Classroom Management

Running Head: CLASSROOM MANAGEMENT 1
Classroom Management
Sierra Wieseler
Northern State University

Abstract
Classroom management is a key factor for any classroom to run as smoothly and effectively as
possible. Students in all grade levels, with all social skills and cognitive development levels,
from all cultures, and with as much or as little basic knowledge need structure within the
classroom in order for them to succeed. Creating standards and procedures that are implemented
throughout the classroom and involve each individual generates an effective learning
environment. Classroom management skills, procedures, standards, methods, and expectations
created by the individuals within the classroom allow for each individual to succeed in various
ways throughout each school day and through the school year.
Keywords: classroom management, strategies, methods, expectations, behavior, standards,
procedures, discipline
Effective Teaching Strategies, Methods, and Styles
The definition of an effective teacher varies between different people, cultures, and
environments. Classrooms run effectively when teachers build relationships with their students,
show their students that they care about them and their education, have positive relationships
with the students’ caregivers, gain a full understanding of different classroom management
strategies and methods, understand students’ personal and psychological needs, using multiple
different teaching methods and strategies, and be able to give immediate constructive feedback to
students. These factors all play into creating a positive learning environment where effective
teaching strategies, methods, and styles are used to help each student learn, grow, and understand
things to their full potential.
One thing that can be seen to be true in all classrooms is, “. . . research indicates that
effective teachers not only work with students to develop general behavior standards (rules) but
also teach the procedures they expect students to follow during specific classroom and school
activities,” (Jones & Jones, 2021). Having set standards and procedures within the classroom
gives students the opportunity to meet the teacher’s expectations each day they walk into the
classroom. By giving students the chance to succeed everyday helps boost their self-confidence,
it helps them grow as a person, build their schemata, and helps create a well-run learning
environment. By teaching the students the procedures and standards, it also allows for each
student to practice the correct procedures; in turn giving the teacher a full understanding of what
the students understand or what steps need to be expanded upon.
As time goes on, it becomes much easier for teachers to instantly understand what each
individual student understands or where he/she needs some extra time on something. When
teachers take the time to build a relationship with his/her students, it allows for the classroom
environment to flourish with positivity, trust, curiosity, and a sense of belonging. When students
feel like they are learning in a positive environment, they become much more open to asking
questions and searching for more answers through their curiosity. Taking the time to learn about
a student’s family, interests, dislikes, their challenges, what they excel at, and their culture not
only educates you as the educator, but it shows the students that you truly do care about them
and their education.
“When your actions and words communicate that you sincerely care for your students,
they are more likely to want to perform well for you and enjoy coming to school. Caring also
fosters a preventive approach to discipline, as students who feel cared for are more likely to want
to please you by complying with your wishes and policies,” (Boynton & Boynton, 2005). As
soon as students are aware that they are cared about outside of their home, they begin to expand
on different thoughts and ideas that interest them. Students begin to speak out and ask questions,
they become motivated to learn something new, and they often times go to their teacher when
needing help with schoolwork, in social situations, and even with personal information. The
minute students realize that they can trust his/her classroom teacher, the inappropriate behaviors
that were seen before are no longer visible. Students do not go to school to purposely make a
teacher upset or to create more chaos in their life. There is always a reason behind why students
act out, and teachers who take the extra time to show his/her students that he/she cares about
them are soon able to see the discipline issues become minimal while a positive learning
environment begins to flourish.
Building a relationship with each individual student is important when you spend an
average of eight hours a day with them for nine months out of the year. “When parents feel good
about their children’s teacher and school, the youngsters are more likely to receive parental
encouragement and reinforcement for desirable school behavior,” (Jones & Jones, 2021). Having
a concrete relationship with the students’ caregivers is important in many different aspects. By
building this relationship with their caregivers, it not only allows for you as the educator to
communicate with adults about things that the students cannot talk about, but it also gives you
another opportunity to learn more about your students as well. Communicating and building that
relationship with the people who take care of your students outside of the school setting allows
for a better understanding of how students react in different situations, their response to
homework in a different setting, what their home life looks like, what they talk about at home,
and so many other things that you don’t see within the classroom or the school setting. When you
correspond with the caregivers, you are also building a relationship that gives them the chance to
ask questions about his/her student(s), gain clarification on things that may not make sense, and
design a positive learning environment both in and out of the school building.
A positive learning environment is based off of many different factors, but one of the
most important and key factors of a positive learning environment is the classroom management
strategies and methods that are used. “Effective classroom management methods should enhance
students’ sense of ownership, responsibility, and personal efficacy. This includes teachers
incorporating into their decision-making regarding instruction and behavior management, an
understanding and respect for their students’ cultural backgrounds and their families’ and
communities’ beliefs, norms, values, and traditions,” (Jones & Jones, 2021). Using multiple
different strategies and methods to effectively run your classroom is important no matter where
you may be teaching at. Each class is unique, and the difference in the students creates a need for
a variety of different methods and strategies to run a class as effectively as possible. Through the
process of deciding which methods and strategies to use, it is critical for educators to understand
the difference between discipline and classroom management. “Discipline is usually defined as
the preservation of order and the
maintenance of control. . .” (Orlich, et. al,
2018). “Jere Brophy (1988) provided a
thoughtful, general definition of classroom
management when he wrote, ‘Good
classroom management implies not only that
the teacher has elicited the cooperation of
the students in minimizing misconduct and can intervene effectively when misconduct occurs,
but also that worthwhile academic activities are occurring more or less continuously and that the
classroom management system as a whole (which includes, but is not limited to, the teacher’s
disciplinary interventions) is designed to maximize student engagement in those activities, not
merely to minimize misconduct,’” (Jones & Jones, 2021). Using strategies and methods that
conduct management of content, management of covenant, and management of conduct create a
positive learning environment in which students are able to expand their knowledge in numerous
ways.
Using classroom management strategies and methods that give students the opportunity
to expand their knowledge in different ways gives teachers the chance to create self-motivating
and encouraging outlooks on school and each individual student’s life. A student’s psychological
and personal needs vary based on multiple different factors; some of which the teacher and
school have complete jurisdiction over, and some that the teacher and/or school have very little
or no control over. Taking the time as an educator to recognize and gain a sense of understanding
as to why different strategies and methods affect students the way they do is dire for both the
teacher and the students involved. “One approach to understanding students’ unproductive
school behavior suggests that much of this behavior is a response to students not having their
basic needs met within the environment in which the unproductive behavior occurs. This
explanation suggests that teachers may significantly impact student behavior by creating
classroom and school environments that meet students’ basic needs,” (Jones & Jones, 2021).
When students’ basic needs are not met, effective learning cannot happen. Similarly, if students
lack in social areas where they are unable to appropriately get their point across, they tend to lash
out with disruptive behaviors when their social needs are not met. Theorists such as Abraham
Maslow, Rudolf Dreikurs, William Glasser, Stanley Coopersmith, Edward Deci and Richard
Ryan, Erik Erikson, and David Elkind have all created different theories that all have the same
goal of helping reach students’ personal and psychological needs.
The importance of knowing and understanding students’ personal and psychological
needs ties into every aspect of learning. Once the educator knows and understands the motives
behind why students do what they do, teachers can then work to create multiple different
teaching strategies and methods that help students learn in multiple different ways. Some things
to take into consideration when thinking about different teaching strategies include arranging the
classroom, beginning a lesson, giving clear instructions, maintaining attention, pacing, using
seatwork effectively, summarizing, providing useful feedback and evaluation, making smooth
transitions, maximizing time on task, and planning for early childhood settings (Jones & Jones,
2021). All of these factors play a role in creating positive and motivating ways for teaching a
lesson. “By thinking about several instructional aspects at once, you are considering variables
that can affect both your teaching and the students’ learning,” (Orlich, et. al, 2018). In order for
teachers to be successful when teaching, they need to take into consideration the learner’s
instructional needs, social needs, the motivation behind learning, and the commitment needed for
students to learn the information. It is important for teachers to incorporate different ways of
learning that allow for students to take their education into their own hands. “Carol Tomlinson
defines a differentiated classroom as one that ‘provides different avenues to acquiring content, to
processing or making sense of ideas, and to developing products so that each student can learn
effectively’,” (Jones & Jones, 2021). By
adding in music and physical movements,
intertwining different content areas with
one another, using small group
discussions, giving students to work
independently to let their minds take it in
their own direction, and even working
with the students as a whole group,
different teaching strategies give the
teacher multiple different ways to teach
one singular thing while also giving each student an opportunity to learn in whichever way
works best for them. Creating and knowing the best way to implement accommodations in each
lesson will allow for all students to have an equal playing field of succeeding in just as many
ways as you are teaching the content to them (examples shown to the right).
Using multiple different instructional strategies and methods allows for students to learn
in numerous different ways, and it also allows for different forms of feedback to be given. “One
of the most important communication skills teachers can use is specific, clear, descriptive
feedback that helps students take responsibility for their successes,” (Jones & Jones, 2021).
Whether the feedback be about a student’s intelligence or academic choices or about their
behavioral decisions, the feedback is most effective when given immediately and in a
constructive way. This form of feedback allows for students to understand clearly what the
teacher is giving them feedback on, whether there is something to improve on, what the student
has done correctly or incorrectly, and how the teacher feels about the choice that was made. As
an educator, the immediate constructive feedback also helps create an open mind as to how
he/she can help the student better himself/herself. Creating statements that are specific, clear, and
descriptive leaves minimal room for misunderstandings or leeway that could eventually cause
problems between the student, teacher, and even with parents. “By becoming skilled in providing
students with useful positive feedback, teachers can help students take credit for their successes
and develop an appreciation for their ability to control the school environment in positive ways,”
(Jones & Jones, 2021).

