Classroom Management and Its Correlation to Student Success

Classroom management typically exhibits anxiety among novice educators.  Through field experiences designed and offered throughout the teacher training preparation, the aspiring educator has the opportunity of examining how others have successfully (or not so successfully) implemented a classroom management plan which allows optimal learning to occur.  It is difficult to simulate effective classroom management until that moment the novice educator is assigned and steps into their first classroom after being newly hired!  

Far too often, classroom management is visualized as "controlling" students and teaching them how to avoid bad behaviors which can hinder their success within the classroom and education in general.  Although this is a small portion of classroom management, a more robust vision of classroom management would begin with effective instruction.  Instruction planned with students in mind focused on maximizing all possible moments into a teaching/learning process.  With the implementation of effective instruction, "bad" behavior is shown to decrease within the instructional process. 

In Visible Learning:  A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2009), John Hattie discusses teacher contributions to student learning.  These contributions include:
  • the quality of teaching-as perceived by the students;
  • teacher expectations;
  • teachers' conceptions of teaching, learning, assessment, and the students-this relates to teachers' views on whether all students can progress and whether achievement for all is changable (or fixed), and on whether progress is understood and articulated by teachers;
  • teacher openness-whether teachers are prepared to be surprised;
  • classroom climate-having a warm socio-emotional climate in the classroom where errors are not only tolerated but welcomed;
  • a focus on teacher clarity in articulating success criteria and achievement;
  • the fostering of effort;
  • the engagement of all students.
Examining the list above, classroom climate, a barometer of classroom management, is cited as contributing to student learning.  In Robert Marzano's "Dimensions of Learning" framework, he discusses classroom climate as an important component for learning.  Students need acceptance from their teachers and peers.  They need to experience a "sense of comfort and order" within the classroom.  Tasks must be valuable and relevant and the student must believe they have the ability and resources to complete the tasks.  Finally, tasks should be clear to the students so that they fully understand expectations for learning (Marzano, 2009).  

A quick "Classroom Climate (Management) Self-Assessment" could include:
  • Current Practices:  Examining current classroom management plans of fellow teachers or the school in general.  How effective does it appear these plans have been or currently are as they are implemented across the school?  
  • Rules of Engagement:  Do students seem to understand the "rules of engagement" within the classroom or across the school? Do students seem to understand how to "engage" within the classroom, i.e., Red/Yellow/Green Cards; Self-Assessment Opportunities; Tickets In/Out the Door?  
  • Learning Opportunities throughout the Day:  Where are the "ragged" instructional times throughout the day?  In other words, are there moments of the day when learning slows to a halt and bad behaviors exhibit themselves?  What learning opportunities do students have during these ragged instructional moments, i.e., Bell Ringers, Anchor Activities, Transitional Anchors, Curriculum Compactors (for advanced students), Independent Learning Opportunities?  
  • Flexible Grouping Opportunities:  How often are students "flexed" into groups in order to complete learning tasks?  This flexibility allows for that "socio-emotional" climate as mentioned by John Hattie to become highlighted and provide deeper understanding of content if designed and implemented effectively.  How are flexible grouping opportunities incorporated within the lesson/unit?  How are they structured, i.e., Readiness, Interest, Profile?  Some examples of learning within the structure of flexible grouping might include tiered assignments, tiering of homework checks, curriculum compactors, and independent research opportunities, to name a few.
Resources Cited
  • Hattie, J. (2009).  Visible Learning:  A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2009). Routledge, New York.
  • Marzano, R.J. and Pickering, D.J. (2009).  Dimensions of Learning Teacher's Manual, 2nd Ed. ASCD.