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Classroom Management and Facilitation Approaches That Promote School Connectedness

Natalie j. wilkins.

a Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control

Jorge M. V. Verlenden

b Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta

Leigh E. Szucs

c Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta

Michelle M. Johns

d Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease

Associated Data

Background:.

When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and re-establish a sense of connectedness among students and between students and adults in school.

We conducted a systematic search of peer-reviewed literature that reported on US-based research and were published in English from January 2010 through December 2019 to identify classroom management approaches that have been empirically tied to school connectedness-related outcomes in K-12 school settings.

Six categories of classroom management approaches were associated with improved school connectedness among students: (1) teacher caring and support, (2) peer connection and support, (3) student autonomy and empowerment, (4) management of classroom social dynamics, (5) teacher expectations, and (6) behavior management.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY:

Prioritizing classroom management approaches that emphasize positive reinforcement of behavior, restorative discipline and communication, development of strong, trusting relationships, and explicitly emphasize fairness has potential to promote equitable disciplinary practices in schools.

CONCLUSIONS:

Classroom management approaches most linked to school connectedness are those that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement of behavior and restorative disciplinary practices, and emphasize equity and fairness.

Schools play a critical role in promoting students’ health and development by creating environments where all students feel that they are cared for, supported, and belong. When youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and in turn, less likely to experience negative health outcomes in adolescence and adulthood. 1 – 3 Specifically, students who feel connected and engaged at school are less likely to exhibit emotional distress and report fewer risky behaviors such as early sexual initiation, substance use, violence (fighting, bullying) and suicide, and have more positive academic outcomes. 1 , 4 – 10 However, disruptions to school operations during the COVID-19 pandemic have posed many challenges to schools, including transitions between face-to-face and virtual learning platforms, and fewer opportunities for students and teachers to interact and build relationships with one another and their peers. Yet, many teachers and school administrators continue to seek ways to strengthen and re-establish a sense of connectedness among students and between students and adults in school in the context of both virtual and face-to-face classroom learning environments. 11

School connectedness is the belief held by students that adults and peers in the school care about their learning as well as about them as individuals. 12 Students’ connection to school is fostered by the policies, routines, and practices within the school environment. 12 , 13 School environments that have been associated with school connectedness have high academic expectations coupled with strong teacher support, foster positive and respectful relationships among adults and students, and are described as places that are both physically and emotionally safe. 14 , 15

Well-managed classrooms that incorporate positive behavior management strategies are one way that teachers and other school staff can build school connectedness. 16 , 17 Classroom management is a process that teachers and schools use to create positive classroom environments in face-to-face or virtual learning modes. Classroom management includes teacher- and student-led actions to support academic and social-emotional learning among all students 18 and is a central aspect of quality teaching. 19 A considerable body of research spanning decades has investigated the importance of effectively managed classrooms as well as the strategies that are more likely to support effectiveness. 20 – 22 Classrooms that are effectively managed facilitate learning by maximizing student participation, promoting positive behavior, preventing disruptions, and establishing a safe and supportive environment. 23 , 24

While previous research suggests that classroom management can play an important role in supporting school connectedness, to date guidance for teachers and other school staff on specific classroom management approaches, skills, and strategies that can foster school connectedness among K-12 students has yet to be collected in an empirically informed resource. This narrative review aims to address this gap and support the efforts of schools to prioritize implementation of evidence-based programming and professional development to promote school connectedness.

We conducted a systematic search of peer-reviewed literature to identify classroom management approaches that have been empirically tied to school connectedness-related outcomes in K-12 school settings. We limited articles to those that reported on US-based research and were published in English from January 2010 through December 2019. After screening and review of 1260 articles, we identified 14 that met inclusion criteria and specifically used quantitative methods to investigate associations between specific classroom management skills and school connectedness. Two of the authors (N.J.W. and J.M.V.V.) reviewed these articles and systematically abstracted information on classroom management skills and the empirical associations with school connectedness outcomes. Both authors reviewed and coded articles independently, and then met to address discrepancies and reach consensus. Classroom management skills and strategies that were positively and significantly (p < .05) associated with a school connectedness outcome were identified. Using an inductive process, 25 skills and strategies that were significantly associated with school connectedness were grouped into broader categories of classroom management approaches based on common underlying themes (see Table 1 for more details on literature review search strategy and terms, and Figure 1 for inclusion criteria and flowchart of articles identified, screened, and included in the literature review).

a Inclusion criteria: peer-reviewed journal article; publication date of 2010–2019; published in English; study conducted in the United States; quantitative analysis; study investigated an association between classroom management and school connectedness.

