How Effective Classroom Management Can Create a Positive Learning Environment

The lack of organization and structure in a classroom, especially in elementary school, can quickly spiral into a state of uncontrolled chaos. In this type of atmosphere, a teacher will be forced to spend most of their time addressing behavioral disruptions that may be occurring in the classroom instead of creating learning experiences that would benefit their students. A teacher will find themselves constantly acting in a reactive mode, responding to the latest classroom “crisis” or behavioral disruption to emerge. They will be focused on disciplining their students instead of teaching them. This could make for a negative climate in the classroom that will adversely affect the flow of learning.

To avoid this situation, teachers need to be proactive in conveying to their students what is expected of them as it pertains to their behavior in class. Educators also need to emphasize how important it is for students to respect the teacher and their peers. Being respectful and kind to one another within the school environment is essential to the success of a good classroom management plan. Mandy Bean, associate professor in the Elementary Education Program within the School of Education at George Mason University, recently shared her perspective on how teachers can practice classroom management techniques that will contribute to the creation of a safe and supportive environment that promotes learning.

Establishing clear rules of what is expected of students early on is important.

Effective classroom management requires teachers to establish rules early in the school year that define how children are expected to behave in class. Educational experts say that the teacher should discuss these rules with their students so that the children understand why they are needed. The teacher should explain the consequences of not following classroom rules and discuss the rewards and incentives that could be provided to students who do follow the rules. It is important that these discussions not be one-way or presented as being “top down” from the teacher. Instead, they should be structured in a manner where students are encouraged to express any concerns they may have regarding the rules or classroom procedures. This kind of “give and take” between the teacher and the students can help foster a sense of community within the classroom and help reinforce a child’s understanding of what is expected of them.

The integration of routines into the classroom can help children.

Teachers also need to integrate routines into classroom activities. One way to do this is to organize the classroom space in such a way that it is divided into designated areas or workstations for specific learning activities. For example, one area of the classroom may be dedicated to art activities, another area might be used for computer assignments, and a different section of the classroom could be specified as a library for reading exercises. Each of these areas would be equipped with the necessary tools and supplies required to engage in their specific activity. The teacher could develop procedures aimed at encouraging the careful use of these supplies by the children and requiring them to leave these articles at the workstation where they belong. This will ensure that the area is maintained in a neat and orderly state, which can help the children develop their own organizational skills and sense of responsibility.

Incorporating play or physical movement into classroom activities can become a fun learning experience for students.

Elementary school age children have a lot of energy that, if not channeled properly, could result in them behaving disruptively at school. Some teachers have found that incorporating periods of play or physical movement into classroom routines not only provides children with an outlet for releasing pent up energy but can be structured in a way to provide a fun learning experience. For example, a teacher could lead students in doing stretching exercises and have the children recite their multiplication tables while doing their stretching. Integrating play and physical movement as part of classroom activities can also help children who may have cognitive challenges that make it difficult for them to stay focused on tasks for prolonged periods of time. Engaging in sessions of play or physical movement can help these children “recharge” so that they are better able to learn.

Periods of rest can help children relieve stress.

In addition to play and physical movement, children can also benefit from periods of rest built into the classroom routine. Research suggests that children in the classroom can benefit from the calmness derived from participating in meditation sessions or deep breathing exercises. Activities like these can help children manage stress which will improve their overall well-being.

A behavioral disruption can serve as a “teachable moment.”

It is important to remember that even the most experienced teachers who have spent years in the classroom may occasionally encounter disruptive behaviors exhibited by one of their students. When this happens, teachers need to focus not on the student as an individual, but rather on the student’s act of misbehaving and its related effects on the class. The transgression can serve as a valuable “teachable moment” that provides students with a better understanding of how misbehavior, as demonstrated by one student, can negatively impact the learning experience of all students in the classroom.

To learn more about the Elementary Education Program at George Mason University, please visit the program website.