Addressing Common

Misconceptions in Effective
Classroom Management
GUELLER DEE V. SALAZAR
PPST 3.1.2 Established safe and secure
learning environments to enhance
learning through the consistent
implementation of policies, guidelines,
and procedures.
PPST 3.2.2 Maintained learning
environments that promote fairness,
respect, and care to encourage learning.
Session Objectives

At the end of the session, teachers will

be able to:

a. Revisit the guiding principles in

effective classroom management.
Session Objectives
b.Make individual development plans
focusing on strategies that will improve
one’s competence in effective
classroom management.
c. Recommend ways on how to address
issues and challenges in classroom
management.
 …classroom management
refers to the wide variety of skills
and techniques that teachers use
to ensure that their classroom
What is runs smoothly, without disruptive
behavior from students.
classroom …According to teacher Ben
managemen Johnson, it boils down to having a
structured learning environment
t? with clear rules that promote
learning as well as consequences
that diminish or eliminate
behaviors that get in the way of
learning.
 Of course, the ultimate goal for any teacher is an
academically productive classroom with focused,
attentive, and on-task students. Unfortunately, any
teacher can tell you this is way harder than it sounds
and usually takes years to accomplish. Even for
teachers who consider themselves relatively skilled
managers, things often change depending on the
new mix of students they teach every year. So
really, being skilled at management is an ongoing
process, part of the lifelong learning that makes
teaching so interesting.
 The bottom line is this: Effective
classroom management is an absolute
must. It impacts your ability to be an
effective educator and enjoy your job,
and it impacts your students’ success as
learners. If your classroom is out of
control, it won’t matter how passionate
you are about your subject or how much
you are truly dedicated to children,
learning will be negatively impacted.
 Here are some common
misconceptions about classroom
management:
Strictness Equals Effectiveness:
One misconception is that being strict
or authoritarian automatically makes a
teacher more effective at managing a
classroom. While clear rules and boundaries
are essential, overly strict approaches can
stifle creativity, engagement, and trust
between students and teachers.
Cont. from common misconceptions
about classroom management:

One-Size-Fits-All Approach:
Some believe that there is a single
method or strategy that works for every
classroom and every teacher. In reality,
effective classroom management requires
flexibility and the ability to adapt strategies
to meet the needs of diverse learners and
unique classroom dynamics.
Cont. from common misconceptions
about classroom management:

Punishment as the Primary Tool:

Another misconception is that discipline
and punishment are synonymous with
classroom management. While
consequences for misbehavior are
necessary, effective classroom management
focuses on prevention, positive
reinforcement, and teaching appropriate
behavior rather than simply reacting to
Cont. from common misconceptions
about classroom management:

Sole Responsibility of the Teacher:

Classroom management is often seen as

solely the responsibility of the teacher.
However, creating a positive learning
environment is a collaborative effort
involving students, administrators, parents,
and the wider school community.
Cont. from common misconceptions
about classroom management:

It’s About Control:

Some may view classroom
management as primarily about maintaining
control over students. While maintaining
order is important, the ultimate goal of
classroom management is to create a
supportive and inclusive learning
environment where students feel respected,
motivated, and engaged in their learning.
Cont. from common misconceptions
about classroom management:

Once Established, It's Set in Stone:

Effective classroom management is an
ongoing process that requires continual
assessment and adjustment. What works
one year or with one group of students may
not work as well with another. Teachers need
to be willing to adapt their strategies based
on the evolving needs of their students.
Cont. from common misconceptions
about classroom management:

It’s Just About Behavior:

While behavior management is a
significant aspect of classroom
management, it's not the only component.
Effective classroom management also
involves creating a positive and stimulating
learning environment, building relationships
with students, and implementing
instructional strategies that promote
 Universal classroom
management strategies
for educators
1. Model ideal behavior
Make a habit of demonstrating behavior you
want to see, as many studies show that
modelling effectively teaches students how to
act in different situations.
A straightforward way to model certain
behaviors is holding a mock conversation. Be sure
to:
• Use polite language
• Maintain eye contact
• Keep phones in your pockets
• Let one another speak uninterrupted
• Raise concerns about one another’s statements in
a respectful manner
2. Let students help establish
guidelines
Encourage all students to help you build
classroom expectations and rules, as you’ll
generate more buy-in than just telling them
what they’re not allowed to do.
This is especially essential for new teachers.
Near the start of the school year or during the first
day of a semester, start a discussion by asking
students what they believe should and shouldn’t
fly in terms of appropriate behavior. At what points
are phones okay and not okay? What are
acceptable noise levels during lessons?
3. Document rules
Don’t let your mutually-respected
guidelines go forgotten.
Similar to handing out a syllabus, print
and distribute the list of rules that the class
discussion generated. Then, go through the list
with your students. Doing this emphasizes the
fact that you respect their ideas and intend to
adhere to them. And when a student breaks a
rule, it’ll be easy for you to point to this
document.
4. Avoid punishing the class
Address isolated discipline problems individually
instead of punishing an entire class, as the latter
can hurt your relationships with students who are
on-task and thereby jeopardize other classroom
management efforts.
Instead, call out specific students in a
friendly manner. For example:
“Do you have a question?”, not “Stop talking
and disrupting other students”
“Do you need help focusing?”, not “Pay
attention and stop fooling around while I’m
talking”
5. Encourage initiative
Promote growth mindset, and inject
variety into your lessons, by allowing
students to work ahead and deliver
short presentations to share take-away
points. Almost inevitably, you’ll have some
eager learners in your classroom. You can
simply ask them if they’d like to get ahead
from time-to-time.
6. Offer praise
Praise students for jobs well done, as doing
so improves academic and behavioral
performance, according to a recent
research review and study. When it is sincere
and references specific examples of effort or
accomplishment, praise can:
• Inspire the class
• Improve a student’s self-esteem
• Reinforce rules and values you want to see
6. Offer praise
Praise students for jobs well done, as doing
so improves academic and behavioral
performance, according to a recent
research review and study. When it is sincere
and references specific examples of effort or
accomplishment, praise can:
• Inspire the class
• Improve a student’s self-esteem
• Reinforce rules and values you want to see
7. Use non-verbal communication
Complement words with actions and visual
aids to improve content delivery, helping
students focus and process lessons.
Many differentiated instruction strategies
and techniques are rooted in these
communication methods. For example, running
learning stations -- divided sections of your
classroom through which students rotate --
allows you to deliver a range of non-spoken
content types.
8. Build excitement for content and
lesson plans
This one works well no matter the grade
level: elementary school, middle school or high
school. Start lessons by previewing
particularly-exciting parts, hooking student
interest from the get-go.
As the bell rings and students settle, go
through an agenda of the day’s highlights for
the whole class. These could include group
tasks, engaging bits of content and anything
9. Assign open-ended projects
Encourage students to tackle open-
ended projects -- projects that don’t demand
a specific product -- to allow them
to demonstrate knowledge in ways that
inherently suit them.
This starts by giving the class a list of
broad project ideas, asking each student to
choose one. Be sure to provide a rubric for
each project that clearly defines
expectations.
10. Interview students
Interview students who aren’t
academically engaged or displaying prosocial
behavior to learn how to better manage
them.
While running learning stations or a large-
group activity, pull each student aside for a few
minutes. Ask about:
• What helps them focus
• Who they work well with
• Their favorite types of lessons
•