Classroom Management and School Connectedness Literature Review Search Strategy and Terms

We also conducted a systematically guided web content review to identify additional classroom management strategies for applying the skills identified in the literature review (see Table 3 ). The web content review supplements the findings from the literature review to provide ways to make the empirically identified classroom management approaches and skills actionable for teachers and school staff. Given the increase in virtual learning resulting from the COVID-19 pandemic, we searched for and included classroom management strategies that could be applied in face-to-face or virtual learning settings. The web search was conducted in January 2021. Only strategies described on websites developed by organizations in the United States that had (1) a mission to promote education or health, (2) an explicit focus on K-12 schools, and (3) provided free, open-access resources to educators were included in the review to ensure strategies are accessible and have been reviewed by education professionals. Two hundred and twenty-three websites were screened, and 37 were reviewed and coded following a systematic information abstraction process ( Table 2 describes search strategy and terms. Figure 2 represents flow of inclusion).

a Inclusion criteria: website operated by an organization in the United States; organization focused on promoting health and/or education; organization focused on K-12 schools; website provides free, open-access resources to educators; website includes content about classroom management; website includes a focus on the context of the COVID-19 pandemic (eg, virtual learning approaches); website includes concrete and actionable recommendations for practice.

Classroom Management and School Connectedness Web Content Review Search Strategy and Terms

Classroom Management Approaches and Skills Linked to School Connectedness and Strategies for Application in the Classroom

From the literature review, we identified 6 inductively derived categories of classroom management approaches associated with improved school connectedness among students:(1) teacher caring and support, (2) peer connection and support, (3) student autonomy and empowerment,(4) management of classroom social dynamics, (5) teacher expectations, and (6) behavior management.

In the sections that follow, we summarize literature review findings on each approach and list the classroom management skills that were associated with school connectedness. We also summarize specific strategies for applying these classroom management approaches and skills that were identified through the literature and web content reviews (a comprehensive list of literature review and web content review findings can also be found in Tables S1 and S2 , respectively and a summary of the findings listed in the sections below can be found in Table 3 ).

Teacher Caring and Support

Literature review findings indicate that students who believe their teachers build strong, positive relationships with them and show that they care about them report feeling higher levels of connectedness to school and their peers. 26 For example, Acosta et al. found that in a sample of sixth and seventh graders, students reported feeling more connected to both their school and their peers when they felt that their teachers went out of their way to help students; made time to talk about the things students wanted to talk about; helped students organize their work and catch up when they return from an absence; and took a personal interest in students. 26 Supportive teacher behaviors such as going out of the way to help students was also found to be associated with students reporting higher levels of school satisfaction and engagement. 27 , 28

Based on these literature review findings, we identified 7 skills related to teacher caring and support that were linked to school connectedness: showing students that teachers and school staff care about them as people and are interested in their well-being 26 – 29 ; demonstrating willingness to provide extra help to students when they need it 26 , 27 , 29 ; ensuring that students feel they are being treated fairly 29 ; finding ways to include topics that students want to talk about 26 ; listening and being responsive to students’ ideas and input 27 – 29 ; creating opportunities for positive interactions with students 30 , 39 ; and practicing restorative communication (restorative communication practices include teachers letting go of the previous event, taking ownership for the problem, validating the student’s feelings, collaboratively problem solving to identify a mutually agreed-upon solution, and expressing caring by separating the deed from the doer). 39

From the literature review and review of web content, numerous classroom-based strategies were identified that may support teachers in applying these skills. These include establishing a system for regular student check-ins either in person or virtually, 30 , 31 providing students with frequent encouragement, 39 asking students for their feedback on course materials and lessons, 38 and making adjustments to the class based on students’ feedback 38 (see Table 3 for additional strategies linked to each skill).

