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The Concept of Classroom Management

Definition of Classroom Management

The classroom management refers to a process that teachers guarantee the

classroom instruction, the order, the effectiveness, deal with some matters,
and arrange the time and space, and some other factors. The traditional
viewpoint was that, the purpose of classroom management is to deal with
student's misbehavior. In fact, the significance of classroom management and
discipline cannot be equal; the significance of the former is more widespread
than the latter one. The classroom management refers to managing the
student, studying in classroom, the teacher and student's behavior and the
activity; it is the way teachers organize what goes on in the classroom. It
contributes directly to the efficiency of teaching and learning as the most
effective activities can be made almost useless if the teacher does not
organize them efficiently. But discipline has different meanings. In other
words, the teacher adopts certain methods and measures to deal with
student's misbehavior issues.

Characteristics of Classroom Management

There are four basic views of classroom management as follows: the first one
is that management should embrace the view of full-scale development. The
development of human beings is the basic responsibility of modern education.
The second one is that students are the main body of management. Students
are the main body of studying, and they are also the main body of their own
development. All their independence and difference should be received
teachers' respect. What's more, management should embrace the view of
democracy and cooperation. Classroom instruction is a bilateral activity
between teaching and studying, the process of classroom management,
which is not only a kind of special cognitive process, but also is a process of
complex psychological experience, it's a process of social practice in a certain
space and time scope, it is a interactive process between the teachers and
students, teachers and students affect each other. The last but not the least,
management should have the view of high effective benefit. The goal of
classroom instruction management is spending few time and energy in
The following characteristics appear again and again in studies of effective teachers. We have
classified these qualities according to a scheme worked out by M. Hildebrand in a 1971 study
in which opinions on effective teaching from both faculty and students were analyzed (M.
Hildebrand, R.C.Wilson, and E.R. Dienst, Evaluating University Teaching. UC Berkeley,
Center for Research and Development in Higher Education, 1971).

Organization and Clarity

explains clearly

is well prepared

makes difficult topics easy to understand

uses examples, details, analogies, metaphors, and variety in modes of explanation to make
material not only understandable but memorable

makes the objectives of the course and each class clear

establishes a context for material

Analytic/Synthetic Approach

has a thorough command of the field

contrasts the implications of various theories

gives the student a sense of the field, its past, present, and future directions, the origins of
ideas and concepts

presents facts and concepts from related fields

discusses viewpoints other than his/her own

Dynamism and Enthusiasm

is an energetic, dynamic person

seems to enjoy teaching

conveys a love of the field

has an aura of self-confidence

Instructor-Group Interaction

can stimulate, direct, and pace interaction with the class

encourages independent thought and accepts criticism

uses wit and humor effectively

is a good public speaker

knows whether or not the class is following the material and is sensitive to students

is concerned about the quality of his/her teaching

Instructor-Individual Student Interaction

is perceived as fair, especially in his/her methods of evaluation

is seen by students as approachable and a valuable source of advice even on matters not
directly related to the course