support and facilitate learning in the classroom. Effective classroom management is important for student achievement because it creates an environment that minimises disruptions, maximises instruction time, and encourages students to engage in learning.

The evidence suggests that classroom management requires both preventative and responsive strategies, with an emphasis on preventative strategies.

Preventative strategies are proactive and encourage students to be on-task, motivated to learn, and prosocial. Effective preventative strategies include:

  • creating and maintaining a positive classroom climate
  • using structured instruction to engage students in learning
  • explicitly teaching students rules and routines
  • offering pre-corrections to remind students of expectations
  • using active supervision in the classroom.

Responsive strategies include corrective responses to inappropriate behaviours. They support students to re-engage in learning. Effective corrective practices:

  • identify why the student is disengaged or being disruptive
  • ensure the student understands the corrective response
  • are consistent and expected
  • are given calmly
  • are proportionate to the level of behaviour displayed.

How to use this resource

Purpose of resource.

The Classroom management: Creating and maintaining positive learning environments resource provides a brief overview of classroom management research. It describes the characteristics of effective classroom management strategies and how schools can best support teachers when applying them.

When and how to use

The resource is a literature review and is accompanied by a discussion guide. School leaders and teachers can read, reflect on, discuss and implement themes and strategies highlighted in the literature review as part of school-developed High Impact Professional Learning (HIPL) .

The appropriate time to use this resource may differ for each school, leader and teacher.

School leaders can:

  • unpack the literature review, using the discussion guide , as part of whole-school professional development and/or stage or grade team meetings
  • encourage teachers to share key findings during professional development
  • reflect on strategies, policies or practices currently in place to create and maintain positive learning environments
  • lead discussions with staff about areas to improve across the school · display the Classroom management poster
  • support staff to find connections between What works best, the School Excellence Framework and the strategies contained in the literature review.

Teachers can:

  • read the literature review or summary and reflect on current practice · unpack the literature review, using the accompanying discussion guide , in a group setting
  • identify strategies and practices in the literature review to apply that will improve classroom management and student learning
  • reflect on the impact of the applied strategies.

Email feedback about this resource to [email protected] using subject line ‘Re: Classroom management: Creating and maintaining positive learning environments’. You can also subscribe to the CESE newsletter and connect with us on Yammer .

Alignment to system priorities and/or needs: NSW Department of Education Strategic Plan 2018-2023 – ‘Every student is engaged and challenged to continue to learn, and every student, every teacher, every leader and every school improves every year’

Alignment to School Excellence Framework: Teaching domain – effective classroom practice (classroom management); Learning domain – wellbeing (a planned approach to wellbeing, behaviour)

Alignment with existing frameworks: Australian Professional Standards for Teachers – Standard 4: Create and maintain supportive and safe learning environments

What works best – classroom management NSW Wellbeing Framework for Schools – Thrive: ‘Student learning takes place in an environment which fosters and develops choice, accomplishment, positive relationships, enjoyment, growth, health and safety’

Reviewed by: Learning and Teaching, Learning and Wellbeing, and Teaching Quality directorates; directors, educational leadership (DELs)

Created/last updated: Originally published 9 January 2020

To be reviewed: CESE publications are prepared through a rigorous process. Resources are reviewed periodically as part of an ongoing evaluation plan.

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  • Classroom management: poster
  • Literature review
  • Teaching and learning practices

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3 Examples of Effective Classroom Management

There are few careers as challenging and rewarding as teaching, and as with any profession, there are tools of the trade that must be honed so teachers can perform effective classroom management. Classroom management is a necessary skill. Without it, a teacher will have difficulty conveying what needs to be covered.

Set guidelines and stick to them

Every teacher has rules for their class, but teachers who stick to the rules they set are the most effective in managing their classrooms. The key to making class rules is ensuring teachers are not setting students up for failure by creating rules that are too rigid or impossible to abide by consistently.

For example, if a teacher has a “show up for class late, and you’ll receive a tardy” rule, a teacher will want to ensure students have enough time to get from their last class to the next class in a timely manner. If there are students who do have to trek across campus to get to class, a teacher will need to either relax the rule for those students or give them a specific time in which they need to arrive to avoid getting the tardy.

Another key to setting classroom guidelines is making rules that a teacher is willing to enforce. Students need to see the end result of what happens when the rules are either followed or not followed, and this needs to be consistent.

Once students figure out that a teacher won’t enforce a set rule, they will constantly push the boundaries and hinder a teacher’s ability to manage the classroom. So, whatever guidelines are set, make sure they can be lived with and enforced.

Engage a class in as many ways as possible

It used to be that a teacher stood in front of a class and talked, and students dutifully sat in their seats, listened and took notes. Although this method is still used to some extent, its use as a primary teaching method has gone the way of the overhead projector and film strip.

An effective classroom manager engages all students. It’s more difficult for students to act out or be disruptive if they are busy planning their next project or creating questions to ask other students when they give presentations. The more involved students are in the learning process, the more they will learn and the easier it will be to manage them.

Get parents involved from the start

Parents who are involved in their children’s education can help you enforce your rules. However, not every parent is going to show up a parent-teacher conference night ready and willing to help. This is why it is important for you to reach out to the parents of all your students on a regular basis.

Also, if you approach a parent of a student for whom you have concerns, the parent will be more willing to work with you to find a solution to the concern before it becomes a problem. A good teacher-parent relationship can also alert a teacher to any problems at home that might carry over into the classroom.

Managing a classroom is always a challenge, but laying a good foundation of objectives and goals, and applying tools to forward the objective and sticking to the plan will ensure the classroom environment is conducive to both teaching and learning.

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Tagged as: Engaging Activities ,  Teacher-Parent Relationships

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »


Classroom Management

Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention.

While a limited or more traditional interpretation of effective classroom management may focus largely on “compliance”—rules and strategies that teachers may use to make sure students are sitting in their seats, following directions, listening attentively, etc.—a more encompassing or updated view of classroom management extends to everything that teachers may do to facilitate or improve student learning, which would include such factors as behavior (a positive attitude, happy facial expressions, encouraging statements, the respectful and fair treatment of students, etc.), environment (for example, a welcoming, well-lit classroom filled with intellectually stimulating learning materials that’s organized to support specific learning activities), expectations (the quality of work that teachers expect students to produce, the ways that teachers expect students to behave toward other students, the agreements that teachers make with students), materials (the types of texts, equipment, and other learning resources that teachers use), or activities (the kinds of learning experiences  that teachers design to engage student interests, passions, and intellectual curiosity). Given that poorly designed lessons, uninteresting learning materials, or unclear expectations, for example, could contribute to greater student disinterest, increased behavioral problems, or unruly and disorganized classes, classroom management cannot be easily separated from all the other decisions that teachers make. In this more encompassing view of classroom management, good teaching and good classroom management become, to some degree, indistinguishable.