Students’ Psychological Needs
A large number of people that do not have a great understanding of the teaching
profession believe and/or state that the only job a teacher has is to teach the content that is
already laid out for them in the standards. “Students behave appropriately and learn more
effectively in environments that meet their basic personal and psychological needs. All students
learn best in school settings in which they are comfortable and feel safe and accepted. Students’
academic failure and behavior that disrupts the learning environment can be understood—and
subsequently prevented or corrected—by examining classroom and school environments to
determine which student needs are not being met,” (Jones & Jones, 2021). When students’ needs
are unmet, there is no possibility of effective learning to happen within the classroom. For
teachers, teaching the content that is written in the standards is only a portion of what they do on
the daily basis. Meeting student’s psychological needs is essential at all grade levels and ages,
and without it, a teacher is unable to teach what is written in the standards. “. . . another approach
to analyzing unproductive student behavior is to believe that almost all students can function
productively in a classroom and to consider what classroom variables can positively affect
student learning and behavior,” (Jones & Jones. 2021).
The idea that all students can function productively in a classroom if their psychological
and personal needs are met is a common theme seen in multiple theorists’ theories, ideas, and
perspectives. Abraham Maslow’s theory stated that for students to have the motivation and
energy necessary to succeed, their basic personal needs must be met. Maslow’s hierarchy of
needs model is composed of five components that he believed must be met in order for a student
to learn at their fullest potential. Psychological needs (e.g., food, water, sleep), followed by
safety and security (e.g., physical and psychological safety), continued with belonging and
affection (e.g., friendship, love), then self-respect/esteem (e.g., confidence, respect of others,
achievement), and lastly self-actualization (e.g., achieving one’s potential, understanding and
knowledge, helping others) are the components that Maslow believed must be met in order for
students to succeed (Jones & Jones, 2021). “Maslow’s theoretical position is that people have an
innate need to be competent and accepted. Unproductive behavior is therefore not viewed as an
indication of a bad child but rather as a reaction to the frustration associated with being in a
situation in which one’s basic needs are not being met,” (Jones & Jones, 2021). Without meeting
these basic personal needs, students are inapt to learn the content being taught to them.
Each individual has needs that need to be met, whether it be psychological basic needs or
social needs to help a student ‘fit in’ with the other students in his/her class. Rudolf Dreikurs
created a theory that students’ basic need in school is to be socially accepted by his/her peers and
if these needs were not met then students would then begin to show disruptive behavior. His
theory contained four different components that are associated with students’ disruptive behavior
when his/her needs are not met: attention getting, power, revenge, and displays of inadequacy
(Jones & Jones, 2021). “He suggested that ‘when a child is deprived of the opportunity to gain
status through his useful contributions, he usually seeks proof of his status in class through
getting attention’,” (Jones & Jones, 2021). Years later, this theory was modified to comprise a
longer list of responses given by students if his/her needs were not met that includes attention,
avoidance/escape, control, revenge, self-regulating/coping, and play. Through all of these
responses, it is evident through these theories that students’ disruptive behavior is most
commonly seen when his/her social needs to fit in with the peers around him/her lack in one or
more different ways.

