Emily S. Forster


“The most important action an effective teacher takes at the beginning of the
year is creating a climate for learning.” – Mary Beth Blegan, former U.S.
Department of Education Teacher-In-Residence.
Achieving classroom management is arguably one of the most difficult tasks
that any teacher faces on a daily basis. There are many challenges that both the
teacher and the students must work though in order to develop a safe and
productive learning environment. These challenges often come in many forms.
They may include such issues as disruptive behavior, bullying, lack of
participation, lack of enthusiasm, and lack of motivation (2).Additional inherent
challenges also result from the fact that “classroom management is often
neglected in teacher preparation programs” (3). In other words, many new
teachers are not adequately educated or trained on the topic of classroom
management. Many educators do not come to the classroom with adequate
preparation in this area. The methods and techniques that teachers utilize to
tackle these obstacles are the tools that help to cultivate a healthy and fruitful
learning environment. In this article I first explore some of the data and rationale
behind the lack of Classroom Management training in teacher preparation
programs. I then investigate the merits of several classroom management
techniques. I assert that when these methods are employed from the beginning of
the school year, consistently and frequently, they help to yield a productive,
enjoyable and self-regulated autonomous classroom environment. This selfregulating
classroom creates a positive learning environment where every
student feels a level of responsibility to behave appropriately and to actively
participate in class.

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