Effective Classroom Management: Large impact on students’ achievements

Students cannot learn in a chaotic, poorly managed classroom. It is very important that there is a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. For example, beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.

The quality of teacher-student relationships is the keystone for all other aspects of classroom management. Further, research has shown that teachers who had high-quality relationships with their students had fewer discipline problems and rule violations than those who did not have high-quality relationships.
Effective teacher-student relationships have nothing to do with the teacher’s personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by three specific teacher behaviors:

1. Exhibiting appropriate levels of dominance
2. Exhibiting appropriate levels of cooperation
3. Being aware of high-needs students.
School may be the only place where many students who face extreme challenges can get their needs addressed. The reality of today’s schools often demands that classroom teachers address these severe issues, even though this task is not always considered a part of their regular job.

The most effective classroom managers did not treat all students the same; they tended to employ different strategies with different types of students. An awareness of the five general categories of high-needs students and appropriate actions for each can help teachers build strong relationships with diverse students.

Don’t Leave Relationships to Chance
Teacher-student relationships provide an essential foundation for effective classroom management-and classroom management is a key to high student achievement. Teacher-student relationships should not be left to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research, teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that will support students’ learning.

Another Learning Outcomes:

Deepening understanding of the school content through various tools for innovative problem solving;
Increasing overall students’ achievements in grades;
Improving self – esteem of the students through encouraging their creative thinking and fostering their imagination;
Higher motivation to remain on task by working in small groups;
Developing actively and constructively students’ involvement in the work at class;
Encouraging students to take the ownership of their own learning; Improving teamwork skills;
Exchanging experiences and intercultural practices in cooperative and collaborative learning process as long as in creativity and innovation;
Putting into practice the principal that “teachers become learners at times, and learners sometimes teach”;
Developing useful problem-solving skills;
Evolving students’ ability to actively make observations, to collect, analyze, and synthesize information, and draw conclusions;
Encouraging students to search and make use of resources beyond the classroom and the school; Using new technologies which are rich sources of learning and learning materials, and can generate ideas and solutions.