Once students’ needs are met, they are then ready to learn new content, ideas, and
concepts. William Glasser produced the idea that students learn best when they are in control of
their own learning. “Glasser indicated that students will function productively only in school
environments that allow them to experience a sense of control or power over their learning,”
(Jones & Jones, 2021). When students have a say in their education, they become more interested
in the content, ideas, and concepts that are being introduced to them. Glasser stated that the five
basic needs that need to be met to allow for students to control their learning include: to survive
and reproduce, to belong and love, to gain power, to be free, and to have fun. Once the teacher
has helped his/her students
meet these basic needs,
different forms of learning
can happen within the
classroom and throughout
the school setting.
When learning begins to happen, students begin to build their sense of self-esteem.
Through this process, students experience very positive moments and also very negative
moments that create their individual self-esteem. Stanley Coopersmith composed the idea that
students’ self-esteem is influenced by experiencing a sense of significance, competence, and
power. These three components create a high self-esteem for students that is built off the
experiences that they have when building their trust in themselves, their peers, and their
teacher(s). When a student gains has built the necessary trust, respect, and relationships with
his/her teacher(s), his/her learning experience can occur at the highest levels. Giving students
multiple opportunities to continually experience significance, competence, and power gives them
the chance to repeatedly grow his/her self-esteem, which in turn creates a powerful learning
environment where students want to achieve at the highest levels.
Self-esteem grows as students repeatedly experience growth in their self-determination.
Both self-esteem and self-determination are key factors in helping students grow and expand
their knowledge and skills. Edward Deci and Richard Ryan put together a self-determination
theory that implies three needs that students have to meet in order for his/her self-determination
to develop. Deci and Ryan’s theory states that relatedness, competence, and autonomy increase
the motivation and personality needed for students to succeed within the classroom and school
setting. Through these three components, students are able to cultivate his/her self-determination
levels, in turn growing his/her self-esteem levels in the classroom environment.
By giving students autonomy, you as the educator are giving them the independence in
their own thoughts or actions. “A key concept for teachers is that not only must we assist
students in developing a positive resolution of the developmental stage most characteristic of
their age, but we must also support students who are struggling because of unsatisfactory
resolution of earlier stages,” (Jones & Jones, 2021). Erik Erikson’s theory about human
psychosocial development implies that students must go through different stages and meet the
needs within each stage before moving onto the next. The most appropriate stages that are seen
in students from kindergarten through twelfth grade include infancy, autonomy, initiative,
industry, and identity. Through the infancy stage, teachers work with students to show them that
they care about them and are there to support them and create a safe environment for them to
grow in. Teachers use autonomy to allow for students to take their own learning and growth
experiences into their own hands, and when the student reaches the initiative stage teachers give
students more opportunities to explore problem solving, peer engagement, and the use of creative
expression throughout the classroom. When students reach the stage of industry, they begin to
create their own goals and analyze what
works best for them individually. Teachers
give a great number of occasions where
students are able to see their own
improvements and development of important
skills and knowledge. Lastly, teachers work
with students in the identity stage to create a
positive classroom environment where the students do not feel judged or harassed because of
their thoughts, ideas, or opinions. This ‘safe zone’ gives teachers and students an open and
welcoming environment where ideas can be exchanged, and students are okay with making
mistakes while expanding their knowledge and skills.
Creating an environment where students’ basic psychological, personal, and social needs
are all met can be much more challenging than most people, and teachers, anticipate it to be. “It
is important to realize that, just as children enter school with dramatically different reading
readiness, they also vary in their ability to meaningfully engage in the social life of the classroom
and to be receptive to adults’ attempts to provide them with significance, competence, and
power. Some children have had life experiences that have led them to view relationships as less
supportive and to interpret a higher range of peer and adult behaviors as negative and
unsupportive. Therefore, before they can trust others, behave in a productive reciprocal manner,
and begin to maximize their potential, some students require more time in a positive, supportive
classroom environment in which their competence is validated and they are given choices and
opportunities to express themselves openly,” (Jones & Jones, 2021). Whether you believe that a
students’ psychological, personal, or social needs are most important, it is most critical to
understand that all students have needs, and these needs need to be met before productive
teaching and learning can happen within the classroom. Without having these needs met, the
student, teacher, and the classroom environment will be inadequate for learning even the smallest
and simplest concepts.