Peer Connection and Support

Students who report feeling connected to, supported by, and respected by their peers demonstrate higher levels of engagement in school 27 , 40 , 48 and report feeling more connected to their school. 26 In the same study mentioned previously, Acosta et al. found that students reported higher levels of school connectedness when they and their peers got to know each other well in classes; were very interested in getting to know other students; reported that they enjoyed doing things with each other in school activities; and reported that they enjoyed working together on projects in classes. 26

We identified 5 skills that teachers displayed related to peer connection and support that were linked to school connectedness: encouraging students to learn more about one another 26 , 27 ; providing opportunities for students to interact with one another in fun ways 26 , 27 , 40 ; prioritizing assignments that enable students to work together 26 , 27 ; promoting expectations that students help one another if a peer does not understand something 26 ; and promoting expectations that students respect and listen to one another. 48

Table 3 provides details on strategies identified through the literature and web content reviews that teachers can use to apply these skills for peer connection and support including providing activities that enable students to learn about one another, 41 , 42 setting up opportunities for informal discussions between students either in person or virtually through chat features or discussion boards, 41 and promoting activities that provide students with opportunities to practice listening and communication skills. 50

Student Autonomy and Empowerment

When students feel their teachers are open to their ideas and allow them to make choices regarding their learning and schoolwork, they are more engaged in school, 48 , 52 less disruptive in class, 37 and report feeling a stronger sense of belonging and connectedness to their school. 26 , 37 Students reported feeling more connected to their school and peers when they felt that students in their school were given the chance to help make decisions; had a say in how things work; got to help decide some of the rules; were asked by their teachers what they want to learn about; and got to help decide how class time was spent. 26

Four skills related to student autonomy and empowerment were associated with school connectedness: providing students with opportunities to help make decisions about class rules 26 , 30 ; asking students what they want to learn about 26 , 37 , 52 ; providing students with opportunities to lead in class 48 ; and allowing students to choose how to complete projects and assignments. 26 , 30 , 37 , 48 , 52

Strategies identified through the literature and web content review for applying these skills to promote student autonomy and empowerment in the classroom include ensuring students participate meaningfully in the process of creating class rules, expectations, and agreements for both face-to-face and virtual learning environments 38 ; adapting lessons, activities, and assignments to reflect what students have indicated interests them 48 ; and allowing students to select assignments or assessment formats from a menu of different options 38 (see Table 3 ).

Management of Classroom Social Dynamics

Students report feeling more connected to their peers, 53 and higher levels of school bonding 53 and belongingness 56 when teachers actively take steps to manage social dynamics and promote positive interactions and friendships in class. In a study of teachers and students in first, third, and fifth grades, Gest et al. found that students reported feeling more connected to their peers and school when teachers were aware of friendship dynamics in the class (ie, who was friends with who); could identify which students were being victimized by peers in the class; took steps to mitigate status extremes between students in class; and supported isolated students. 53

Literature review findings revealed 5 skills related to management of classroom social dynamics that were linked to school connectedness: observing and noting student social dynamics 53 ; structuring the classroom environment so that social status is less relevant 53 ; promoting some degree of balance in social status across students 53 ; creating opportunities for students who appear isolated to develop new friendships 53 ; and taking clear steps to counter-act bullying, including discriminatory, prejudicial or harmful speech, and behaviors. 56

Findings from the literature and web content review suggest that teachers might apply these skills in managing classroom social dynamics by using regular in-person or virtual check-ins with students to learn more about student social dynamics, 30 , 31 strategically pairing students who appear isolated with other students who may share similar interests to work together on class activities and assignments, 55 and working with the school counselor to establish a social skills group for students who struggle with social interactions 55 (see Table 3 ).

Teacher Expectations

When students believe that their teachers have high expectations for them, they are also likely to be more engaged in school and report feeling like they belong at school. 37 Findings from a longitudinal study of middle school students and teachers suggest that students have a stronger sense of school belonging and higher levels of engagement in school when they believe that their teachers think they can do well in school and have the ability to perform to their potential (eg, “My teacher believes I can do well in class”). 37

Two skills related to teacher expectations were associated with school connectedness: communicating to students that teachers believe they can do well in class, 37 and communicating to students that teachers believe they have the abilities to perform to their potential. 37

Strategies identified through the literature and web content review for applying these teacher expectation skills in the classroom include encouraging students to set personal goals for things they want to achieve (socially, civically, academically) during the semester or school year, and periodically checking in with them, in person or virtually, on their progress 38 (see Table 3 ).

Behavior Management

Students report a stronger sense of connectedness to both their school and peers when teachers provide clear and consistent expectations for behavior in the classroom, and take actions to promote positive, prosocial behaviors. 26 , 53 For example, Acosta et al. found that students felt more connected to their peers and school when they reported that students were given clear instructions about how to do their work in classes; teachers made a point of sticking to the rules in classes; when students are acting up in class, the teacher does something about it; and students understood consequences for breaking a rule. 26

We identified 4 skills related to behavior management that were associated with school connectedness: giving students clear instructions about how to do their work 26 ; addressing problematic behavior when it occurs 26 ; enforcing class rules consistently 26 ; and ensuring that students understand the consequences of breaking class rules. 26

Findings from the literature and web content review suggest that teachers might apply these behavioral management skills in both face-to-face and virtual classroom settings by reinforcing prosocial behaviors with positive feedback and enforcing class rules consistently and predictably to eliminate the perception of favoritism and emphasize fairness 58 (see Table 3 ).