In practice, classroom-management techniques may appear deceptively simple, but successfully and seamlessly integrating them into the instruction of students typically requires a variety of sophisticated techniques and a significant amount of skill and experience. While the specific techniques used to manage classrooms and facilitate learning can vary widely in terminology, purpose, and execution, the following representative examples—taken from Teach Like a Champion: 49 Techniques that Put Students on the Path to College by Doug Lemov—will provide a brief introduction to a few basic classroom-management techniques (NOTE: While the general strategies described below are widely used by teachers, the specific terms in bold are not):

  • Entry Routine is a technique in which teachers establish a consistent, daily routine that begins as soon as students enter the classroom—preparing learning materials, making seat assignments, passing in homework, or doing a brief physical “warm-up” activity would all be examples of entry routines. This technique can avoid the disorder and squandered time that can characterize the beginning of a class period.
  • Do Now is a brief written activity that students are given as soon as they arrive in the classroom. This technique is intended to get students settled, focused, productive, and prepared for instruction as quickly as possible.
  • Tight Transitions is a technique in which teachers establish transition routines that students learn and can execute quickly and repeatedly without much direction from a teacher. For example, a teacher might say “reading time,” and students will know that they are expected to stop what they are working on, put away their materials, get their books, and begin reading silently on their own. This technique helps to maximize instructional time by reducing the disarray and delay that might accompany transitions between activities.
  • Seat Signals is a technique in which students use nonverbal signals while seated to indicate that they need something, such as a new pencil, a restroom break, or help with a problem. This technique establishes expectations for appropriate communication and helps to minimize disruptions during class.  
  • Props is the act of publicly recognizing and praising students who have done something good, such as answering a difficult question or helping a peer. Props is done by the entire class and is typically a short movement or spoken phrase. The technique is intended to establish a group culture in which learning accomplishments and positive actions are socially valued and rewarded.
  • Nonverbal Intervention is when teachers establish eye contact or make gestures that let students know they are off-task, not paying attention, or misbehaving. The technique helps teachers efficiently and silently manage student behavior without disrupting a lesson.
  • Positive Group Correction is a quick, affirming verbal reminder that lets a group of students know what they should be doing. Related techniques are Anonymous Individual Correction , a verbal reminder that is directed at an anonymous student; Private Individual Correction , a reminder given to an individual student as discretely as possible; and Lightning-Quick Public Correction , a quick, positive reminder that tells an individual student what to do instead of what not to do.
  • Do It Again is used when students do not perform a basic task correctly, and the teacher asks them to do it again the correct way. This technique establishes and reinforces consistent expectations for quality work.

In recent years, classroom management has received an increasing amount of attention from education leaders, reformers, and researchers, who have begun to investigate, analyze, and document the effective strategies used by successful teachers. The growing emphasis on classroom management is based on the general recognition that effective instruction requires effective classroom management, and that strong management skills are the foundation of strong teaching. In addition, there are now more professional-development opportunities related to classroom management being offered to teachers, and there have been discussions about the role of practical teaching techniques in teacher education and certification programs, and about whether such programs have overemphasized education theory at the expense of practical, applied skills that teachers will need in the classroom, such as classroom-management strategies.

While there is widespread agreement in education that effective classroom management is essential to good teaching, there is often debate about which strategies are most effective, or what is the best way to approach the management of a classroom or other learning environment . For example, some educators might argue that effective classroom management begins with student compliance and classroom orderliness, since learning cannot happen when students are not listening, when they are disobeying the teacher, or when they are disrupting other students in the class. In this case, the teacher needs to establish the behavioral and academic expectations for a class and ensure that students comply with those expectations. Other educators, however, would argue that teachers should approach classroom management by actively involving students in the process. For example, some teachers create common classroom expectations and agreements in collaboration with students. In this case, students play a role in developing the expectations, thereby taking “ownership” over the process, and the teacher then helps the students live up to those expectations by reminding them of the previous agreements they made or by asking the class to reflect on their work and behavior as a group in relation to the agreed-upon expectations—i.e., to identify the areas in which the class is doing well and the areas in which it can improve.

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17 classroom management theory examples

examples of classroom management in education

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Classroom management plays a crucial role in creating a conducive learning environment for students. With numerous theories available, educators need to have a comprehensive understanding of different approaches.

In this listicle, we present 17 classroom management theory examples that can help teachers establish efficient teaching techniques.

Examples of classroom management theory


Behaviorism is a classroom management theory that emphasizes the use of rewards and punishments to shape student behavior. By utilizing positive reinforcement and consequences, behaviorism aims to create a structured and disciplined learning environment.

Positive reinforcement plays a crucial role in behaviorism. It involves providing rewards or incentives to students for exhibiting desired behaviors. This can include verbal praise, stickers, or even small tokens that can be exchanged for privileges or treats. By rewarding positive behavior, students are motivated to continue behaving in a desirable manner.

Why learning theories are important in developing teaching strategies

Conversely, behaviorism also recognizes the importance of consequences for inappropriate behavior. This can involve implementing disciplinary actions such as time-outs , loss of privileges, or additional assignments. The idea is to create a clear cause-and-effect relationship between behavior and consequences, helping students understand the impact of their actions.

Behaviorism is effective in promoting a positive classroom atmosphere by reinforcing desired behaviors and discouraging negative ones. It provides students with clear expectations and guidelines, allowing them to understand what is expected of them. By consistently applying rewards and consequences, behaviorism helps students develop self-discipline and responsibility.

Incorporating behaviorism into classroom management strategies can contribute to a more structured and productive learning environment. By focusing on shaping student behavior through positive reinforcement and consequences, behaviorism helps create a conducive atmosphere for learning and growth.

The Token Economy

The Token Economy is a classroom management theory that utilizes a system of tokens or rewards to motivate students and reinforce desired behaviors, encouraging a positive classroom atmosphere. In this approach, students earn tokens or points for exhibiting positive behaviors or meeting specific goals. These tokens can then be exchanged for rewards or privileges.

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The use of a token economy system provides students with a tangible and immediate incentive to engage in positive behaviors. It helps to create a structured and motivating learning environment by clearly defining expectations and providing students with a sense of accomplishment when they earn tokens.

By implementing a token economy, teachers can effectively shape student behavior by focusing on positive reinforcement. This approach encourages students to develop self-discipline and responsibility as they strive to earn tokens and rewards. It also helps to foster a sense of community and cooperation among students, as they can support and encourage each other to earn tokens.

Furthermore, the token economy can be tailored to meet the specific needs and goals of individual students or the entire class. Teachers can customize the types of tokens, rewards , and behaviors that are targeted, allowing for flexibility and personalization.