Adult and Peer Relationships
Adult and peer relationships can be looked at in multiple different ways. Some people
may look at them as the relationship that students have with his/her peers; while others may look
at the relationships built between the students and the adults within the classroom and school
system; and there is the possibility of looking at the relationships that adults have with one
another within the school. No matter which direction is taken, relationships within a school are
built on trust, respect, status, friendships, social skills, cognitive skills, behavior, and many other
factors that are based off of the culture found within the area.
Becoming accustomed to a culture can be challenging for someone who did not grow up
in the area, but it can also be very challenging for students who are diagnosed with a learning
disability (LD). “Investigating peer status in children with LD is important because children who
are rejected by peers are at risk for a variety of disorders in childhood and adulthood. . . the peer
status of children with LD declines over the course of a school year; that is, many children with
LD who have average social status at the beginning of the school year are seen as neglected or
rejected by the end of the school year,” (Wiener, 2004). Students with a learning disability are
greatly affected socially when creating
relationships with his/her peers and the adults in
the school system. By using the Single-Risk
Behavior Model (shown to the right), educators
are able to see the factors that can be involved in a student’s life when they have a learning
disability. These factors play a huge role in how students with learning disabilities see
themselves and build their relationships with their peers. Students with LD can have factors that
are seen in the Multiple-Risk Model (shown to the
right) and the effects that these elements have on
students with learning disabilities. “Considerable
research shows that positive relationships enhance
adjustment and are, indeed, protective factors that promote resilience in children who other-wise
are at risk. . . Furthermore, children from disharmonious families who have mentors who are not
members of their immediate families are more likely to have positive outcomes than children
who do not have mentors,” (Wiener, 2004). By using these models, teachers are able to
incorporate different ways to help these students succeed in their own ways, build their self-
confidence, gain self-determination, and create relationships with other peers and adults that they
come in contact with each day.
Working with students who have learning disabilities is going to happen no matter what
grade or content area that you teach throughout your career. It is important to realize that
students who are not diagnosed with a learning disability can, and will, have trouble building
relationships with his/her peers. Although it will not be as challenging to build these
relationships, students who do not have a disability still experience challenges through their
relationships. “We now know that peer relations change in systematic ways as children age, and
they serve different purposes in children’s lives at different ages. What happens in children’s
peer groups and friendship relations affects development and functioning in probably every other
aspect of children’s lives, including the family, the school, and the community. . . Friends
influence problem-solving, achievement, and adjustment in school, and schools affect children’s
opportunities to cultivate healthy friendships,” (Gifford-Smith & Brownell, 2003). Relationships
that are built at school between peers creates a structure for their learning experience, builds their
cognitive development, expands their problem-solving skills, and creates a learning environment
where students become more cooperative with one another.
The cooperation that is seen in relationships between peers creates a classroom
environment that is vulnerable and inviting for all students to work with each other in all aspects.
Peer relationships are incredibly important for positive learning and socialization to happen, but
the relationship built between the teacher and each individual student is what will lay the
foundation of learning, interactions, socialization, and development that is going to happen in the
classroom. “In an elementary school
population, students who reported more
positive bonds with their teachers obtained
higher scores on self- and teacher-reported
social and emotional adjustment outcomes. In
addition, elementary school children appear
to make judgments about their classmates
based on perceptions of how the target child
interacts with and is perceived by the teacher, which has implications for peer acceptance and
rejection,” (Fredriksen & Rhodes, 2004). The need for positive teacher-peer-relationships is
important for all teachers to understand no matter where they may be teaching or the students
that are in their classroom. When a student comes to you as the teacher searching for help,
whether it be school related or a personal issue, it is vital for the student that you take the time to
talk to them and show them that you care. When a teacher shows his/her students that he/she
cares, a whole new world opens up with an endless number of possibilities. Students’ minds
flourish with curiosity each and every day, and to have an adult in their life that believes that
he/she can do whatever they set their mind to creates a whole new world where students are
willing to grow and learn in new ways.

Standards and Behavior Expectations
A classroom without standards and procedures is like a country without a set form of
government. In both of these scenarios, people are able to do as they please, when they please,
and however they choose to do so. In order to have consistent structure and discipline in a
classroom, standards, expectations, and disciplinary boundaries need to be set. When writing
standards and expectations for your classroom, it is important to first know and understand the
difference between standards, rules, and procedures. Standards are ideas or things that are used
as a measure, norm, or model in comparative evaluations; whereas rules are considered to be the
normal or customary state of things that happen. Procedures are considered to be the established
way of doing something. All of these words have similar meanings, but they all have different
connotations when talked about within a classroom. Students have a negative connotation
towards the word rules, but when talking about standards and procedures they have a more
positive connotation and are more willing to follow set standards and procedures than they are
rules.
Taking the time to develop standards and procedures with the students gives them the
opportunity to learn, grow, and understand the need behind
having set standards and procedures not only in the
classroom but in the world around them as well. Involving
students in this process, as young as kindergarten or even
preschool, gives students the chance to see and understand
why standards and procedures are created in the classroom.
Giving them the chance to ‘act out’ and ‘practice’ each
standard and procedure also creates a greater sense of

