CHAPTER 1 __ What Is Classroom Mana gement? Classroom management is consistently identified as an important factor in stu- dent learning (Marzano & Marzano , 2003a). Yet beginning teachers, and even those who are more experienced, often struggle with creating and maintaining a well-managed classroom where students can learn (Jones &Jones, 2012 ). In fact, beginning teachers continually cite classroom management as their pri- mary point of concern (Daniels, 2009 ; Bromfield, 2006 ; Stough, 2006). Despite the importance of classroom management , the majority of teacher education programs still do not require or even offer a course with an explicit focus on classroom management (Stough . 2006). Because of this lack of training, many educators begin (and continue) teaching with numerous misconceptions about what constitutes effective classroom management (Garrett , 2012). Consider your own answer to the following question: What is the first word that comes to your mind when you hear the term classroom management? When teachers are asked this question , they typically answer with words such as control, order,and discipline. The idea that classroom management is mainly about discipline is a misconception held by teachers that can actually interfere with effective teaching In fact, effective managers organize their classrooms so that they avoid most behavior problems and therefore do not have to worry about discipline very often (Brophy, 2006 : Evertson & Weinstein . 2006). While discipline is certainly an important component of classroom management, it is not the only component. In addition, teachers often believe that a well-managed classroom is equiva- lent to an orderly and quiet environment, but the reality is that a productive learning environment can often be noisy because learning is not a passive activ- ity. Learning requires talking, sharing , discovering , experimenting, and ques tioning, all of which can create noise. Next,teachers frequently believe that an effective classroom management plan relies on rewards and punishments and , therefore, is approached in a be- havioristic manner through the implementation of externally controlled incen- tive programs . However, teachers who are effective classroom managers often find little need for a reward-based behavioral incentive program.

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CHAPTER 1 __ What Is Classroom Mana gement? Classroom management is consistently identified as an important factor in stu- dent learning (Marzano & Marzano , 2003a). Yet beginning teachers, and even those who are more experienced, often struggle with creating and maintaining a well-managed classroom where students can learn (Jones &Jones, 2012 ). In fact, beginning teachers continually cite classroom management as their pri- mary point of concern (Daniels, 2009 ; Bromfield, 2006 ; Stough, 2006). Despite the importance of classroom management , the majority of teacher education programs still do not require or even offer a course with an explicit focus on classroom management (Stough . 2006). Because of this lack of training, many educators begin (and continue) teaching with numerous misconceptions about what constitutes effective classroom management (Garrett , 2012). Consider your own answer to the following question: What is the first word that comes to your mind when you hear the term classroom management? When teachers are asked this question , they typically answer with words such as control, order,and discipline. The idea that classroom management is mainly about discipline is a misconception held by teachers that can actually interfere with effective teaching In fact, effective managers organize their classrooms so that they avoid most behavior problems and therefore do not have to worry about discipline very often (Brophy, 2006 : Evertson & Weinstein . 2006). While discipline is certainly an important component of classroom management, it is not the only component. In addition, teachers often believe that a well-managed classroom is equiva- lent to an orderly and quiet environment, but the reality is that a productive learning environment can often be noisy because learning is not a passive activ- ity. Learning requires talking, sharing , discovering , experimenting, and ques tioning, all of which can create noise. Next,teachers frequently believe that an effective classroom management plan relies on rewards and punishments and , therefore, is approached in a be- havioristic manner through the implementation of externally controlled incen- tive programs . However, teachers who are effective classroom managers often find little need for a reward-based behavioral incentive program.

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Classroom management refers to the process of ensuring that a classroom runs smoothly and efficiently, allowing students to learn effectively. It involves creating and maintaining an environment conducive to learning by organizing the classroom, managing student behavior, and implementing effective teaching strategies. Effective classroom management is not solely about discipline or control but also about creating a positive and engaging learning atmosphere. It involves organizing the classroom in a way that minimizes behavior problems and creating a productive learning environment that can be noisy and active. Additionally, effective classroom managers do not rely heavily on rewards and punishments but instead use a variety of strategies to manage student behavior and promote learning.

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