Overall, the Token Economy theory is a powerful tool for promoting positive behavior and creating a supportive classroom environment . By utilizing tokens and rewards, teachers can motivate students, reinforce desired behaviors, and cultivate a sense of responsibility and cooperation.

Choice Theory

Examples Of Cooperative Learning Activities

Choice Theory is a classroom management theory that emphasizes the importance of individual choices in driving behavior. This theory operates on the belief that students are motivated by their own desires and needs and that they have the power to make choices that align with those motivations. By empowering students to take responsibility for their actions, Choice Theory promotes intrinsic motivation and a sense of ownership over their learning.

In the classroom, Choice Theory encourages teachers to provide students with opportunities to make choices within the boundaries set by the curriculum and classroom rules. This can include allowing students to choose their own topics for projects, giving them options for how to demonstrate their understanding of a concept, or allowing them to select from a range of learning activities. By giving students agency in their learning, Choice Theory promotes engagement and a sense of autonomy.

By implementing Choice Theory, teachers can create a positive and empowering classroom environment. Students feel valued and respected when their choices are acknowledged and honored. This theory also helps to develop students’ decision-making skills and critical thinking abilities as they consider the consequences of their choices.

In summary, Choice Theory is a classroom management theory that recognizes the power of individual choices in driving behavior. By empowering students to take responsibility for their actions and providing them with opportunities to make choices, teachers can foster intrinsic motivation, engagement, and a sense of ownership over learning.

Democratic Approach

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The Democratic Approach is a classroom management theory that promotes active student participation in decision-making, encouraging collaboration and collective responsibility. This approach recognizes the importance of involving students in the process of creating rules, setting goals, and making decisions that impact their learning environment.

By implementing the Democratic Approach, teachers create a classroom culture that values and respects the opinions and ideas of each student. Students are given opportunities to voice their thoughts, contribute to discussions, and participate in the decision-making process. This not only fosters a sense of ownership and empowerment but also enhances critical thinking and problem-solving skills.

In a democratic classroom, students are encouraged to work together, share responsibilities, and support one another. This collaborative environment promotes a sense of community and helps students develop important social and communication skills. By engaging in group projects, cooperative learning activities, and classroom discussions, students learn to value diverse perspectives and work towards common goals.

The Democratic Approach also teaches students the principles of democracy and citizenship. They learn about fairness, equality, and the importance of respecting the rights and opinions of others. This prepares them to become active and responsible members of society.

In summary, the Democratic Approach in classroom management promotes active student participation, collaboration, and collective responsibility. By involving students in decision-making and fostering a democratic classroom culture, teachers create an environment that empowers students, enhances critical thinking skills, and prepares them for active citizenship.

Behaviorism in the classroom

Assertive Discipline

Assertive Discipline is a classroom management theory that emphasizes the importance of clear and consistent rules in maintaining a structured and disciplined classroom. With this approach, teachers assert their authority in a firm but fair manner, setting clear expectations for behavior and holding students accountable for their actions.

By implementing assertive discipline , teachers establish a positive and respectful learning environment where students understand the boundaries and consequences of their behavior. This approach helps to prevent disruptive behavior and create a focused atmosphere for learning.

One key aspect of assertive discipline is the use of nonverbal cues and body language to communicate expectations and reinforce rules. Teachers use assertive body language, such as maintaining eye contact and using a calm and confident tone of voice, to convey authority and establish a sense of order in the classroom.

Another important element of assertive discipline is the use of logical consequences. When students violate the established rules, teachers respond with consequences that are directly related to the behavior. This helps students understand the connection between their actions and the outcomes, promoting personal responsibility and self-discipline.

Instructional classroom management approach: 15 benefits

By implementing assertive discipline, teachers create a structured and disciplined classroom environment that promotes a positive and focused learning experience for all students. This approach helps students develop self-control, respect for authority, and a sense of personal responsibility, which are essential skills for success in school and beyond.

Positive Behavior Interventions and Supports (PBIS)

Positive Behavior Interventions and Supports (PBIS) is a classroom management theory that prioritizes the prevention of negative behavior through the teaching and reinforcement of positive behaviors. By creating a supportive and inclusive classroom environment, PBIS aims to foster a positive learning experience for all students.

One key aspect of PBIS is the use of proactive strategies to promote positive behavior. Teachers implement clear expectations and rules and consistently reinforce and acknowledge students’ adherence to these expectations. By focusing on positive behavior, PBIS helps to prevent disruptive behavior and create a harmonious classroom atmosphere.

Another important element of PBIS is the use of data-driven decision-making. Teachers collect and analyze data on student behavior to identify patterns and trends. This information is then used to develop targeted interventions and supports for students who may be struggling with behavior issues. By addressing the underlying causes of negative behavior, PBIS helps students develop the skills and strategies they need to succeed.

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PBIS also emphasizes the importance of collaboration and teamwork. Teachers, administrators, and support staff work together to implement PBIS strategies and provide consistent support to students. This collaborative approach ensures that all members of the school community are working towards a common goal of promoting positive behavior and creating a positive learning environment.

In summary, PBIS is a classroom management theory that focuses on preventing negative behavior by teaching and reinforcing positive behaviors. By creating a supportive and inclusive classroom environment, implementing proactive strategies, using data-driven decision-making, and promoting collaboration, PBIS helps to foster a positive learning experience for all students.

Cooperative Learning

Cooperative Learning is a classroom management theory that emphasizes the importance of teamwork, problem-solving, and individual accountability. By organizing students into small groups, this theory promotes a cooperative classroom atmosphere where students work together to achieve common goals.

One of the key benefits of cooperative learning is the opportunity for students to develop their teamwork skills. Working in groups allows students to collaborate, communicate, and share ideas with their peers. This not only enhances their social skills but also teaches them the value of cooperation and the importance of working together towards a common objective.

Why Cognitive learning theory in the classroom

Cooperative learning also encourages problem-solving skills. When students work together in groups, they are presented with various challenges and tasks that require them to think critically and find solutions. This fosters their ability to analyze problems from different perspectives, brainstorm ideas, and make informed decisions collectively.

Furthermore, cooperative learning promotes individual accountability. Each student in the group has a specific role and responsibility, and their contributions are essential for the success of the group. This encourages students to take ownership of their learning, be responsible for their actions, and actively participate in the group’s activities.

In summary, cooperative learning is a classroom management theory that promotes teamwork, problem-solving, and individual accountability. By organizing students into small groups, this theory creates a cooperative classroom atmosphere where students can develop their social skills, enhance their problem-solving abilities, and take ownership of their learning. Incorporating cooperative learning strategies into the classroom can greatly benefit students’ overall academic and personal growth.

Applied Behavior Analysis (ABA)

Applied Behavior Analysis (ABA) is a classroom management theory that utilizes data-driven strategies to identify and modify behaviors. By analyzing and tracking student behavior, teachers can gain valuable insights into the factors that influence behavior and develop effective interventions.