understanding. This understanding allows for both students and teachers to ask questions, gain
clarification in uncertain areas, and for each student to visibly show the teacher that he/she
understands the written standards and procedures implemented into the classroom.
Once the standards, expectations, and disciplinary boundaries have been created, it is
important to explain to the students how each set boundary affects them and their education.
“The first step in developing classroom rules is to discuss with students why it is important to
develop standards all members of the class agree to follow. Students are more likely to
internalize and value behavior standards they understand and view as being reasonable and
benefitting them,” (Jones & Jones, 2021). Being able to talk to your students about why there has
to be set standards and procedures in the classroom will help them gain a better understanding as
to why everyone has to work together to create a positive learning environment.
The importance of understanding each standard and procedure is just as important as
when students commit to following those standards and procedures. Through the commitment
process, students may, and likely will, tell you that they are unable to follow a certain rule that
has been set because they do not find it useful to them or the class. The key factor in this process
is showing students that each standard and procedure has a role in creating a positive
environment for everyone to be a part of in the classroom. “You can then ask the students
whether the rule seems to be one that does not help people or whether they agree that it is a good
rule but do not believe they can consistently act in accordance with it. If they express the latter,
you can explain that they are not expected to be able to act perfectly all the time,” (Jones &
Jones, 2021). Talking to students about making mistakes is okay, as long as they take
responsibility for their actions. Students will gain a new sense of understanding and be more
vulnerable to make mistakes when he/she sees the teacher make mistakes within the classroom
setting. Showing students that you, the teacher, make mistakes allows for them to see that even
teachers are human and aren’t perfect like they believe you to be.
When students aren’t perfect, it is important to reference back to the standards and
procedures that the class created. As students grow and learn, they make mistakes, and may often
times forget about standards or procedures if they have not been implemented into their everyday
lives. Instead of creating a larger scene when a student misbehaves or makes a mistake, it is
important to talk to them individually and away from the class. It is not effective to target a
student in front of the class as he/she will do whatever it takes to win the battle between you and
him/her. At any age in school, students are focused on being socially accepted with his/her peers,
and he/she will do whatever it takes to become accepted. At the same time, it is also very
important to reward students who are consistently following and obeying the standards and
procedures that have been set in the classroom. Stating things such as, “I really like how insert
name here is sitting so quietly in his/her desk,” shows other students what you are looking for
from them while also praising the student who is already meeting your expectations.
As an educator, it is important to find different strategies and procedures that work with
the students in your classroom. It is not effective to have the exact same standards and
procedures for each class when students, and the world around them, changes each year. Some
classes may have more procedures because they need things laid out in order to succeed; while
other classes may have very minimal standards because they are maturely developed more than
other classes have been. Without the standards and procedures in your classroom, students will
not know what your expectations are or how to succeed in the classroom; but being flexible with
your classroom will help your students succeed in as many ways as possible.
Classroom, Student, and Teacher Procedures and Expectations
Classroom, student, and teacher procedures lay a foundation in the classroom that
displays to each individual the expectations of how to do something both accurately and
appropriately. “By enlisting students in the formulation of classroom activities and rules
(democratic discipline), you help prevent classroom management problems in three ways: (1)
you are setting the stage for classroom equity through a process of respect and understanding; (2)
students tend to have a greater interest in
the maintenance of these rules when they
have had a part in generating them; and (3)
they have a greater understanding of the
need for and the meaning of rules when
they help to develop them,” (Orlich, et. al, 2018). “. . . research indicates that effective teachers
not only work with students to develop general behavior standards (rules) but also teach the
procedures they expect students to follow during specific classroom and school activities.
Indeed, routines/procedures have been called ‘the foundation of classroom management’,” (Jones
& Jones, 2021). By creating, writing down, and demonstrating the procedures that will be set
within the classroom, both teachers and students create a boundary of understanding and
knowledge of the expectations of each individual.
The following two pages are lists of example procedures and expectations that could be
implemented into a general elementary education classroom. Succeeding the two pages of
example procedures and expectations is an additional page that lists example student behavior
expectations that could be implemented into a classroom, along with a paragraph stating that the
student(s) will apply these behavior expectations into the classroom that he/she is a part of.
General Elementary Education Classroom Procedures

School Areas
I. Water fountains, bathrooms
II. Hallways, lining up
III. Lunchroom
Whole Class Work

I. Raising your hand
II. Speaking levels
III. Listening to your teacher and peers
IV. Asking appropriate questions, responding appropriately to questions
V. Hand-in procedure
VI. Pushing in chair
VII. Grabbing extra supplies located out of the students’ desk
VIII. Attention signals
Small-Group Activities
I. Speaking levels
II. Group participation
III. Expected behavior within a small group
IV. Student movement to and from group location
Other Procedures
I. Beginning of the school day
II. End of the school day
III. Emergency Plans/Procedures
IV. Respect and manners within the classroom
General Elementary Education Classroom Expectations
Student Expectations
1. Come prepared for class.
a. Bring all of the appropriate materials needed to class.
b. Show up to class on time.
c. Have any assignments due already completed and turned in on time.
2. Always give 100% effort in the classroom.
a. Complete all of your assignments and activities with full effort.
b. Be willing to ask questions and learn new things.
3. Treat yourself and others with respect.
a. Pick up after yourself in the classroom, in the hallways, and throughout the
school.
b. Be mindful of other’s property.
c. Leave your space cleaner than it was when you got there.
Teacher Expectations
1. Show up each day with a smile ready to teach.
2. Create an open environment within the classroom that allows for students to learn and
grow as both people and students.
3. Be available to help students both before and after the school day.
4. Give multiple learning opportunities to all students.

Student Behavior Expectations
1. I will be on time to school.
2. I will respect my classmate’s thoughts and opinions.
3. I will bring positive energy into the classroom.
4. I will respect the school’s property by not purposefully destroying it.
5. I will be honest at all times with Miss Wieseler – no matter how hard it may be.
6. I will be a friend to my classmates, teachers, and other faculty in the school.
7. I will be the best role model I can be to all of my peers – both younger and older.
8. I will keep an open mind when learning something new.
9. I will try my hardest at all times to do my best.
10. I will be open to asking questions and thinking critically.
The ten (10) behavior expectations above are set to help you succeed in (insert your name here)
classroom. By signing below, you agree to follow the ten (10) behavior expectations in (insert
your name here) classroom and throughout the school at all times. If you have any questions,
comments, or problems with a behavior expectation, please talk to (insert your name here) to
gain a better understanding.

