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2 Effective Classroom Management-The Essentials Finally, many teachers believe that their instruction is their classroom man- agement.In other words, they think that if they just teach a really engaging lesson,their students will be so highly motivated and engaged that they will not have time to misbehave. Again while engaging instruction is undeniably an important component of classroom management, it is not the only one. Developing these misconceptions will likely exacerbate the classroom man- agement problems faced by For example, think about the teacher who believes that engaging instruction is the only component of classroom manage- ment. She will most likely blame the quality of her lessons for any problems rather than trying to understand other possible causes for disruption and, there- fore, will continue to struggle with the same behavioral problems.Similarly, if a teacher believes that an effective management plan relies on rewards and punishments, he may have so many extrinsic reward systems put into place, that he may not have the time necessary to plan engaging lessons and will also continue to struggle. OVERALL GOALS OF CLASSROOM GEMENT The first step to becoming an effective classroom manager is eliminating these common misconceptions and developing an understanding of the overall goals of classroom management . Students preparing to become teachers often think that the goal of classroom management is to keep their class under "control" and maintain a well -behaved classroom It is true that effective classroom man- agers succeed at creating a well -behaved classroom Evertson and Weinstein (2006) nevertheless emphasize that classroom management has two goals: cre- ating an environment for academic learning and creating an environment for ating -emotional learning . Academic learning refers to learning content specified in state content standards (learning to read and write ; learning to reason ; learning science, math,and social studies; and so on). Social-emotiona l learning promotes growth in social skills and the ability to express emotions maturely.Classrooms are well managed only if the teacher has created environments that promote both of these kinds of learning. DEFINITION TOF CLASSROOM MANAGEMENT In order to create an environment conducive to academic and social-emotional learning,it is necessary to develop an understanding of what effective class- room management entails. If classroom management is not exclusively any of the ideas above, what is it?Many educators and researchers have

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2 Effective Classroom Management-The Essentials Finally, many teachers believe that their instruction is their classroom man- agement.In other words, they think that if they just teach a really engaging lesson,their students will be so highly motivated and engaged that they will not have time to misbehave. Again while engaging instruction is undeniably an important component of classroom management, it is not the only one. Developing these misconceptions will likely exacerbate the classroom man- agement problems faced by For example, think about the teacher who believes that engaging instruction is the only component of classroom manage- ment. She will most likely blame the quality of her lessons for any problems rather than trying to understand other possible causes for disruption and, there- fore, will continue to struggle with the same behavioral problems.Similarly, if a teacher believes that an effective management plan relies on rewards and punishments, he may have so many extrinsic reward systems put into place, that he may not have the time necessary to plan engaging lessons and will also continue to struggle. OVERALL GOALS OF CLASSROOM GEMENT The first step to becoming an effective classroom manager is eliminating these common misconceptions and developing an understanding of the overall goals of classroom management . Students preparing to become teachers often think that the goal of classroom management is to keep their class under "control" and maintain a well -behaved classroom It is true that effective classroom man- agers succeed at creating a well -behaved classroom Evertson and Weinstein (2006) nevertheless emphasize that classroom management has two goals: cre- ating an environment for academic learning and creating an environment for ating -emotional learning . Academic learning refers to learning content specified in state content standards (learning to read and write ; learning to reason ; learning science, math,and social studies; and so on). Social-emotiona l learning promotes growth in social skills and the ability to express emotions maturely.Classrooms are well managed only if the teacher has created environments that promote both of these kinds of learning. DEFINITION TOF CLASSROOM MANAGEMENT In order to create an environment conducive to academic and social-emotional learning,it is necessary to develop an understanding of what effective class- room management entails. If classroom management is not exclusively any of the ideas above, what is it?Many educators and researchers have

2 Effective Classroom Management-The Essentials Finally, many teachers believe that their instruction is their classroom man- agement.In other words, they think that if they just teach a really engaging lesson,their students will be so highly motivated and engaged that they will not have time to misbehave. Again while engaging instruction is undeniably an important component of classroom management, it is not the only one. Developing these misconceptions will likely exacerbate the classroom man- agement problems faced by For example, think about the teacher who believes that engaging instruction is the only component of classroom manage- ment. She will most likely blame the quality of her lessons for any problems rather than trying to understand other possible causes for disruption and, there- fore, will continue to struggle with the same behavioral problems.Similarly, if a teacher believes that an effective management plan relies on rewards and punishments, he may have so many extrinsic reward systems put into place, that he may not have the time necessary to plan engaging lessons and will also continue to struggle. OVERALL GOALS OF CLASSROOM GEMENT The first step to becoming an effective classroom manager is eliminating these common misconceptions and developing an understanding of the overall goals of classroom management . Students preparing to become teachers often think that the goal of classroom management is to keep their class under "control" and maintain a well -behaved classroom It is true that effective classroom man- agers succeed at creating a well -behaved classroom Evertson and Weinstein (2006) nevertheless emphasize that classroom management has two goals: cre- ating an environment for academic learning and creating an environment for ating -emotional learning . Academic learning refers to learning content specified in state content standards (learning to read and write ; learning to reason ; learning science, math,and social studies; and so on). Social-emotiona l learning promotes growth in social skills and the ability to express emotions maturely.Classrooms are well managed only if the teacher has created environments that promote both of these kinds of learning. DEFINITION TOF CLASSROOM MANAGEMENT In order to create an environment conducive to academic and social-emotional learning,it is necessary to develop an understanding of what effective class- room management entails. If classroom management is not exclusively any of the ideas above, what is it?Many educators and researchers have

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Classroom management refers to the strategies and techniques used by teachers to maintain a productive and positive learning environment in the classroom. It involves creating an environment that is conducive to both academic and social-emotional learning.<br /><br />The overall goals of classroom management are to create an environment for academic learning and an environment for social-emotional learning. Academic learning refers to the content specified in state content standards, such as learning to read and write, learning to reason, and learning science, math, and social studies. Social-emotional learning promotes growth in social skills and the ability to express emotions maturely.<br /><br />Effective classroom management is not exclusively about keeping the class under control or using rewards and punishments. Rather, it involves creating a well-structured and organized classroom that promotes both academic and social-emotional learning. This can be achieved through a variety of strategies, such as establishing clear expectations and rules, implementing consistent consequences, and using positive reinforcement.<br /><br />By developing an understanding of the overall goals of classroom management and the definition of effective classroom management, teachers can eliminate common misconceptions and develop effective strategies for managing their classrooms.
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