Running head: CHALLENGES OF CLASSROOM MANAGEMENT IN SCHOOLS
The Challenges of Classroom Management Teachers Are Facing in Public
Elementary Schools and How to Overcome Them
Business tools to help pubic elementary school teachers and administrators improve
classroom management and reduce misbehaviors
Yuan Chen (Anna)
George Mason University
Author’s Note ：This paper was prepared for BIS 490, taught by Prof. Joseph Killiany.
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Running head: CHALLENGES OF CLASSROOM MANAGEMENT IN SCHOOLS
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This project is designed to investigate common strategies used by teachers, and the pros
and the cons of different strategies. The goal of this project is to persuade teachers to acquire a
set of positive and problem-solving strategies in their “toolbox” with the aim of utilizing
approaches that serve student best for their benefit in growth. Additionally, this project seeks to
illustrate how to apply business management concepts, such as SMART goals, KPI, and system
thinking to improve the effectiveness of management both in the classrooms and in the schools.
Brophy (1986) defined classroom management (CM) as “a teacher’s ability to establish,
maintain, and restore the classroom as an effective environment of teaching and learning” (p.
182). A well-managed classroom is the foundation to flourish both teaching and learning. Saritas
stated that “the quality of education largely depends on the quality of classroom management”.
The key elements of classroom management are managing time and space, instructional
strategies and student behavior (McLeod, Fisher, & Hoover, 2003). Behavior management is the
most challenging of the three because teachers cannot predetermine when and what student
misbehaviors occur. Often, teachers need to respond immediately without planning or delay. A
number of survey studies indicate that teachers feel inadequately trained in behavior
management (Buchanan, Gueldner, Tran, & Merrell, 2009; Justice & Espinoza, 2007).
Let us ponder on two scenarios.
Scenario 1: A student runs down the hall. Miss A said, “You know better than that! Stop
running! Go back and show me how to walk.” On the other hand, on that same situation, Miss B
responded, “Walk down the hallway, please.” When the student stopped running and started to
walk. She commented: “I am so glad to see you walking down the hallway. I believe you can
remember it next time. ”
Scenario 2: After recess, all students were sitting on a carpet in a circle for a reading
activity. A second-grade student threw a tiny piece of wood which it fell on the teacher’s right
Running head: CHALLENGES OF CLASSROOM MANAGEMENT IN SCHOOLS
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leg in the beginning of the activity. Miss A’s response was, “What’s wrong with you? Go and sit
at your desk. I am going to tell your parents to discipline you.” The student was sitting at his
desk for almost entire time of the activity. Whereas, Miss B’s response was, “It is not an
acceptable behavior in our classroom. You cannot throw anything even this little piece of wood
at anyone. I want to know why you did that. Let’s talk about this after the circle time.” The
student sat in the circle to finish the activity. Later, they had a conversation about this incident.
In scenario 1 and scenario 2 above, all strategies worked as intended to stop or change
behaviors, but which strategies do you think worked better for the students? Which teacher
handled the students’ misbehaviors more professionally?
Common strategies for behavior management
There are various strategies to handle misbehaviors in classrooms, for example, corporal
punishment, suspension, yelling, taking away recess time, rewarding, praising, holding
classroom meeting to solve problems, and other strategies. These strategies can be sorted into
four categories: corporal punishment, punitive strategies, positive strategies, and problem solving
strategies.
Corporal Punishment (CP) still remains a legal form of discipline in 19 states, most of
them in the South. According to an analysis of federal data from 2009-2010, the Children’s
Defense Fund reported in 2014 that 838 children were hit on average each day in public schools.
Data also shows that African-American students and students with disabilities are
disproportionately subjected to CP in school (Strauss, 2014).
Punitive strategies include suspension, expulsion, sarcasm, yelling, taking away recess
time, and embarrassing students in front of others. Punishment is a procedure in which responses
are followed by either the removal of positive reinforcement or the presentation of an aversive
stimulus (Skinner, 1953). It seeks to stop unacceptable and unwanted behaviors. It became the
Running head: CHALLENGES OF CLASSROOM MANAGEMENT IN SCHOOLS
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treatment of choice for disciplining misbehavior children and controlling unruly students (Hall,
2013).
Zero Tolerance (ZT) policies originally conceived within the criminal justice system. The
term Zero Tolerance was first introduced into American public school in the mid-1990s (Evans
& Lester, 2012), and it has been adopted by 94% of public schools (Skiba & Rausch, 2006). The
original purpose to adopt this policy was to ban student use of drugs and alcohol, but “it has
quickly expanded into a frenzy of punishment and tougher disciplinary measures in American
schools” (Ayer, Dohrn, & Ayers, 2001, p. 259). A new report released in 2014, shows that
“nearly 5,000 preschool students [were] suspended once, and [more than half of them] suspended
more than once” (p.7) in 2011-2012 school year. Some researchers and critics question whether
children in the early grades should ever be suspended.
Punitive strategies would only temporarily stop students’ misbehaviors. However, such
strategies disrupted the relationship between the teachers and their classes. Some research
confirmed that punitive strategies are associated with more misbehavior among students. It also
would be difficult for a teacher who wants to be more effective, if he frequently use harsh
punitive strategies, since students normally do not willingly cooperate with him. NO one really
benefit from these “negative” strategies in long-term.