Motivating and Maximizing Classroom Behavior
One of the most exciting parts about teaching is having to constantly find different ways
to teach content and keep all of the students engaged. “Effective classroom management is
closely related to effective classroom instruction,” (Jones & Jones, 2021). When a teacher is able
to find various ways of keeping his/her students engaged, the disruptive behaviors that are seen
when students are ‘bored’ become minimalistic. When students are bored or unmotivated to learn
they begin to misbehave and lash out to gain attention. Through positive classroom engagement,
motivation, and behavior, a classroom full of students has an endless number of learning
opportunities.
Looking at different ways to motivate your students into having a positive learning
environment takes time, effort, and research. One model this is researched and referred to
frequently is the Expectation x Value Theory. “This model suggests that the extent to which
people become actively and productively involved in an activity is based on (1) whether they
believe they can be successful at the task and (2) the degree to which they value the rewards
associated with successful task completion. We add a third variable—climate, or the quality of
relationships within the task setting during the time the people are engaged in the task,” (Jones &
Jones, 2021). By using this theory, teachers are able to weigh the different factors and create a
level of motivation that they believe will come from the
students. This multiplication model (shown to the right)
allows for teachers to change the way that the expectation, value, and climate of the lesson
change the motivation level that comes from the students. Knowing, seeing, and understanding
that a different environment of learning may change the whole level of motivation for students is
important when planning lessons. In order for students to stay engaged in the content that is
being taught, they first have to have some level of motivation.
“Teachers need to ensure that at least one type of value is present if students are to be
motivated by the task,” (Jones & Jones, 2021). The idea that three different types of value may
be associated with a specific task is another theory that is frequently referred to when finding
different ways to gain motivation from students. Intrinsic, attainment, and utility value are three
different ways that students see the importance behind things that are done in the classroom.
Intrinsic value is the simplest way of being
interested or engaged in a task (Jones & Jones,
2021). Attainment value is seen when students
find the influence on their own goals that the
content has while they work to obtain a purpose
through the task (Jones & Jones, 2021). When a
student is able to find the benefit behind the
task and relate it back to his/her own personal
life, the student is using a form of utility that keeps them motivated and interested in the content
(Jones & Jones, 2021). Knowing that students have to find some form of value in the content in
order for them to be interested in learning is very important to understand and remember when
creating lesson plans. If the lesson plan that you are creating, or are planning on teaching to the
students, does not have any value to the students they will not be motivated in learning the
content.
Finding the value in each standard that is to be taught to students can be very challenging
for some teachers. “. . . this concern about students’ lack of finding value in learning is
disproportionately expressed by teachers working in urban and multicultural classrooms,” (Jones
& Jones, 2021). Through another theory, Raymond Wlodkowski and Margery Ginsberg stated
that they believe a learning environment must include components of inclusion, attitude,
meaning, and competence. In an effective learning environment, students who feel respected and
connected with one another have established inclusion throughout the classroom. Knowing that
they can rely on one another develops an attitude that creates a positive disposition towards
learning new things with each other. Through the positive disposition, students and teachers are
able to create a learning experience that includes different perspectives, values, and thoughts that
gain curiosity about different topics. When this curiosity grows, the value behind the students’
learning becomes more effective and relevant for everyone in the classroom.
Once students have found the ‘why’ behind the content, their motivation behind learning
the content begins to grow. “A more recent study found that, ‘students’ psychological needs for
autonomy and relatedness were uniquely associated with their intrinsic motivation to learn’,”
(Jones & Jones, 2021). This intrinsic motivation continuously grows as students become more
motivated with the topics being presented to them. When a teacher finds a way to include all of
the students in his/her classroom, he/she is indirectly growing the motivation found inside of
each student. This motivation leads to asking more questions, talking about topics in greater
detail, showing pictures and charts, creating new ideas and thoughts, and being willing and
vulnerable to expand their schemata in every direction.
A classroom where the teacher involves all of his/her students, shows them that they are
capable of learning anything, creating ways for all students to succeed at school each day, and
showing the students that their education is important creates a learning environment where
students want to be there and want to prosper. When students are motivated to come to school
each day, their knowledge grows, they grow intrinsically, ideas are brought to life, misbehavior
is at a minimalistic level, and they all grow as a whole class.
Students care about what they learn in school, whether they show it or not is another deal.
Some students may act like they don’t care about their grades or how they do in school because
they don’t think it is the ‘cool’ thing to be doing, when in reality they may be the top of the class
in every subject. Other students may never raise their hand when the teacher asks for an answer,
but they get every answer correct on all of their worksheets. Students all over the world go to
school each day to learn something new and expand their schemata. Some days are much more
challenging for those students, and other days they may think school is ‘boring’ because they
already know how to complete the tasks given to them.
As an educator, it is our job to work with these students each day to help them gain
motivation and confidence in their abilities. Creating an environment that is open to all students
to learn and grow will create an environment where the class will have very little misbehavior.
Showing students that you are
excited about learning something
new excites them in learning it as
well. The teacher is the individual
who creates the excitement within
the classroom, and if he/she does
not use every resource possible to
create an exciting atmosphere there is no way for the students to be excited about learning.
Showing students that you care about them and their education breaks down barriers that the
students put up to protect themselves from being hurt. Breaking down these barriers creates
opportunities for the student, teacher, and eventually the rest of the world. When a student
realizes that his/her opportunities are endless and that they can do whatever they set their mind
to, they no longer need to have exterior motivation. These people can, and will, accomplish tasks
that most people thought were impossible. When you have created a class full of students that
have reached that level, you know that you have done your job and have created leaders that are
going to do incredible things.