Findings from this review revealed 6 empirically identified classroom management approaches associated with school connectedness: teacher caring and support, peer connection and support, student autonomy and empowerment, management of classroom social dynamics, teacher expectations, and behavior management. Students who believe their teachers build strong, positive relationships with them and show that they care about them report feeling higher levels of connectedness to school and their peers. 26 Students also report feeling more connected to their school and demonstrate higher levels of school engagement when they report feeling connected to, supported by, and respected by their peers. 26 , 27 , 40 , 48 When students report that their teachers are open to their ideas and allow them to make choices regarding their learning and schoolwork, they are more engaged in school, 48 , 52 less disruptive in class, 37 and report feeling a stronger sense of belonging and connectedness to their school. 26 , 37 Students also report feeling more connected to their peers, 53 and report higher levels of school bonding, 53 and sense of belonging at school 56 when teachers actively take steps to manage social dynamics and promote positive interactions and friendships in class. When students believe that their teachers have high expectations for them, they are also likely to be more engaged and report feeling like they belong at school. 37 Finally, students report a stronger sense of connectedness to school and their peers when teachers provide clear and consistent expectations for behavior in the classroom, and take actions to promote positive, prosocial behaviors. 26 , 53

Consistent with previous research, findings from this review show that classroom management is multifaceted, involving classroom structure, relationships, instructional management, and responses to appropriate and inappropriate behavior. 20 , 62 Findings also indicate that classroom management approaches most linked to school connectedness are those that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement and restorative disciplinary practices, and emphasize equity and fairness. These approaches are consistent with emerging perspectives on building teacher capacity to facilitate effective learning environments rather than only focus on behavioral management. 63

Limitations

This review is subject to several limitations. First, to ensure alignment of approaches and strategies with US school settings, only peer-reviewed English language articles published in US journals were included. Further investigation into educational research conducted internationally and in collaboration with international researchers may advance our knowledge of effective classroom practices suitable to diverse classroom settings. Second, only articles presenting quantitative findings were included to enable assessment of the empirical associations between classroom management practices and school connectedness. Qualitative research and case studies depicting innovations may highlight promising practices that merit further research. Third, empirical articles that focused on broad approaches to classroom management or measured classroom management through aggregate scales were excluded as these studies did not enable our review team to identify associations between specific classroom management practices and school connectedness outcomes. Future research may examine some of the classroom management practices included in these aggregate measures to identify additional classroom management skills and approaches that are likely to strengthen school connectedness. For example, studies using aggregate measures of classroom management indicate that instructional monitoring and support and promoting content relevance may be linked to increased school connectedness and engagement when combined with other classroom management approaches, although their direct association with school connectedness is still unknown. 37 , 40 , 53 , 64 More research is needed on the extent to which these classroom management approaches have a direct or additive effect on connectedness when combined with other classroom management approaches.

Classroom environments that foster school connectedness have been associated with students’ positive adjustment to school and student success, especially for students at risk for negative academic outcomes. 5 Future research should also explore in greater detail the ways in which classroom management can contribute to greater academic and health equity in schools. This includes studies investigating the impact of specific classroom management approaches, skills, and strategies on school connectedness outcomes among students who experience marginalization or are at disproportionate risk for negative social, emotional, and academic outcomes. It also includes research on the impact of teacher-related factors (eg, race and ethnicity, experience) and school-related factors (eg, opportunities for professional development and assessment) on classroom management practices and equitable student outcomes.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Prioritizing classroom management approaches that emphasize positive reinforcement of behavior, restorative discipline and communication, development of strong, trusting relationships, and explicitly emphasize fairness has potential to promote equitable disciplinary practices in schools. It is well documented that African American and Latinx children experience a disproportionate number of discipline referrals and harsher punishments in schools for the same or similar problem behaviors as their white peers, 65 and emerging evidence suggests sexual and gender minority youth also experience disproportionately harsh discipline. 66 Youth who report unequal treatment in school are also more likely to perceive their school climate as negative. 67 Shifting from zero tolerance practices to the implementation of classroom practices that focus on building strong, supportive, and trusting relationships has been identified as one means to help address patterns of disproportionality in exclusionary discipline as well as in overrepresentation of racial and ethnic minority youth in special education. 68 Providing teachers with opportunities to build awareness and manage their own biases also has the potential to improve fairness and equity in the classroom and reduce disparities in disciplinary actions. 69 Building strong, supportive, trusting relationships within the school environment may be particularly critical for students experiencing social isolation, chronic stress, or acute trauma. Classrooms that foster positive relationships, such as those implementing trauma-informed approaches, have been identified as potentially serving an important protective role against the negative effects of stress, trauma, social adversity, racial injustice, or marginalization and have been associated with more positive overall school environments, improved student attendance, higher school achievement, and more positive psychological well-being. 70 – 73