How to implement connectivism learning theory in the classroom

One of the key principles of ABA is the use of positive reinforcement to promote desired behaviors. This involves providing students with rewards or incentives when they exhibit the desired behavior. By reinforcing positive behaviors, teachers can increase the likelihood of those behaviors being repeated in the future. This approach not only helps to shape students’ behavior but also fosters a positive and supportive classroom environment.

ABA also emphasizes the importance of consistency and structure in the classroom. By establishing clear expectations and routines, teachers can help students understand what is expected of them and create a sense of predictability. This can reduce anxiety and promote a sense of security, which is essential for optimal learning.

Furthermore, ABA recognizes the individuality of students and the need for personalized interventions. By conducting assessments and analyzing data, teachers can identify the specific needs and strengths of each student. This allows them to tailor interventions and support strategies to meet the unique needs of each student, promoting their overall development and success.

In summary, Applied Behavior Analysis (ABA) is a classroom management theory that utilizes data-driven strategies to identify and modify behaviors. By focusing on positive reinforcement, consistency, and individualized interventions, ABA promotes a positive and supportive classroom environment where students can thrive. Incorporating ABA principles into the classroom can greatly enhance student behavior, engagement, and overall academic success.

Cognitive-Behavioral Approach

How to implement constructivism in the classroom

The Cognitive-Behavioral Approach is a classroom management theory that focuses on the relationship between thoughts, feelings, and behavior. By understanding how these three components interact, teachers can help students develop self-awareness and cultivate positive attitudes toward learning.

In this approach, teachers encourage students to examine their thoughts and beliefs about themselves and their abilities. By challenging negative or self-defeating thoughts, students can develop a more positive mindset and increase their motivation to learn. For example, if a student believes they are not good at math, the teacher can help them identify and challenge this belief by highlighting their strengths and providing opportunities for success in math-related tasks.

Furthermore, the Cognitive-Behavioral Approach emphasizes the importance of teaching students coping strategies to manage their emotions and behaviors. By teaching students how to identify and regulate their emotions, teachers can help create a more positive and productive learning environment. For instance, if a student becomes frustrated or overwhelmed, they can learn techniques such as deep breathing or positive self-talk to calm themselves down and refocus on the task at hand.

By incorporating the Cognitive-Behavioral Approach into the classroom, teachers can empower students to take ownership of their learning and develop the skills necessary for success. This approach promotes self-reflection, positive thinking, and emotional regulation, all of which contribute to a supportive and engaging classroom environment. With the Cognitive-Behavioral Approach, students can develop the self-awareness and positive attitudes needed to thrive academically and personally.

Responsive Classroom

19 Benefits of Reflective Teaching

The Responsive Classroom approach is a classroom management theory that focuses on building a sense of community and cooperation among students. This theory integrates academic and social-emotional learning, promoting a safe and respectful environment for all.

In a Responsive Classroom, teachers prioritize the development of positive relationships among students and between students and teachers. By fostering a sense of belonging and connection, students feel more comfortable taking risks and participating actively in the learning process. This approach encourages collaboration and cooperation, as students learn to work together towards common goals.

One key aspect of the Responsive Classroom is the use of morning meetings. These meetings provide a structured time for students to greet each other, share experiences, and engage in activities that promote social-emotional learning. Through morning meetings, students learn important skills such as active listening, empathy, and problem-solving.

Another important component of the Responsive Classroom is the use of logical consequences. Instead of relying on punishment or rewards, teachers focus on helping students understand the impact of their actions and make amends when necessary. This approach encourages students to take responsibility for their behavior and learn from their mistakes.

By implementing the Responsive Classroom approach, teachers create a positive and inclusive learning environment where students feel valued and supported. This theory promotes social-emotional growth, academic success, and overall well-being. With a Responsive Classroom, students develop important life skills that will benefit them beyond the classroom.

examples of classroom management in education

Multiple Intelligences Theory

Multiple Intelligences Theory is a classroom management theory that recognizes the existence of different types of intelligence and encourages teachers to cater to diverse learning styles. Developed by Howard Gardner, this theory suggests that intelligence is not a singular, fixed trait, but rather a combination of various abilities and skills.

According to the Multiple Intelligences Theory, there are several types of intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligence. Each individual possesses a unique combination of these intelligences, and effective teaching involves addressing and nurturing these different strengths.

By incorporating the Multiple Intelligences Theory into their classroom management strategies, teachers can create a more inclusive and student-centered learning environment. They can design activities and assessments that tap into different intelligences, allowing students to engage with the content in ways that align with their strengths and preferences.

For example, a teacher might provide opportunities for linguistic learners to express themselves through writing or speaking, while also incorporating visual aids and hands-on activities for spatial and bodily-kinesthetic learners. By embracing the diversity of intelligence in the classroom, teachers can foster a sense of belonging and empower students to take ownership of their learning.

Importance of scaffolding in education

Incorporating the Multiple Intelligences Theory not only enhances student engagement and motivation but also promotes a deeper understanding of the subject matter. By recognizing and valuing the diverse ways in which students learn, teachers can create a more inclusive and effective learning environment that supports the success and growth of all learners.

Real-Life Connections

Real-Life Connections is a classroom management theory that emphasizes the importance of establishing links between classroom content and real-life experiences. By doing so, this theory enhances student engagement and connects learning to the outside world.

When students can see the relevance of what they are learning to their everyday lives, they become more motivated and invested in the learning process. By incorporating real-life examples, scenarios, and applications into their lessons, teachers can help students understand how the concepts they are learning are applicable in the real world.

For example, in a math class, a teacher might use real-life scenarios such as budgeting, calculating discounts, or measuring ingredients in a recipe to teach mathematical concepts. By connecting these concepts to practical situations, students can see the value and relevance of what they are learning.

19 benefits of using restorative practices in the classroom

Real-Life Connections also helps students develop critical thinking and problem-solving skills. By presenting them with real-life challenges and situations, teachers encourage students to apply their knowledge and skills to solve problems in a meaningful context. This approach not only deepens their understanding of the subject matter but also prepares them for real-world situations where critical thinking and problem-solving skills are essential.

By incorporating Real-Life Connections into their classroom management strategies, teachers can create a more meaningful and engaging learning environment. Students are able to see the practical applications of what they are learning, which enhances their motivation and understanding. This theory promotes a holistic approach to education, where students can connect their learning to the world around them and develop skills that are relevant beyond the classroom.

Social Contract

Social Contract is a classroom management theory that emphasizes the importance of collaboration and shared responsibility between students and teachers in developing a set of rules for behavior and classroom management. By involving students in the rule-making process, this theory promotes a sense of ownership and accountability among students.