What are the alternatives?
If punitive strategies are a reactive approach, then positive strategies are designed to
proactively manage misbehaviors by teaching, recognizing, and reinforcing appropriate
behaviors. If students know how to behave appropriately or they know how to release negative
emotions, misbehaviors can be minimized in the lowest level in the classrooms.
Positive behavior support (PBS) is very popular in recent years. PBS is rooted in
Skinner’s behaviorist theory of behavior modification, which emphasizes behaviors that are
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valued. PBS is focused on the design of environments that promote desired behavior and
minimize the development of problem behaviors (Dunlap, Sailor, Horner, & Sugai, 2009, p.4) It
based on the idea of prevention. It purposefully switches teachers’ attention from punishing
challenging behaviors to rewarding desirable behaviors.
Problem-solving strategies are more focus on social and emotional learning. Advocates
emphasized that problems provide the opportunity to develop problem-solving skills in a
nurturing atmosphere that empowers students with the courage and confidence they need to be
productive, contributing and happy in classrooms. solution-oriented approach – seek to
understand what happened, what caused it to happen, what each person could do differently next
time to keep it from happening, and how to make amends if needed.
Functional Behavioral Assessment (FBA) is defined as “a process of identifying
functional relationship between environmental events and the occurrence or non-occurrence of a
target behavior” (Dunlap et al., 1993, p.235). The usefulness of FBA is based on the belief that
behavior is purposeful and serves a function for a student. Today, the usefulness of FBA
continues to grow across student populations with learning disabilities, emotional disabilities,
autism, students at-risk, and even typically developing students (Gable et al. 2014). With proper
training, FBA can help teachers deal with challenging behaviors more effectively.
Classroom Meetings provide opportunities for students to express their thoughts and
brainstorm the solution. Inviting students to explore the consequences of their choices is quite
different from imposing a consequence on them. There is a huge difference between telling
students what they need to do and asking them what the solutions are. “Telling usually creates
physiological resistance in the body… respectfully asking creates a physiologically relaxation for
the body… [They tend to] appreciate being involved, feel more capable, and usually decide to be
cooperative” (Nelsen, Lott, & Glenn, 2013, p.19). It can also develop “self-discipline and self-
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control by thinking through the consequences of their choices and by accepting suggestions for
solution form other students” (Nelsen, Lott, & Glenn, 2013, p.7). Some teachers believe that
classroom meetings save teachers’ time and help them learn the skills they need to success both
in academic and in life.
Recommendation
Many strategies are available for teachers to use for classroom management. Some teachers
may feel overwhelmed by many choices, many priorities, or many challenges. So having some
sort of management tool could help in these areas. One tool is about setting up goals to manage
classroom. Goals could help a teacher cut through the clutter of a crowded mind and keep
thoughts on the things that matter the most.
SMART Goals
SMART goals have been widely used as a management tool in government, industry,
businesses, and nonprofit organization. It stands for Specific, Measurable, Attainable/Achievable,
Relevant/Realistic, and Time-bound (Lee, 2010). First, specific goals should clearly define what
you want to achieve, including detailed description of what, why and how. Second, measurable
means the degree of accomplishment that can be accurately measured. It should be tangible and
operable. Thirdly, achievable goals should stretch people’s abilities slightly so they feel
challenged. On the other hand, if the goals are not reasonably achievable with respect to
available time, talent, and resources, frustration is sure to follow. Forth, the goals must be
relevant or realistic. When we try to solve an issue, we may need to prioritize possible solutions
and choose the most relevant ones. Finally, goals should have a time-frame. A deadline helps
people focus. Reduce procrastination.
Key Performance Indicators & System Thinking
Running head: CHALLENGES OF CLASSROOM MANAGEMENT IN SCHOOLS
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Another valuable management tool is known as Key Performance Indicators or more
commonly as KPIs which can also help teachers and administrators. Once goals are thoughtful
selected, KPIs can be used to measure what truly matters to help you pursue and achieve the
goals or results you want in your school.
Parmenter (2007) believed that KPIs could tell you what to do to increase performance
dramatically. Therefore, in order to make any improvement in classroom management, teachers
and administrators should know what the KPIs are in a school and use KPIs to guide them on the
road of champions.
School administrators, teachers, and students are critical components of the whole
educational organization and they are interconnected with each other. They are very much likes
the legs of a three-legged stool, in which no one leg balancing by itself to match the degree of
stability and each contributes to the fully assembled piece of furniture. System thinking is a way
of helping a person to view system form a broad perspective that include seeing overall structure,
patterns, and cycles in system, rather than seeing only specific events in the system. System
thinking has produced a variety of principles and tools for analyzing and changing system
(managementhelp.org). System thinking can help teachers to align their goals and professional
development with the goals of the school.
Conclusion
Effective classroom managers tend to employ different types of strategy to different types
of student, Effective classroom managers tend to use positive strategies and problem-solving
strategies. IN ADDITION, Effective classroom managers combine time-tested, time-proven
business tools such as SMART, PKI, and System Thinking to better manage their classrooms.
Let’s put kids first. Let’s do what works to improve behavior in the school.