Conclusions

This review builds upon previous research on the important role of classroom management in supporting school connectedness. Classroom management approaches that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement of behavior and restorative disciplinary practices, and emphasize equity and fairness are most critical for promoting students’ sense of connectedness and belonging at school. The findings presented here provide a more nuanced synthesis of specific classroom management skills, along with example strategies for applying these skills in classroom settings, to strengthen students’ sense of connectedness and engagement. It is our hope that these findings support teachers and other school staff by providing actionable guidance on specific classroom management approaches, skills, and strategies that can foster school connectedness among K-12 students.

Supplementary Material

Supplemental table 2.

Table S2: Web Content for Applying Classroom Management Skills Linked to School Connectedness a

Supplemental Table 1

Table S1: Literature Review Findings on Classroom Management Skills Empirically Associated With School Connectedness Outcomes in K-12 School Settings

Acknowledgments

The authors would like to acknowledge Tara Cheston, Christian Citlali, Adina Cooper, Summer Hellewell, Marci Hertz, Christina Holmes, Mia Humphreys, Rachel Miller, Heather Oglesby, Valerie Sims, and Rena Subotnik for their review of and feedback on the findings presented in this paper. The findings and conclusions in this paper are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention.

Conflict of Interest

All authors declare that they have no financial nor nonfinancial conflicts of interest.

Human Subjects Approval Statement

Preparation of this paper did not involve primary research or data collection involving human subjects, and therefore, no institutional review board examination or approval was required.

SUPPORTING INFORMATION

Additional supporting information may be found online in the Supporting Information section at the end of the article.

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Classroom management professional learning discussion guide

This discussion guide was originally published 22 April 2020.

• 2020 classroom management pl discussion guide (PDF 163 KB)

Read online

Introduction.

This professional learning discussion guide is designed to help teachers and school leaders engage with CESE’s literature review Classroom management: Creating and maintaining positive learning environments . It will help participants consider the implications of the review’s findings for their school and teaching contexts. A range of discussion questions and activities are provided. Facilitators are encouraged to select questions that best suit the needs of their participants, school context and available time. The session can finish with coaching-style questions that encourage participants to plan their next steps to put this PL into action.

• Facilitator/timekeeper – leads discussion, participates, and keeps the process moving.
• Participants – work individually or in small groups to consider the questions, share their thoughts, and participate in activities.
• Copies of the CESE Classroom management literature review.
• Copies of this Professional learning discussion guide.
• Additional stationery if desired – for example, whiteboard markers, post-it notes, butcher’s paper.

Before you start

• Share the document with participants in advance. Ask that they read the literature review ahead of the session.
• whole group discussion
• individual reflection then sharing
• small group discussions
• post-it notes or whiteboard markers to write up ideas and responses.

During the session

• Introduce the session to participants, including the purpose of the session and how it connects to your school and teaching context.
• Lead participants through the professional learning activities and discussions.
• Complete the session with the ‘Next Steps’ activities.

After the session

• Follow-up with participants on their next steps – how did they progress implementing their next steps?

Questions and activities

These questions are designed to facilitate discussion of CESE’s Classroom management literature review. Your facilitator will lead you through some of these questions and activities.