When students have a say in creating the rules that govern their behavior, they are more likely to understand and respect those rules. This collaborative approach fosters a sense of community and mutual respect within the classroom, as students feel that their voices are heard and valued.

The Social Contract theory also encourages open communication and problem-solving. When conflicts or issues arise, students and teachers can refer back to the agreed-upon rules to find solutions. This promotes a sense of fairness and consistency in addressing behavioral issues, as everyone is held accountable to the same set of rules.

By implementing the Social Contract theory, teachers create a positive and inclusive learning environment. Students feel empowered and engaged in their own learning, as they have a stake in the rules and expectations of the classroom. This theory also promotes social-emotional development, as students learn to navigate and resolve conflicts in a respectful and collaborative manner.

In summary, the Social Contract theory promotes collaboration, ownership, and accountability in classroom management. By involving students in the rule-making process, teachers create a positive and inclusive learning environment where students feel valued and empowered. This theory fosters a sense of community and promotes social-emotional development among students.

Montessori Approach

The Montessori Approach is a classroom management theory that is based on self-directed learning and emphasizes hands-on activities and individualized instruction. This approach allows students to explore and learn at their own pace, fostering a sense of independence and self-motivation.

In a Montessori classroom, students have the freedom to choose their own activities from a carefully prepared environment. They are encouraged to engage in hands-on learning experiences that are designed to promote their cognitive, social, and emotional development. This approach recognizes that each student is unique and has different learning styles and interests.

The Montessori Approach also values the role of the teacher as a facilitator and guide. Instead of being the sole source of knowledge, the teacher observes and assesses each student’s progress and provides individualized instruction and support. This allows students to take ownership of their learning and develop a sense of responsibility for their education.

By implementing the Montessori Approach, teachers create a student-centered learning environment that promotes curiosity, creativity, and critical thinking. Students are actively engaged in their learning and develop important skills such as problem-solving, decision-making, and self-discipline.

In summary, the Montessori Approach is a classroom management theory that promotes self-directed learning, hands-on activities, and individualized instruction. By allowing students to explore at their own pace, this approach fosters independence, self-motivation, and a love for learning.

Restorative Justice

Restorative justice is a classroom management theory that focuses on repairing harm caused by misbehavior, with the aim of cultivating empathy, responsibility, and conflict resolution skills among students. This approach recognizes that when harm is done, it affects not only the victim but also the offender and the entire classroom community. By addressing the harm and involving all parties in the resolution process, restorative justice aims to create a positive classroom culture.

In a restorative justice approach, the emphasis is on dialogue and understanding rather than punishment. Instead of simply punishing the offender, restorative justice encourages open communication and reflection. Students are given the opportunity to express their feelings, take responsibility for their actions, and understand the impact of their behavior on others.

Through restorative justice practices, students learn to listen to one another, develop empathy, and find constructive ways to resolve conflicts. This approach helps to build a sense of community and trust within the classroom, as students learn to value and respect each other’s perspectives.

Restorative justice also provides an opportunity for students to learn from their mistakes and grow personally. By actively participating in the resolution process, students develop problem-solving skills and take ownership of their actions. This approach promotes a sense of accountability and encourages students to make amends and restore relationships.

In summary, restorative justice in the classroom focuses on repairing harm and cultivating empathy, responsibility, and conflict-resolution skills. By involving all parties in the resolution process, this approach nurtures a positive classroom culture where students learn from their mistakes and develop important life skills.

Reggio Emilia Approach

The Reggio Emilia Approach is a classroom management theory that places a strong emphasis on child-led learning, creativity, and collaboration. This approach creates a student-centered and expressive classroom environment that encourages active participation and exploration.

In the Reggio Emilia Approach, students are seen as competent learners. They are encouraged to take an active role in their own learning process, allowing their interests and curiosities to guide their educational journey. This approach recognizes that children have unique perspectives and ideas, and it values their contributions to the learning community.

Creativity is also a key component of the Reggio Emilia Approach. Students are provided with various materials and resources to express themselves and explore their creativity. Artistic expression, such as drawing, painting, and sculpting, is integrated into the curriculum to encourage self-expression and communication.

Collaboration is another important aspect of the Reggio Emilia Approach. Students are encouraged to work together on projects and engage in group discussions. This promotes social skills, teamwork, and the development of effective communication skills.

By implementing the Reggio Emilia Approach, educators create a classroom environment that fosters curiosity, creativity, and collaboration. Students are empowered to take ownership of their learning, express themselves through various mediums, and work together to solve problems and explore new ideas. This approach cultivates a love for learning and supports the holistic development of each student.

Culturally Responsive Teaching

Culturally Responsive Teaching is a classroom management theory that recognizes and values the cultural backgrounds and experiences of students. This approach promotes inclusivity, equity, and understanding in the classroom.

By acknowledging and embracing the diverse cultures represented in the classroom, educators can create a learning environment that respects and celebrates the unique identities of each student. This theory emphasizes the importance of incorporating culturally relevant content and teaching strategies into the curriculum.

One key aspect of Culturally Responsive Teaching is the recognition that students’ cultural backgrounds influence their learning styles, preferences, and experiences. Educators strive to create a classroom environment that is responsive to these individual differences, ensuring that all students feel seen, heard, and valued.

In a culturally responsive classroom, educators actively seek to understand and incorporate students’ cultural perspectives and experiences into the learning process. This can be done through the use of culturally diverse literature, incorporating multicultural perspectives into lessons, and encouraging students to share their own cultural knowledge and experiences.

By implementing Culturally Responsive Teaching, educators foster a sense of belonging and create a safe space for students to express their cultural identities. This approach not only enhances students’ academic achievement but also promotes social-emotional development and cultural competence.

In summary, Culturally Responsive Teaching is a classroom management theory that promotes inclusivity, equity, and understanding by acknowledging and embracing the cultural backgrounds and experiences of students. By incorporating culturally relevant content and teaching strategies, educators create a learning environment that respects and celebrates the unique identities of each student.

Understanding and implementing classroom management theories effectively is crucial for educators to create an optimal learning environment. By combining various strategies, teachers can address the unique needs of their students and cultivate a positive and engaging classroom atmosphere.

