Classroom management stands out as a relatively difficult task to accomplish mostly due to the minimal attention that teachers accord to it while making preparations for lessons ( Thompson, 2005) . Teachers have pointed out that poor classroom management coupled with disruptive students pose as a significant barrier to the successful delivery of content during class sessions. It has been shown that educational programs are more inclined towards theoretical classroom management thus making it a shocker when beginning teachers, as well as experienced teachers, get to the actual classroom environment (“ Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy” n.d) . Therefore, the topic regarding classroom management requires deeper attention to facilitate a conducive environment coupled with a framework upon which teachers can use to ensure that order and discipline are maintained within the classroom environment.
The significance of the topic
Classroom management as a topic holds a significant place within the education system. According to “ CHAMPs; a proactive and positive approach to classroom management” (2010) , school discipline issues ranging from violence and disruptive behavior have been shown to have a strong relationship with teacher burnout as well as stress. Further studies point out to the fact that competencies in classroom management and organization have a notable influence on how teachers advance their teaching careers ( Trussell, 2008) . Therefore, understanding classroom management is critical in helping teachers achieve positive learning outcomes as well as increasing teacher retention.
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Additionally, the significance of classroom management can be viewed from a perspective of preventing aggressive behavior in students from growing. Studies indicate that having effective classroom management is paramount in preventive efforts especially during the formative stages of learners ( Sprick & Daniels, 2010) . As such, there is a need to understand classroom management to discourage aggressive behavior.
The relevance of classroom management
Currently, classroom management’s relevance cannot be underestimated most notably due to increasing student diversity. Studies in Evans (2016) indicate that emerging issues on gender, immigration, and cultural differences are increasingly taking shape. Additionally, technology has revolutionized nearly every aspect of life including education. Such factors that are largely influencing the education sector are summing up the relevance that classroom management has in the education system.
Related topics to classroom management
There are numerous topics that are significantly related to classroom management. Chief among these subjects is the nature of the interaction between the teacher and learners. Studies in Thompson (2005) are pointing out that creating more focus on positive interaction between teachers and learners while acknowledging positive behavior goes a long way in improving classroom management. Researchers reveal that there are several strategies including relationship-building, self-management techniques, social skills instructions, and behavior reduction skills that prove critical in enhancing classroom management (“ The place of classroom management and standards in teacher education”, n.d). Arguably, majoring on negative responses towards learners has a way of escalating misbehavior and reducing interactions between learners and teachers and subsequently makes it difficult to practice adequate classroom management. It is worth mentioning that rewarding positive behavior makes students to give positive feedback almost immediately about their behavior.
The relationship between classroom management and education
The way in which educators manage and organize their classrooms has a paramount effect on the learning outcomes in students. The ability of a teacher to control the learning environment helps create a conducive atmosphere safe for learning. Studies by Minnear (2015) reveal that teachers have stated poor discipline as an inhibitor for effective learning, therefore, stamping the fact that classroom management is pivotal in a successful education system.
What the education field knows about classroom management
Even though the teachers may find it challenging to organize and undertake classroom management, the education field acknowledges various facts about the classroom management topic. To begin with, it is widely accepted that the teacher is responsible for maintaining discipline in the classroom through punishing offenders noting that punishment ought to be given as soon as possible ( Marzano, Marzano, & Pickering, 2003) . However, even though teachers are responsible for giving punishment, it should be noted that learners should not be punished by angry teachers as this can result in injuries among other regrettable incidents. Additionally, the education field accepts that a teacher is responsible for setting the rules about the code of conduct within the classroom environment.
What the education field does not know about classroom management
It can be argued that negative reinforcement has been mistaken for punishment. Studies reveal that negative reinforcement is actually the removal of an aversive stimulus in the instance where desired behavior has been exhibited ( Sprick & Daniels, 2010) . For example, a teacher may promise less assignment to learners should they complete their class work in time and with high accuracy levels. As a matter of fact, negative reinforcement sets the stage for potential widening academic deficits as well as increased behavior patterns.
Aspects that should be researched more
More research work should be driven in efforts to understand the nature of classroom management. Most importantly, the issue of teacher-learner relationship ought to be researched more to enhance understanding of the impact that such relationships have with regard to academic success. Additionally, more should be done to provide the various ways in which teacher-learner relationships can be improved in efforts to create excellent classroom behavior, organization, and management.
Conclusions
Classroom management is an integral topic in the education field. Providing a conducive classroom environment has a notable impact on learning outcomes and subsequent academic success. Furthermore, teachers and learners have nearly equal roles to play in creating the appropriate classroom environment suitable for learning through setting rules and adhering to such rules. Additionally, parents can play a pivotal role in boosting learners behavior by participating in positive reinforcements and rewards. The literature review process was limited by time constraints to evaluate some of the massive literature.
References
CHAMPs; a proactive and positive approach to classroom management, 2d ed. (CD-ROM included). (2010). Reference and Research Book News, 25 (4) Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/761681274?accountid=11789
Classroom Management Strategies as a Cornerstone of Elementary Teachers' Self-Efficacy
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=2336&context=dissertations
Evans, V. (2016). An Evaluation of CHAMPS for Classroom Management. Retrieved February 18, 2019.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher . ASCD .
Minnear, H. J. (2015). An Evaluation of CHAMPS: A Classroom Management Program. Retrieved February 18, 2019.
The place of classroom management and standards in teacher education, file:///C:/Users/lucienedantascoe/Downloads/The%20place%20of%20classroom%20management%20and%20standatrds%20in%20teacher%20education.pdf
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43 (3), 179-185. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/211715843?accountid=11789
Sprick, R., & Daniels, K. (2010). Managing student BEHAVIOR. Principal Leadership, 11(1), 18-21. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/747990173?accountid=11789
Sprick, R., & Daniels, K. (2010). Managing student BEHAVIOR. Principal Leadership, 11 (1), 18-21. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/747990173?accountid=11789
Thompson, S. A. (2005). Classroom behavior management for diverse and inclusive schools. Canadian Journal of Education, 28 (1), 203-209. Retrieved from http://search.proquest.com.er.lib.k-state.edu/docview/215381520?accountid=11789