• What are your initial thoughts and response to the literature review?
• What are the ‘main takeaways’ for your own teaching practice?
• Which main points are most relevant to our school context?
• Parents and families
• Think of a teacher you have worked with who is a highly effective practitioner for classroom management. What characteristics or practices makes this teacher a strong example of an effective classroom manager? How do they relate to the findings of this literature review?
• The literature review draws a distinction between classroom management and behaviour management. What are the differences between classroom management and behaviour management?
• Identify the key points from research for this strategy.
• Describe how this strategy could look in practice in your teaching context.
• What do some proponents of positive reinforcement cite as reasons that support its use as a key feature of classroom management strategies?
• What do some critics say are the limitations of positive reinforcement in practice?
• If our school was to improve our classroom management practices, what else might change as a result?
• What data sources could we use to understand the impact of our changes? Consider different measures such as student achievement, or surveys such as Tell Them From Me or our school’s own survey and feedback processes.
• Refer to the What works best publication – what does the research say about the connection between classroom management and student achievement?
• How does classroom management affect things like time on task or orderly lessons? How do these connect to student outcomes?
• Review the School Excellence Framework. Which specific factors relate to effective classroom management, either directly or indirectly?
• Where would you place our school on the framework against the descriptors? What evidence would you use to support your self-assessment?
• What implications does this literature review have for our whole-school wellbeing and classroom management strategies and processes?

13. Based on today’s professional learning discussion, how could you use these research findings to modify your classroom management practices? What changes could be made in the next week?

Related resources

• Classroom management: literature review
• Classroom management: poster
• Practical guides for educators

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Selected Websites

• ASCD: Classroom Management This website features articles, books and publications, webinars, digital learning, and experts and events related to classroom management.
• Behavior Management Strategies From behavioral observation to conflict resolution, the printables and articles below will help you manage classroom discipline. Read veteran teachers' tips and advice on establishing rules and incorporating effective behavior management strategies in your classroom. You'll find advice for handling disruptive behavior and environmental interventions for minimizing its effect on other students. Our forms and charts are excellent tools for documenting and tracking your students' behavior. They are particularly helpful references for parent-teacher conferences.
• Classroom Management Guide This classroom management guides covers topics like establishing classroom norms, fostering student accountability, getting off to a good start, managing problem behaviors, and more.
• Classroom Management Module This classroom management module from the APA addresses three tiers--universal instruction, smaller group instruction, and individual intervention.
• National Education Association: Classroom Management This website section from the National Education Association (NEA) features articles and resources on classroom management.
• Practice Profile: Universal Teacher Classroom Management Practices Universal Teacher Classroom Management Practices are management techniques and programs for use in K–12 classrooms that aim to teach prosocial behaviors in order to reduce or prevent inappropriate or aggressive behaviors of students. These practices are considered universal because they are delivered to all students in a classroom, regardless of student risk factors.
• Project IDEAL: Classroom Management Analyze the practices of effective school teachers and the role of the personal philosophy of the teacher and classroom management to develop a classroom management plan that addresses the critical elements for creating a positive classroom environment. As a product of this module, the student will combine activities from each topic in an electronic or paper notebook to use as a reference for classroom management ideas in preparing for the first year of teaching.
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A Systematic Review of Studies on Classroom Management from 1980 to 2019

2021, International Electronic Journal of Elementary Education

This review study aims to reveal trends in classroom management research by employing a two-stage analysis of articles indexed by the Web of Science. The bibliometric analysis results indicated the descriptive statistics of the articles, the most productive countries and authors, the most popular articles, journals, and keywords, annual scientific production, growth of the top three journals by year, and the pioneer and influencer researchers in classroom management. The content analysis results showed the changes in the selection of methods, purposes, and participants for nearly three decades of classroom management research. This review concluded that interest in classroom management has been constantly growing, but research on classroom management is not prevalent worldwide.

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Wudpecker Journal of Educational Research ISSN 2277 0712 Vol. 2(4), pp. 057 - 061, April 2013 2013 Wudpecker Journals Classroom management: a concern for educational leaders Narayan Prasad Kafle Kathmandu University, School of Education, Nepal. E-mail address: [email protected] Accepted 27 March 2013 Abstract Classroom management covers a wide range of activities. It has evolved through a process of reactive response to proactive initiation taken by educators. The classroom management practice has undergone through a paradigm shift from control focus to participation focus. Out of multiple domains associated with the broader notion of classroom management this paper focuses on the pertinent issues that contribute to students' learning in particular. Based on literature review and reflective questioning method, this paper theoretically interprets inferences of different research writings in this issue. It discusses on issues like the behaviour management, classroom interior design and class size which are some of the first order issues pertaining to classroom management out of many others. It critically examines the propositions of researchers on these issues and attempts to draw the implications for the educational leaders in particular. A classroom management design targeting the students' learning demands a holistic approach that builds on different variables like discipline management, diversity management, internal seating management, and class size management. Key words: Classroom management students' learning, design, educational leaders.

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