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examples of classroom management in education

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17 classroom management theory examples

Classroom management plays a crucial role in creating a conducive learning environment for students. With numerous theories available, educators need to have a comprehensive understanding of different approaches. In this listicle, we present 17 classroom management theory examples that can help teachers establish efficient teaching techniques. Examples of classroom management theory Behaviorism Behaviorism is a…

17 Classroom Management Theorists: Shaping Modern Education

17 Classroom Management Theorists: Shaping Modern Education

Classroom management is a crucial aspect of education, ensuring an optimal learning environment for students. Over the years, numerous theorists have contributed valuable insights and theories to enhance classroom management practices. In this listicle, we will explore 17 prominent classroom management theorists whose ideas have shaped modern education. B.F. Skinner B.F. Skinner, known as the…

Examples of Disrespectful Behavior in the Classroom

Examples of Disrespectful Behavior in the Classroom

Have you experienced a classroom where students frequently disrupt the silence by talking out of turn, disobeying instructions, or using disrespectful language? This situation can create a challenging learning environment for both teachers and students. However, there are also subtle forms of disrespect that often go unnoticed but can significantly impact the classroom dynamic. Let’s…

examples of classroom management in education

How to Create a Classroom Management Philosophy + Examples

Try to connect your classroom management philosophy with your “why,” or your general philosophy of education.

examples of classroom management in education

One could argue, however, that your classroom management philosophy is just as important - if not more important - than your general philosophy of education. After all, being able to manage a classroom effectively is key to creating an environment where all learners can thrive.

Whether you are a brand new teacher or a twenty-year veteran, it’s never too late to construct your classroom management philosophy. Many people might not think of teachers as “managers.” But teachers actually have more management responsibilities than most corporate managers, because of the many different hats they wear. 

Therefore, it’s important to create a plan for how you will carry out your managerial responsibilities in order to make your job easier and ensure the success of yourself and your students.

What is a Classroom Management Philosophy?

Classroom management philosophy encompasses the principles, approaches, and beliefs that inform our classroom management models . This includes the routines, rules, and standards we use to regulate disruptive behavior and create productive learning environments. 

Creating a Classroom Management Philosophy

When constructing your classroom management philosophy, think about your classroom management style. 

Do you like to maintain more control? Or are you happy to give students more freedom? Think about your goals for the year, and what kind of relationship you want to have with your students. What kind of classroom climate and school culture are you striving for? 

Think of your philosophy as a brief, but purposeful and reflective essay. Include an introduction, a body, and a conclusion. 

Where possible, cite research (the more recent the better) that supports your philosophy. 

Include your beliefs about teaching and learning in the classroom, your feelings about the teacher role versus the student role, and what your classroom management strategies and plans are for achieving the goals you’ve established. 

When you are happy with the philosophy essay you’ve created, don’t be shy about sharing it with all stakeholders - including your students. It illustrates the amount of time, thought, and consideration you’ve given to it.

Classroom Management Philosophy Examples

For inspiration, the following are classroom management examples . Keep in mind that your philosophy should be unique to you. No two philosophies should be exactly the same. The following are examples of excerpts you might consider using in your essay.

I want all students to feel safe and cared for. I want them to feel this is “our” classroom - not “my” classroom.

I believe all children deserve to feel comfortable in their learning space. I will provide as much flexibility as possible, in terms of seating and movement, to accommodate their individual needs.

Whenever possible, students will be given “voice & choice” in terms of activities and assessment options. If students feel they have a say in their learning, they will be more cooperative and willing to engage.

Students should feel like they are part of a community in my classroom. But like any community, there are rules that need to be followed in order for everyone to function at their fullest potential.

Students will be included in the creation of our classroom rules. Together we will create a “Classroom Constitution” which all the students will sign to show their agreement with. The Constitution will be displayed prominently in our classroom.

My role as a teacher is to be a facilitator of learning. I want my students to make authentic discoveries on their own. I believe this will lead to more meaningful connections that will ultimately encourage my students to see themselves as life-long learners.

Students will understand the expectations and responsibilities involved with group projects. They will be held accountable for their individual contributions.

Students should feel free to voice their opinions, concerns, and suggestions in my class, without fear of repercussions. I will have a locked box in my classroom where students can leave me notes to let me know what’s on their minds at any point in time.

I want students to know I care about their mental well-being. I will incorporate daily check-ins via Google Form as a way to identify potential problems and concerns.

Keeping Your Classroom Management Philosophy Updated

Like all things in education, you should periodically come back and revisit your classroom management philosophy. When you do, take time to reflect on whether you feel you’ve adhered to this philosophy or not. If you haven’t, why do you think this is the case?

You may find that over time, and with a variety of experiences, your thoughts and classroom management ideas change. If this is the case, it’s perfectly fine to revise and update parts or all of your philosophy. 

By going back and reviewing it, you are reminding yourself of your core beliefs, which may be particularly necessary during challenging times. 

However, no matter what your classroom management philosophy is, remember to be consistent when executing classroom management rules with your students. Consistency is always key to success. 

Don't forget to further your research by checking out our list of the best classroom management articles . Or listen to episode #34 of The LiveSchool Podcast for classroo managemtn ideas that really work!

About the Presenter

Becky Thal currently works as an edtech consultant in the field of marketing. Previous roles have included 5th grade math/science teacher and advertising executive. Becky is active in many online communities, as well as her local community. She is always open to collaborating on new projects! In her spare time, Becky enjoys trips to the beach, trying new restaurants, and attending her kids’ various sports games and events. She lives with her husband, three children, and Labradoodle, in New Jersey.

About the Event

Typically in every teacher preparation program, you are asked to construct a philosophy of education statement to add to your portfolio. What you may or may not include within that statement is your beliefs about classroom management.

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The Importance of Emotional Intelligence in Teaching

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Emotional intelligence (EI) is the ability to recognize, understand, manage, and use emotions effectively in ourselves and others. In the context of teaching, emotional intelligence plays a critical role in classroom management, student engagement, and overall educational outcomes. Let’s explore the significance of emotional intelligence in teaching, its impact on the classroom environment, and strategies for teachers to develop this essential skill.

The Role of Emotional Intelligence in Teaching

Understanding and Managing Emotions

  • Self-Awareness : Teachers with high emotional intelligence are aware of their own emotions and how they affect their behavior and interactions. This awareness helps them manage stress, remain calm under pressure, and respond appropriately to various classroom situations.
  • Self-Regulation : Emotionally intelligent teachers can control their impulses and moods. They can stay composed, think before acting, and handle disruptive behavior or challenging scenarios calmly and effectively.

Empathy and Relationship Building

  • Empathy : Teachers who possess empathy can understand and share the feelings of their students. This ability allows them to connect with students on a deeper level, making students feel valued and understood.
  • Relationship Management : Emotional intelligence helps teachers build positive relationships with students, colleagues, and parents. Strong relationships foster a supportive and collaborative classroom environment.

Impact on Classroom Management and Student Engagement

Classroom Management

  • Positive Classroom Environment : Teachers with high EI create a positive classroom environment where students feel safe and respected. This environment reduces behavioral issues and encourages cooperation and respect.
  • Effective Conflict Resolution : Emotionally intelligent teachers are skilled in resolving conflicts and de-escalating tense situations. They can mediate disputes between students and address issues before they escalate.

