Classroom management

Overview

Classroom management maximises students’ on-task learning time by minimising disruptive behaviour and disengagement. It involves establishing routines to actively engage students in their learning, consistently applying rules and explicitly modelling appropriate behaviour so students know what is expected of them, and establishing high expectations for students learning.

Australian Professional Standards for Teachers

Classroom management is related to Focus Area 4.2: Manage classroom activities in the Australian Professional Standards for Teachers.

Research

Classroom management has a strong evidence base that meets AERO’s highest standards of evidence. For more information about the evidence base, see below:

Two A4 paper sheets with the AERO focussed classrooms tried and tested guide

Tried and Tested practice guide

This guide describes a set of teaching practices that have been found to maximise students’ on-task learning time by minimising disruptive behaviour and disengagement.

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Two A4 paper sheets with a list of references from an AERO research paper

Annotated reference list

An overview of the research evidence cited throughout our classroom management resources.

Using the practice

To be effective, classroom management needs to be implemented well. See below some 'things to know' when using the practice.

Planning for maximum student engagement

Explicitly teach verbal and non-verbal cues. Examples of cues may include:
- a designated standing space in the room that signals when you are ready to speak to the whole class
- a focus signal, such as clapping or certain words or actions
- using student names and eye contact often to build a sense of trust and visibility
- consistent pre-planned language to address off-task behaviour so that all students know the behavioural expectations
Include students in the planning of routines. For instance, how do all students agree to engage in class discussion? What are your class protocols for transitioning between tasks? What are the class rules, and what are the appropriate actions to take if these aren’t followed?
Provide opportunities for all students to answer questions and contribute to discussions. Think about how you structure your whole-group discussion so that you are not just asking for ‘hands up’. For instance, you might try:
- providing thinking time for students so that they have time to prepare a response to a question
- having students share their answer to a question with their neighbour first
- asking students to summarise the main idea or concept being studied in 2 sentences and then passing it to the person next to them to add to the answer
- have all students write an answer on a card and hold it up

mixing up groups to help break down barriers and reduce competition in the room between “high” and “low” achievers. During guided instruction activities, think about changing up grouping students randomly by:
- asking students to group according to favourite colour
- grouping by birth month
- shuffling names randomly
- having a “roster” where all students must work with each person in the class at least once in a term or set period.

These practices seek to maximise student participation, meaning less time needs to be spent getting students back on task.

High expectations for focused classrooms

Teacher expectations influence how students behave, interact and achieve in class. There are many teacher behaviours that convey high expectations, all of which help create a focused classroom.

Some common ways to have high expectations are:

starting the lesson on time
managing interruptions quickly and routinely
keeping students on task through positive redirection.

Establishing learning routines also help convey high expectations to students, as they help students feel settled in the learning. You can create learning routines by:

setting specific, challenging time limits so that students know how long they have
establishing and communicating clear and challenging learning goals that push all members of the class
engaging in questioning practices that develops students’ understanding and directs students towards higher-order thinking
frequently expressing goal statements that are clear and specific, such as what you believe they can achieve.

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Snapshots of practice

Classroom management may look different in different contexts. See below examples of classroom management in a variety of classrooms and settings:

Example of practice

Use this example to think about how to apply classroom management in your own context.

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Focused classrooms at Loxton Primary School

See how the Year 6 teachers at Loxton Primary School work to create a focused classroom from the beginning of the year.

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Additional snapshots

Australian Institute for Teaching and School Leadership (AITSL) – Establishing classroom expectations

This resource provides an examples of establishing consistent classroom routines and practices for primary school students.

The teacher articulates and demonstrates how it is important to establish consistent classroom routines and practices for primary school students. These routines, she contends, are applicable across the entire day and within any given lesson. At the beginning of the year, the teacher recognised the importance of establishing with her students classroom expectations linked to identifiable behaviours that could be positively reinforced through praise and interventions. These interventions can be identified within her normal teaching practices.

Australian Institute for Teaching and School Leadership (AITSL) – Positive learning environments

This resource provides an example of establishing a consistent behaviour management approach, linked to the shared school values..

At the beginning of the year, the teacher establishes a consistent behaviour management approach, linked to the shared school values. These values are explored and given meaning via creative group activities in the pastoral care program she facilitates at the school. The teacher works with the philosophy that when students are engaged in their learning, behavioural problems are less likely to arise.

Australian Institute for Teaching and School Leadership (AITSL) – Classroom management techniques

This resource provides an example of an Assistant Principal with responsibilities for pastoral care, who also has a teaching load, leads and facilitates a practical workshop to increase teachers’ knowledge and understanding of classroom management.

The Assistant Principal with responsibilities for pastoral care, who also has a teaching load, leads and facilitates a practical workshop to increase teachers’ knowledge and understanding of classroom management. He uses proactive approaches and techniques rather than reactive and problem-based responses to classroom management. In the professional learning session he works with his peers to model approaches that promote focused and productive learning environments for all students.

Implementation tools

Here you will find tools to help you manage your classroom.

Implementation checklist

Practical steps you can take to implement effective classroom management in your setting.

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