Responding to Inappropriate Classroom Behavior
Within any classroom, problems, challenges, and disruptions will occur. No matter the
age of the students, their race, socio economic status, their cultural background, or their parents’
educational history, a teacher is going to have to deal with different disturbances within his/her
classroom. “A major factor in effective classroom management is teachers’ abilities to deal with
minor disruptions before they become major problems,” (Jones & Jones, 2021). Whether it be
working towards teaching the students a task as small as staying in their seat for a 20-minute
time span or something more complex that is requiring multiple steps, challenges will arise. The
most appropriate and effective way to decrease inappropriate behavior throughout the classroom
is to anticipate the challenges and disruptions that can, and most likely will at some point, arise
within the classroom.
There are multiple different strategies that can be used to anticipate and be proactive in
working with inappropriate behavior that will occur in the classroom. Arranging students’ desks
in a pattern in which the teacher is able to see all students at all times, and at a distance that
allows for privacy, helps create an environment where students are less likely to cheat or talk to
his/her neighbor at inapt times (Jones & Jones, 2021). For students, it is most appropriate for
them to have their own individual desks and seats to sit in if possible. This allows for the
students to learn about personal space while also giving the teacher a greater sense of natural
authority. When students have their own workspace, they are less likely to have the urge to cheat
or talk to his/her peers at inappropriate times. In some areas, schools are beginning to have larger
tables put together that seats two or three students to a table. If this is the case in your school, it
is best if you are able to separate the students as much as possible. Giving the students space
between each other once again allows for them to learn about personal space and makes it much
more challenging for them to cheat or look at his/her peers’ papers. These tables can be a very
good thing at the same time, allowing for teachers to incorporate partner-led work and
discussions throughout the day. If a teacher is to incorporate the partner-led work and
discussions, it is critical that he/she explains the expectations and procedures that are to be seen
when working with a partner.
Another strategy that is seen in many classrooms is scanning the classroom multiple
times to catch and respond to disruptive and inappropriate behavior happening (Jones & Jones,
2021). This strategy is most often seen being used when students are working independently or
in a small group. Scanning the classroom can be used at any level of teaching and gives teachers
the opportunity to sight misbehavior and disruptions before they become larger issues that could
eventually elevate to become a large scene in front of the whole classroom.
Along with scanning the room multiple times, it is important for the teacher to use
proximity when teaching a lesson, working with individual students, allowing for small group
work, or even when working with the class as a whole (Jones & Jones, 2021). When a teacher
stands at the front of the classroom while the students are required to stay in their seats through
the whole lesson, the students lose interest in what they are learning. “Similarly, unproductive
student behavior often occurs because students do not understand a task, are not involved in the
learning activity, or are unable to obtain assistance when it is needed,” (Jones & Jones, 2021).
When students become disengaged with the content, they begin to act out and work towards
gaining the attention of the teacher. When walking around the classroom and using proximity,
the teacher sends an indirect message to all of his/her students that it is important to stay on task
and to continue doing the work that has been assigned to them. Using this strategy also gives the
teacher a better understanding of whether students are understanding the content given to them.
Two other strategies and methods of classroom management that are seen frequently in well-
managed classrooms are, ensuring that your academic and behavioral expectations for the
activity(ies) are clear to each student in your classroom; and developing, practicing, and
reinforcing the procedures in your classroom that have been set for your students (Jones & Jones,
2021). The two strategies run together regularly and are used in every lesson and throughout
every day that the students are in school. Ensuring that both the academic and behavioral
expectations for the students are continually being reinforced in your classroom allows for a
stable classroom environment that gives each student the opportunity to meet the set standards
and expectations each day. Creating procedures with the students, practicing the procedures that
are evident within the classroom, and continually reinforcing the procedures gives the teacher
and the students the chance to be on the same page with one another and to create a positive
learning environment. Putting these two classroom management strategies together helps the
teacher create a learning space that gives each individual student the opportunity to succeed and
meet all of the set expectations and procedures that he/she has set. “Effective classroom
management is first and foremost about creating classroom environments in which all students
feel safe and valued. Only in this type of environment are students able to maximize their
learning of important social and academic skills,” (Jones & Jones, 2021). Giving the students a
chance to participate with the creation process of the procedure also shows that the students are
more likely to follow the rules, and it allows for the teacher to become fully aware if there are
any grey areas that need to be explained in more detail or in a different way.
Incorporating different classroom strategies into the classroom is necessary to have a
classroom environment that minimizes disruptive and inappropriate behavior. Creating seating
charts, scanning the classroom, setting clear and direct expectations, and practicing the set
classroom procedures are just a few different ways that a teacher can work to anticipate and be
proactive about situations that may arise. It is important to remember that students are human
beings and that they are learning each and every day. They are going to make mistakes, just like
the teacher has and will, but it is critical to understand that a great teacher will allow for mistakes
to happen and for students to learn from their mistakes and actions. Giving students the
opportunity to better themselves in moments of disruptive and inappropriate behavior gives them
the chance to make a choice and help create a positive classroom environment.
Philosophy of Classroom Management and Discipline
Creating a classroom environment where students are able to learn and grow can be an
incredibly challenging thing for any teacher to do. In order to create a productive classroom
environment and achieve the goals that you put out for your students, it is important to have set
standards and objectives of your expectations as the teacher. It is incredibly crucial to also
remember that every student is different, and in turn every student’s goals and expectations will
also be different. Knowing how to push a student to do his/her best is vital for all teachers, and I
personally believe that the relationships that are built between a teacher and their students will
allow for every teacher to find a way to help the students in his/her classroom be successful.
There are three critical elements that helps a teacher create a learning environment that
allows for all students to grow and achieve both academically and personally: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’
sociological backgrounds (Jones, 2021). These three components give teachers the opportunity to
let their students become well-educated and well-rounded students that meet the standards and
expectations that are set for them. Knowing exactly how to manage a classroom is the most
important aspect of teaching, especially as a new teacher. Being able to have the natural
authority to be able to run a classroom and show students that they will follow your rules and
work hard in your classroom is something that not all teachers acquire. The arbitrary authority
that teachers acquire because of their title as a teacher does not naturally make a person good at
managing a classroom. Instead, a person needs a mixture of natural authority and arbitrary
authority to create an environment where students are aware of who is in charge while still
feeling welcome, cared about, and loved.