Student Engagement

  • Motivation and Encouragement : Teachers with high EI can inspire and motivate their students. They recognize individual student needs and adapt their teaching methods to engage and encourage every learner.
  • Active Participation : By fostering a supportive and inclusive atmosphere, emotionally intelligent teachers encourage active participation and engagement from all students. They make students feel comfortable expressing their ideas and asking questions.

Student Well-Being

  • Supportive Learning Environment : Emotional intelligence enables teachers to create a nurturing environment that supports students’ emotional and psychological well-being. This support helps students manage their own emotions and develop resilience.
  • Social-Emotional Learning (SEL) : Teachers with high EI incorporate SEL into their curriculum, teaching students skills like empathy, self-awareness, and emotional regulation. These skills are crucial for students’ overall development and success.

Developing Emotional Intelligence in Teachers

Self-Reflection and Mindfulness

  • Regular Reflection : Encourage teachers to reflect on their emotional responses and interactions daily. Understanding triggers and patterns can help them manage their emotions more effectively.
  • Mindfulness Practices : Mindfulness techniques, such as meditation and deep-breathing exercises, can help teachers stay present and calm, enhancing their emotional regulation skills.

Professional Development and Training

  • Workshops and Seminars : Attend workshops and seminars focused on emotional intelligence, classroom management, and SEL. These programs provide valuable strategies and insights for developing EI.
  • Peer Collaboration : Collaborate with colleagues to share experiences and strategies for managing emotions and building relationships. Peer support can provide practical solutions and encouragement.

Building Empathy and Communication Skills

  • Active Listening : Practice active listening with students and colleagues. Pay full attention, acknowledge feelings, and respond thoughtfully to build stronger connections.
  • Perspective-Taking : Make an effort to see situations from others’ perspectives. This practice enhances empathy and helps teachers understand and address students’ needs more effectively.

Stress Management and Self-Care

  • Healthy Lifestyle : Encourage teachers to maintain a healthy lifestyle, including regular exercise, balanced nutrition, and adequate sleep. Physical well-being supports emotional regulation.
  • Work-Life Balance : Promote a healthy work-life balance to prevent burnout. Encourage teachers to take breaks, pursue hobbies, and spend time with loved ones.

Incorporating SEL into the Curriculum

  • SEL Programs : Implement SEL programs and activities in the classroom. Teaching students about emotions, empathy, and relationship skills can enhance the overall emotional climate of the classroom.
  • Role-Playing and Scenarios : Use role-playing and real-life scenarios to teach students about managing emotions and resolving conflicts. These activities provide practical experience and reinforce EI skills.

Emotional intelligence is a vital skill for teachers, significantly impacting classroom management, student engagement, and overall educational outcomes. By understanding and managing their emotions, building strong relationships, and fostering a supportive learning environment, emotionally intelligent teachers can inspire and motivate their students to succeed.


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29 May 2024

Meet The Team: Elizabeth Hupert Delivers World-Class Experiences for Lifelong Learning Participants

E lizabeth Hupert serves as the Director of Program Operations at Darden Executive Education & Lifelong Learning (EELL) and has been a part of the Darden family since 1996. Hupert and her team are the backbone of our programs, ensuring they run expertly and that participants are guaranteed to have a world-class learning experience for which Darden is known. She shares about her journey at Darden, the next level experience her team provides, her favorite part of the job and more.

How did you come to Darden and how long have you been here?

I came to Darden in March of 1996, and except for two and a half years, I have been here ever since. During my entire tenure at Darden, I’ve been exclusively with Executive Education. Prior to Darden, I had a career in logistical management, both in the entertainment industry and at a large global credentialing organization in the financial services sector. It was in these roles that I developed a love for organizing events, and when I found the opportunity at Darden, I realized it would be the perfect fit. Darden feels like home.

How has your role evolved during your time at Darden?

Since joining Darden, I’ve held seven different titles, but they have all been in operations and program management. I’ve been leading the operations team for four years now. As Darden EELL  has grown and evolved, so has the level of responsibility in operations and the depth of our overall impact. As our program delivery model has evolved, as our innovation in design has evolved, and as our technology has evolved, so have these positions and the skills required to support our offerings and the clients we serve. We wear many hats, juggle many balls, and do whatever is required to ensure programs run successfully and yield the highest outcome.

How does the Operations team make the Darden experience so memorable and impactful for participants?

We take pride in providing effortless immersive learning. Every comfort and tool that could make the experience the best it can be is available to our guests. We create an environment that allows participants to maximize their learning experience at every level. When everything is taken care of for them — from lodging to meals, transportation, materials, to being a smiling face in the morning, and ultimately being the trusted primary resource for all they require to feel supported during their stay, they can take full advantage of their time at Darden. We anticipate their needs, being able to as seamlessly and as flawlessly as possible, make corrections or adjustments. Through everything we do, we build meaningful and long-lasting relationships with participants and always look forward to when a participant returns to Darden for another program. Our commitment is to always provide a world-class program, so they confidently return to Darden as they work towards their career goals and continue their learning journey.

We also could not achieve this without our amazing community partnerships with the facilities, classroom support, technology support, food and beverage teams, and The Forum Hotel — who all contribute significantly to our collective success!

I am inspired by the incredible diversity of organizations, industries, and cultures represented in our programs. We build relationships with people from all over the world and are fortunate to learn from those we serve as well. - Elizabeth Hupert, Director of Program Operations, Darden Executive Education & Lifelong Learning

What is your favorite part of your job?

My favorite part of what I do is getting to know the participants – learning their story. We don’t have to wait for the evaluations to come back when participants leave the classroom on their final day – we immediately know what their experience has meant to them. We see our impact in action!

In The Executive Program (TEP) , we host each year’s cohort for two weeks in the fall and then they return for another two weeks in the spring. Being able to welcome them again is like greeting an old friend. We also are privileged to see the resilience of the relationships and networks we have assisted in fostering. An example of this is a participant from the TEP Class of 2001 who I’m still in touch with today. I regularly hear from him and receive updates about how he’s still strongly connected with classmates from his cohort well over 20 years later.

I am also inspired by the incredible diversity of organizations, industries, and cultures represented in our programs. We build relationships with people from all over the world and are fortunate to learn from those we serve as well.

Are there any impactful moments or memories that stand out to you from over the years?

There have been so many amazing moments, and I often feel overly blessed with wonderful memories and opportunities I have experienced both personally and professionally through my work at Darden. For me, I would say supporting our international participants is by far one of the most gratifying aspects of my role. Many of them come to Darden (and the US) and can find themselves far outside of their comfort zone for a variety of reasons. My team and I put extra focus on checking in and making sure that they’re acclimating well – that dietary needs and preferences are being met, that they are recovering successfully from travel and resting appropriately, that they are not having excessive difficulty with a language barrier, and are feeling comfortable, heard and engaged in the classroom. Imagining ourselves in a similar place puts us in a perpetual mindset of attentiveness that builds trust and confidence with our clients.

