Improving Classroom Management at School


The modern school is the result of huge changes that have taken place in the education system in recent years. In this sense, the educational activity of the school becomes not only a part of the social life of society but also its avant-garde, the bearer of innovative transformations. Understanding the purpose and value of education in the life of every person determined the search activity of teaching staff in the direction of ways to improve the quality of educational activities. The context is the society’s need for a productive school, the innovative activity of which is aimed at solving problems caused by the discrepancy between traditional norms and new social expectations.

In today’s changing world, the school must become productive and influential. It should create such conditions in which any teacher and student have a trusted pool of network resources that provide them with information. It is important that students get a new learning experience through the organization of project and research activities, through adaptive and e-learning, project technologies, case studies, and interdisciplinarity (Manning & Bucher, 2005). Therefore, the school needs an educator who enthusiastically joins the learning process and skillfully corrects their own ideas and expectations in relation to students. Such a teacher will set a positive direction for the educational activity of schoolchildren, i.e., make teaching and learning visible. Given such a state of affairs, it is essential to determine essential approaches and strategies application that will improve an educator’s classroom management. The below discussion will be focused on the defined theme appealing to relevant secondary materials from the scholarly dimension.

Literature Review

Today, an important professional competence of a teacher is being updated – intermediary. This competence implies the interaction of a teacher and a student in the context of subject-subject relations. They allow the teacher to become an included mediator between the developing personality of the child and the surrounding social space (Netcoh, et al., 2017). The process of socialization of students, in this case, is not only the development of skills in using modern information and computer technologies. It is also the formation of fundamentally new communication spaces, worldviews, as well as the norms of digital ethics.

Referring to the latest research in this area, the main characteristics of successful classroom management can be identified in the context of a personalized education model. This approach is based on the following basic principles. First, these are strategies for achieving the goals of education in the new cultural conditions (Weinstein et al., 2003). The second is the development of personal potential: self-esteem is more important than external evaluation (Yang, 2009). The third is the definition and adjustment of personal learning style (Grapragasem et al., 2015). Fourth, this is the effective use of study time and the rejection of inefficient educational technologies (Nurse & Staiger, 2019). Fifth, this is the synergy of the educational community of all subjects of education (Postholm, 2013). The mentioned principles may be considered essential for successful classroom management.

At the same time, the focus is not on the activity of the teacher presenting new material but on stimulating the student’s own activity, i.e., on creating a motivating educational environment. It is extremely important for teachers to look at learning through the eyes of their students, who must acquire knowledge and comprehend the material, the study of which is the purpose of the lesson (Grapragasem et al., 2015). This change of perspective does not happen all at once and without error. This process requires serious effort, intense feedback, and deliberate practice (Englehart, 2013). Both accommodation and assimilation of previous knowledge and concepts, as well as enthusiasm and desire to change the existing state of affairs for the better, are necessary.

In this context, the teacher-manager must be ready to develop students’ ability to solve problems in various life situations with an orientation toward the future. They must believe and understand that they are a conductor of change not only in children but also in themselves, that they can demonstrate to students that they care about their learning and effectively influence them (Manning & Bucher, 2005). Therefore, it is important for a modern teacher to be able to independently choose educational material and teaching strategies, the comprehension of which allows for building individualized teaching concepts (Kravas & Kravas, 1974). Successful classroom management, in turn, becomes possible not only if there are appropriate conditions for learning. A competent educator “regulates” the use of methods and approaches in teaching, depending on the degree of expediency in relation to a particular moment. The quality and success of classroom management often depend to a large extent on how the teacher adapts to the given context.


Achieving the effectiveness of classroom management largely depends on an individual approach to each subject of the educational process and taking into account the individual differences of students in the educational work. The main idea of an individual approach is to achieve a pedagogical impact on each child based on knowledge of their personality traits and living conditions in educational work with a team of children (Weinstein et al., 2003). It should be emphasized that this approach is a psychological and pedagogical principle, according to which it is crucial to keep in mind each child, namely their skills, efforts, and, of course, internal characteristics. The main task of an individual approach to learning is that the learning goals should coincide not only with age but also with individual mental characteristics.

Having an idea about the natural characteristics of students and their manifestations in learning activities, the teacher can foresee in advance in which learning situations and conditions these manifestations will be favorable for achieving effective learning and which they may hinder it. The task of the teacher is to help the student find the most appropriate individual style of activity for them and not to try to standardize the methods and methods of work of all students (Netcoh, et al., 2017). For example, those techniques and methods of work that are good for a nimble student should not be imposed on a sluggish one.

Nevertheless, knowing the individual characteristics of their pupils, the teacher can apply special techniques to them that facilitate their learning activities. Among such techniques, one can distinguish the provision of sufficient time for reflection and preparation, the acceptance of a written response, and the division of complex material into separate information blocks (Kravas & Kravas, 1974). Thus, a differentiated approach to classroom management makes it possible to identify learning situations that are unfavorable for students and to identify ways to overcome emerging difficulties, considering the individual characteristics of students.


The above discussion was dedicated to the theme of how an educator can improve classroom management. The research revealed that contemporary learning is considerably dependent on pupils’ peculiarities. Given this, it was suggested that classroom management should be based on an individualized approach toward learners. That is, a teacher should be able to determine and take into account pupils’ particular features and arrange classroom activities accordingly.


Englehart, J. M. (2013). Five approaches to avoid when managing the middle school classroom. The Clearing House, 86(3), 103–108. Web.

Grapragasem, S., Krishnan, A., Joshi., L., Krishnan, S., & Azlin, D. (2015). Lecturers’ perception of classroom management: An empirical study of higher learning institutions in Malaysia. International Journal of Higher Education, 4(4), 137–146. Web.

Kravas, K. J., & Kravas, C. H. (1974). Transactional analysis for classroom management. The Phi Delta Kappan, 56(3), 194–197. Web.

Manning, M. L., & Bucher, K. T. (2005). Classroom management for middle and secondary schools. The Clearing House, 79(1), 5–6. Web.

Netcoh, S., Olofson, M. W., Downes, J. M., & Bishop, P. A. (2017). Professional learning with action research in innovative middle schools. Middle School Journal, 48(3), 25–33. Web.

Nurse, A. M., & Staiger, T. (2019). Teaching data reproducibility through service learning. Teaching Sociology, 47(4), 350–357. Web.

Postholm, M. B. (2013). Classroom Management: What does research tell us? European Educational Research Journal, 12(3), 389–402. Web.

Reese, J. (2007). Cs of successful classroom management. Music educators journal, 94(1), 24–29. Web.

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), 269–276. Web.

Yang, K. W. (2009). Focus on policy: Discipline or punish? Some suggestions for school policy and teacher practice. Language Arts, 87(1), 49–61. Web.

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