Rich learning experiences result from organized, systematic, and creative planning by a

knowledgeable and effective teacher. The teacher needs to set the stage for learning by
considering the diverse needs of students, creating a warm and inviting climate for learning
within the classroom, and ensuring that there is a coherent and comprehensive program of
mathematics instruction that develops logically over the course of the day, week, and year.
Therefore, this academic paper will identify and discuss factors that contribute to effective
classroom management.

Farrant (1980) defines Classroom Management as the planning and organization of the
learning environment of a group of individuals within a classroom setting. Classroom
Management and instruction (teaching) are interwoven and they are inseparable. Teaching
and Classroom Management go hand in hand.

On the other hand, classroom management according to Dugguh (2007) is the action a
teacher takes to create an environment that supports and facilitates instructions, academic,
social and emotional learning. It is the process of creating favorable conditions to facilitate
instructions as well as that of regulating social behavior of students

However, there are a number of factors that contributes to the effective classroom
management. Some of these are discussed below;

One of the factors that contribute to effective classroom management is the physical
environment of the classroom. Creating and implementing a conducive learning environment
means careful planning for the start of school time. This means that, the learning environment
must be planned in both a physical space and cognitive space. Marzano (2003), asserts that if
the space of the classroom is warm and inviting, and the arrangement matches with the
teacher’s philosophy of learning, the learners will have access to necessary materials and the
distracting features of a room eliminated.

Seating arrangement is also an important physical factor that affects teacher- student, student-
teacher and student-student interaction in classroom procedures. If our aim is communication
and interaction in the target language, it is important to design the seating system in such a
way that students are able to communicate with each other. Semi- circles or U-shapes are
really desirable as they allow students to face each other; as a result, they feel socially secure.
In addition to social security, it is also important to increase psychological security of the

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students. It is important to arrange the classroom space so that students are free from being
disturbed. Allowing students to select their own seats is another way to increase
psychological security

Creating, teaching and maintaining rules and procedures in the classroom are another factor
that promotes effective classroom management. Froyen et al., (1999) said that, “All teachers,
regardless of years of experience, will encounter numerous disciplinary problems throughout
the school year. They suggested that, one of the first applications of effective classroom
management begins with the establishment of classroom rules on the first day of school. In
planning procedures and rules for the classroom, teachers have to consider the students’
characteristics and the physical environment.

On the other hand, procedures are steps for the routines students follow in their daily learning
activities, such as how they turn in papers, sharpen pencils and make transitions from one
activity to another. Expert teachers plan and teach procedures until they become routines that
students follow automatically. These routines provide a sense of regularity and equilibrium
for both students and teachers.

Another factor that can contribute to effective classroom management is getting students to
cooperate through developing a positive relationship with students. For instance, if teachers
show genuinely their care about students as individuals apart from their academic work, it
would help them to gain their cooperation. This attention would create a classroom
environment in which students feel safe and secure, and they feel they are being treated
fairly. Teachers would become sensitive to their needs and anxiety and have good
communication skills as well as making the classroom atmosphere feel more relaxed and
pleasant (Marzano et al., 2003).

Additionally, rewarding appropriate behavior can be used to promote effective and good
classroom management. For instance, when a student is not paying attention, you can also
praise other students in your classroom for their appropriate behaviour.

Besides, evaluation of the effectiveness of the teacher’s work and the learner’s progress is an
important factor that contributes to effective classroom management. It is the responsibility
of every teacher to carry self-evaluation of the effectiveness of his or her own work and the
progress of the learners. For instance, Farrant (1980) stipulates that teachers usually evaluate

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the progress of the learners by giving and marking assignments, tests, classroom exercises
and examinations. Evaluation also requires the teacher to plan and organize resources such as
examination papers and to supervise (invigilation) various activities.

Furthermore, Weinstein (1996) states that management of teacher-pupil relations is also

essential in order to promote a peaceful and enjoyable learning environment within the school
and in the classroom. A good teacher is friendly, sympathetic and helpful. He or she does not
abuse learners, but protects them from all forms of child abuse. Such a teacher stands in the
place of parents at school. This role is played by friendly, sympathetic and helpful teachers as
children spend most of their time in the school premises during a school term. A good teacher
exercises authority over learners not by relying on the use of force and threats, but by
winning the respect of learners.

In addition, management of teacher-parent relations is another important responsibility of

every teacher for effective classroom management. Every teacher has to manage his or her
relations and communication with parents, other teachers and school administration as well as
with all other stake-holders interested in the education of the learners (Weinstein, 1996:210).

Above all, planning and preparing lesson plans, schemes of work, lesson objectives, tests,
assignments and other academic programs and activities is one of the factors that contributes
to effective classroom management.

Hence, the teacher must decide and select learning content for effective classroom
management. Not everything in the syllabus, the curriculum, or textbooks can be covered by
the class. For instance, it is the responsibility of every teacher to decide on behalf of the class
and select what learning content to cover from the syllabus, the curriculum, or the learners’
textbooks. It is also the responsibility of every teacher to decide and select on behalf of his or
her class what topic and content is to be covered by the learners each day, week, month or
term.

In conclusion, effective classroom management means the process of ensuring that classroom
lessons run smoothly despite disruptive behaviour showed by students. Therefore, there are a
number of factors that contribute to effective classroom management and they include;
Creating and implementing a conducive learning environment (i.e. Seating arrangement),
Creating, teaching and maintaining rules and procedures, creating a positive relationship with
students, rewarding appropriate behavior, and ensure that planning and preparing lesson
plans, schemes of work, lesson objectives etc. in appropriate. Thus, this enhances effective
classroom management for both the teacher and the learners.

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 REFERENCES

Dugguh, S. I. (2007). Human Resource Management. Makurdi, Nigeria: Oracle Business

Limited.

Farrant. J. S. (1980). Principles and Practice of Education. London: Longman.

Froyen, L. A., & Iverson, A. M. 1999. Schoolwide and Classroom Management: The
Reflective Educator-Leader (3rd Ed.). Upper Saddle River, NJ:
Prentice-Hall.

Marzano, R. J., Marzano, J. S., & Pickering, D. 2003. Classroom Management that Works:
Research-Based Strategies for every Teacher. VA: Association for
Supervision and Curriculum Development, Alexandria, Egypt.

Weinstein, C. S. (1996). Secondary Classroom Management Lessons from Research and

Practice. Boston: McGraw Hill.

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