I fondly remember a woman from Japan many years ago that struggled greatly during the beginning of her TEP experience, and on the last day of the program, she came up to me and gave me the biggest hug and thanked me for everything, expressing that she couldn’t have made it through without the care and courtesy she received. It meant so much to know that I and our team contributed to providing a such nurturing and empowering space for her so far from home.

When we create opportunities for learners who might not have had a way to “get here” so they can “go there” in their career, it never gets old to me, and is the greatest reward.

Why is lifelong learning important to you?

None of us will ever know it all. I consider myself to be a lifelong learner and feel like I have been able to learn side-by-side with the participants that we’ve welcomed. I appreciate being in the classroom and hearing about hot trends, current challenges and witnessing the bloom of great ideas and calls to action that will create positive impact for individuals, organizations and beyond.

There will always be change and you must be able to adapt to it and embrace it. I will always be a huge advocate for lifelong learning both personally and professionally and am incredibly proud of our mission and the work we do at Darden Executive Education & Lifelong Learning!

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  6. EDU305_Topic006


  1. The Key to Effective Classroom Management

    The Key to Effective Classroom Management. A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior. It's a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but ...

  2. 23 Brilliant Classroom Management Strategies and Techniques

    8. Don't yell at students. Seriously, no screaming, shouting, or yelling in the classroom. Most kids just tune it out anyway. Determine other methods for getting students' attention, like doorbells, clapbacks, or hand signals. These classroom management strategies save your voice and lower everyone's stress levels.

  3. 17 Classroom Management Strategies & Examples That Really Work

    Students should know that their role is to mime the clap back, quieting their voices. Clap and Freeze — Teach your class to freeze when they hear you clap, quieting their voices and staying in one place until you provide direction for their next movements. 2. Add Call and Response Chants to Your Toolkit.

  4. 9 Examples of Effective Classroom Management Strategies

    9 Examples of Classroom Management Strategies. ... Inclusivity is essential for student learning, so you should review your classroom management plan with your special education team and with an eye toward accommodating students with IEPs and 504 plans. Remember that these students may need additional explanations or modified rules.

  5. 20 Classroom Management Strategies and Techniques

    Final thoughts about these classroom management strategies. These class-wide and one-on-one approaches to classroom management largely work across subjects and grade levels. Implementable without admin and parent support, they should empower you to establish an orderly — yet friendly and engaging — environment.

  6. Effective Classroom Management

    Establish a collegial classroom atmosphere Application: Examples of Classroom Management Strategies. In the videos below, observe the instructors' different perspectives on components of classroom management, including: Student accountability; Developing appropriate relationships with students

  7. 23 Classroom Management Strategies For Teachers

    This will promote consistency and fairness. For example, a teacher might establish a behavior chart with clear expectations and corresponding rewards or consequences for behavior issues, empowering students to make informed choices and ultimately improving classroom management. 8. Be consistent.

  8. How to Create a Classroom Management Plan [Guide + Resources]

    The right classroom management plan provides opportunities for academic, social and emotional learning." The elements of a classroom management plan can be looked at in several different ways. According to the Research.com article ("Classroom Management Plan Guide With Examples"), a well-managed classroom has three important elements:

  9. Classroom Management

    Classroom civility is another of our instructor responsibilities. College Teaching, 49(4), 137-141. Schneider, A. (1998). Insubordination and intimidation signal the end of decorum in many classrooms. The Chronicle of Higher Education, (March 27), A12-A14. Seidman, A. (2005). The learning killer: Disruptive student behavior in the classroom.

  10. Classroom Management and Why It Matters

    Classroom Management and Why It Matters. Managing the learning environment is both a major responsibility and an ongoing concern for all teachers, even those with years of experience (Good & Brophy, 2002). for many educators and educational psychologists, classroom management is synonymous with classroom control (Bowers & Flinders, 1990; Doyle ...

  11. PDF Classroom management: Creating and maintaining positive learning

    Classroom management is vital for creating an environment that minimises disruptions, maximises instruction time, and encourages students to engage in learning. Research indicates that effective classroom management contributes to positive learning outcomes. The complexity of classroom management, however, makes it one of the most challenging ...

  12. Classroom Management Plan Guide in 2024 With Examples

    Classroom management is considered one of the foundations of the educational system. It refers to the actions that educators take that create a supportive environment for students and teachers alike. The right classroom management plan provides opportunities for academic, social, and emotional learning (Koran & Koran, 2018).

  13. Classroom management: Creating and maintaining positive learning

    creating and maintaining a positive classroom climate. using structured instruction to engage students in learning. explicitly teaching students rules and routines. offering pre-corrections to remind students of expectations. using active supervision in the classroom. Responsive strategies include corrective responses to inappropriate behaviours.

  14. 3 Examples of Effective Classroom Management

    Engage a class in as many ways as possible. It used to be that a teacher stood in front of a class and talked, and students dutifully sat in their seats, listened and took notes. Although this method is still used to some extent, its use as a primary teaching method has gone the way of the overhead projector and film strip. An effective ...

  15. Classroom Management Definition

    11.26.14. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual ...

  16. 17 Classroom Management Theorists: Shaping Modern Education

    Classroom management is a crucial aspect of education, ensuring an optimal learning environment for students. Over the years, numerous theorists have contributed valuable insights and theories to enhance classroom management practices. In this listicle, we will explore 17 prominent classroom management theorists whose ideas have shaped modern education. B.F. Skinner B.F. Skinner, known as the

  17. 17 classroom management theory examples

    Classroom management plays a crucial role in creating a conducive learning environment for students. With numerous theories available, educators need to have a comprehensive understanding of different approaches. In this listicle, we present 17 classroom management theory examples that can help teachers establish efficient teaching techniques. Examples of classroom management theory ...

  18. How to Create a Classroom Management Philosophy + Examples

    Classroom Management Philosophy Examples. For inspiration, the following are classroom management examples. Keep in mind that your philosophy should be unique to you. No two philosophies should be exactly the same. The following are examples of excerpts you might consider using in your essay. Example 1. I want all students to feel safe and ...

  19. The Importance of Emotional Intelligence in Teaching

    In the context of teaching, emotional intelligence plays a critical role in classroom management, student engagement, and overall educational outcomes. Let's explore the significance of emotional intelligence in teaching, its impact on the classroom environment, and strategies for teachers to develop this essential skill.

  20. Executive Education & Lifelong Learning Blog

    E lizabeth Hupert serves as the Director of Program Operations at Darden Executive Education & Lifelong Learning (EELL) and has been a part of the Darden family since 1996. Hupert and her team are the backbone of our programs, ensuring they run expertly and that participants are guaranteed to have a world-class learning experience for which Darden is known.