Classroom Management

The annual Gallup Poll of the public's attitudes toward public schools, published each September in Phi Delta Kappan, has for almost three decades identified lack of discipline as one of the biggest problems in public schools. In fact, the journal has singled out lack of discipline as the number one problem more often than any other. Classroom management strategies, a more palatable name for "discipline," clearly need some attention!

Wang, Haertel, and Walberg ( 1994) confirm Charles' statement when they report in their article, "What helps student learn?," that when data from both research analyses and surveys from experts are combined, classroom management tops a list of twenty-eight categories that most influence learning. Thus, for many educators, Charles' statement is as true today as it was almost two decades ago when it was written.

The United States is, of course, not alone in its recognition of the importance to teachers of having sound theory and using effective practices when it comes to classroom management. Lord Elton's upsetting report in Great Britain on discipline in schools states that, "teachers group management skills are probably the single most important factor in achieving good standards of classroom behaviour".

Reinforcing this view, Schubert ( 1954) reports that one of the most perplexing problems facing many teachers in our schools today - particularly beginning teachers - is maintaining control in the classroom. Discipline has been, and continues to be, a problem for many teachers.

For teachers who are having discipline problems, the temptation exists to grab any strategy that works. A sailor from a sinking ship who cannot swim wants only to be thrown a flotation ring; he does not want to be taught the theory behind swimming. Hopefully, you are not in an analogous position. Instead, you have the luxury to examine and begin to form a philosophy of education, study available classroom management models, and select a model or models consistent with your fundamental beliefs. Once you select a model, it will dictate the day-to-day discipline strategies you implement.

Most states require that principals or other designated administrators/ supervisors formally evaluate your teaching by sitting in on your classes. Typically, a Sample Instructional Evaluation Form is used to collect data. Such forms usually include a question on classroom management. It is clear from the categories of questions included on such a teacher evaluation form that both content expertise and pedagogical expertise will be - in fact, should be - evaluated. Your competence in the eyes of others will be judged by your ability to perform in each of the questioned areas. Your competence in your own eyes will similarly be judged. To be forewarned is to be forearmed. Consider yourself forewarned regarding the importance the profession ascribes to a teacher's ability to manage (i.e., discipline) his or her classroom.