When it comes to knowing the subject matter that you are teaching, I personally believe that
it is less important to know every single fact and more important to show the students that you
are not perfect and there will be times where you will not know the answer. No matter what age I
end up teaching, I want my students to know that I make mistakes all the time, I don’t know
everything, and that it is okay to be unaware or uncertain about things. I want to feel comfortable
enough with my students to let them know that it is okay to say, “I don’t know the answer to that
questions, but I will do some research and get back to you with an answer,” or “I am unsure of
the answer to that question, but we could find the answer together.” I think it is very important to
be the best role model to your students that you possibly can be, but I think it is just as important
to be very upfront and honest with your students about not knowing every single thing.
“Classrooms need to be places where students understand that effective learners take risks, make
mistakes, and ask questions, and that both peer and adult responses to mistakes will be
respected,” (Jones, 2021). Allowing for students to learn in an open environment gives them
even more opportunities to open up to see and learn new things that they were too afraid to do on
their own before.
The third component that helps create a well-managed classroom is understanding the
sociological backgrounds of the students within your classroom. Being able to talk to a student,
about something besides the content that you are teaching them, is incredibly crucial when it
comes to getting to know your students. Listening to their stories and what they have to say gives
them the opportunity to show you who they are as a person while also showing you what is
important to them. I want to be able to give my students the opportunity to not only learn more
academically, but I also want them to learn and grow as a person. In my opinion, the content and
knowledge of all of the skills being taught based on the standards and curriculums will happen
when the students are ready for it to happen. As a teacher, I only have nine months with my
students before they continue onto even bigger things than what I was offering in my classroom.
During those nine months, it is my goal to show students that they all have a purpose and that
they are able to accomplish anything they set their mind to. I want to be a support system for
every student that walks into my classroom, and I want them to know that they are always
welcome back to my classroom. By learning and growing together, it allows for both the students
and I to learn new things about so many different things that we didn’t know before.
The last critical part of classroom management is knowing the difference between classroom
management and discipline. There is a large difference between managing a classroom and the
students in the classroom versus disciplining students who are misbehaving. Traditional, liberal
progressive, and socially critical forms of discipline are three different areas that students are
able to pick and choose important parts to help create a solid discipline plan to follow. The
traditional form of disciple is, “. . . characterized by the teacher as an authority figure who
presents and follows strict rules and responds with clear and escalating responses to student
misbehavior,” (Jones, 2021). The liberal progressive form of discipline is when, “. . . teachers
apply democratic principles that involve students in making and solving problems,” (Jones,
2021). Lastly, the socially critical form of discipline happens when, “. . . unproductive student
behavior is viewed as a response to conditions in the classroom that fail to meet students’ needs
and where creating positive, supportive environments characterized by engaging and
intellectually appropriate supportive instructional activities is the key to preventing undesirable
student behavior,” (Jones, 2021). These three components are ways that teachers discipline
students when it is needed, but they can be more than just that. Instead of having to discipline
students as they misbehave, it is important to be proactive and to set those baselines and rules
before the misbehavior happens. Working with the students in your classroom is important, and I
truly believe that when the baselines and boundaries are set right away, the misbehavior stops
and is very minimal throughout the rest of the school year.
“Teachers have control over many factors that significantly influence the achievement and
behavior of students. Schools and teachers working with similar student populations differ
dramatically in their ability to help students be academically successful and develop desirable
behaviors,” (Jones, 2021). Teachers are capable of so many different things, and I truly believe
that a single teacher is able to change hundreds of lives just by showing that he/she cares and that
the teacher wants to see their students achieve. When a teacher has set standards, objectives, and
expectations for his/her students, each student is able to learn and grow in every possible way. I
sincerely believe that a classroom that is built around a welcoming environment encourages
students to want to come to school and learn each and every day. When the teacher makes school
enjoyable, the students will want to be there to learn the content that is being taught to them.
References
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Running Head: CLASSROOM MANAGEMENT 1

Northern State University

environment. Classroom management skills, procedures, standards, methods, and expectations

Keywords: classroom management, strategies, methods, expectations, behavior, standards,

Effective Teaching Strategies, Methods, and Styles

things to their full potential.

the students understand or what steps need to be expanded upon.

and their education.

environment begins to flourish.

incorporating into their decision-making regarding instruction and behavior management, an

the preservation of order and the

maintenance of control. . .” (Orlich, et. al,

2018). “Jere Brophy (1988) provided a

thoughtful, general definition of classroom

management when he wrote, ‘Good

classroom management implies not only that

the teacher has elicited the cooperation of

disciplinary interventions) is designed to maximize student engagement in those activities, not

conduct management of content, management of covenant, and management of conduct create a

goal of helping reach students’ personal and psychological needs.

The importance of knowing and understanding students’ personal and psychological

effectively’,” (Jones & Jones, 2021). By

adding in music and physical movements,

intertwining different content areas with

one another, using small group

discussions, giving students to work

independently to let their minds take it in

their own direction, and even working

with the students as a whole group,

different teaching strategies give the

teacher multiple different ways to teach

(Jones & Jones, 2021).

Students’ Psychological Needs

subsequently prevented or corrected—by examining classroom and school environments to

student learning and behavior,” (Jones & Jones. 2021).

avoidance/escape, control, revenge, self-regulating/coping, and play. Through all of these

more different ways.

has helped his/her students

meet these basic needs,

different forms of learning

can happen within the

classroom and throughout

the school setting.

students’ self-esteem is influenced by experiencing a sense of significance, competence, and

environment where students want to achieve at the highest levels.

Self-esteem grows as students repeatedly experience growth in their self-determination.

levels, in turn growing his/her self-esteem levels in the classroom environment.

students in developing a positive resolution of the developmental stage most characteristic of

create their own goals and analyze what

works best for them individually. Teachers

give a great number of occasions where

students are able to see their own

improvements and development of important

skills and knowledge. Lastly, teachers work

with students in the identity stage to create a

mistakes while expanding their knowledge and skills.

and simplest concepts.

Adult and Peer Relationships