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LITERATURE REVIEW
DEPARTMENT OF EDUCATION
Classroom management: Creating and
maintaining positive learning environments
Introduction
Classroom management is vital for creating an environment
that minimises disruptions, maximises instruction
time, and encourages students to engage in learning.
Research indicates that effective classroom management
contributes to positive learning outcomes. The complexity
of classroom management, however, makes it one of
the most challenging aspects of teaching. Teachers
report persistent low-level student disengagement and
disruptive behaviours as major classroom management
challenges. Classroom management difficulties are also
a leading cause of teacher stress and burnout. Research
suggests classroom management is most effective when
teachers use preventative and responsive strategies to
encourage appropriate (on task, motivated to learn, and
prosocial) behaviours and reduce instances of inappropriate
(disengagement from learning and disruptive) behaviours.
This literature review first defines classroom management
and provides a brief overview of classroom management
research. It then describes the characteristics of effective
class-wide classroom management strategies. Finally, it
considers how to best support teachers’ use of effective
classroom management strategies.
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Defining and measuring classroom However, as Hepburn and Beamish state:
management Put simply, classroom management and student learning
Classroom management is a broad term that encompasses the are inextricably linked; students cannot learn or reach their
preventative and responsive strategies teachers use to support potential in environments which have negative and chaotic
and facilitate both academic and social/emotional learning classroom climates, lack structure and support, or offer few
in the classroom (Everston & Weinsten 2006, p. 4). Effective opportunities for active participation.
classroom management creates a learning environment in (Hepburn & Beamish 2019, p. 82).
which students are encouraged to be engaged in lesson The majority of classroom management research has
activities, motivated to learn and prosocial, and disengaged and focused on measuring the quality of the classroom learning
disruptive behaviours that are detrimental to learning are calmly environment. The quality of the learning environment is
corrected (Sullivan et al. 2014). commonly assessed by reports or observations of student:
Although sometimes used interchangeably, classroom engagement in learning (for example, time spent on task
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management is distinct from behaviour management. and level of motivation to learn)
Behaviour management involves establishing consistent prosocial behaviours (for example, working well with peers
school-wide expectations about student behaviour in and and sharing classroom resources)
out of the classroom, and may include intensive support for
students with challenging behaviour (Bennett 2017). In contrast, passive disengagement from learning (for example, time
classroom management refers to the strategies teachers use in spent inattentive and frequency of avoiding or opting out
the classroom to create an environment that supports student of class activities)
learning. Put broadly, behaviour management is about school disruptive behaviours (for example, frequency of low-level
climate, whereas classroom management is about the classroom calling-out and acts of aggression).
environment. School climate can influence the classroom
environment and vice versa (Epstein et al. 2008; Osher et al. This review refers to indicators of engagement in learning and
2010). The classroom management strategies of individual prosocial behaviours as appropriate student behaviours. These
teachers are critical for creating a positive learning climate, appropriate behaviours can be considered part of a broader
although will be most effective when there is a consistent set of cognitive, social and emotional ‘learning behaviours’ that
school-wide approach that provides a shared understanding students need in order to learn effectively in the classroom
of the classroom learning environment (Oliver, Lambert & (Powell & Tod 2004; Education Endowment Foundation 2019).
Mason 2019). Therefore, this review focuses on the effective This review refers to indicators of disengagement from learning
strategies teachers use to create and maintain positive classroom and disruptive behaviours as inappropriate student behaviours.
learning environments.
Classroom management is also distinct from classroom
discipline. Classroom discipline is the responsive actions taken by
teachers with an aim to change student behaviours (Woolfolk
Hoy & Weinstein 2006, p. 181). Although effective classroom
management involves responsive actions, preventative strategies
are prioritised with an aim to support student learning. These
preventative strategies may involve teachers changing their own
behaviour, which in turn can influence student behaviours in
the classroom. By using preventative strategies teachers shape
the physical, instructional, behavioural, emotional and social
environments to minimise disruptions, maximise instruction
time, and encourage students to engage in learning.
The complex interactions between the physical, instructional,
behavioural, emotional and social environments in a classroom
make it challenging for researchers to measure and evaluate
effective classroom management approaches. Although one
goal of effective classroom management is to support student
academic learning, little research has directly measured the
impact of classroom management practices on academic
1
performance. This likely reflects the challenge of separating the
effect of classroom management practices from other effective
teaching practices (Emmer & Stough 2001).
1 A 2016 meta-analysis of classroom management interventions in primary schools found academic outcomes were measured in only 17% of the identified studies (Korpershoek et al. 2016); a 2003
meta-analysis identified only 5 studies (Marzano, Marzano & Pickering 2003, p. 10).
2 Engagement in learning encompasses more than on-task behaviour and student motivation, but these are common indicators used in classroom management research.
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Why effective classroom management Teachers frequently report that they feel underprepared or
is important unable to address classroom management challenges and this
may impact teacher wellbeing. Data from the most recent
Effective classroom management addresses disengagement Teaching and Learning International Survey (TALIS) indicates
from learning as well as disruptive behaviours in the classroom that less than half of Australian teachers felt ‘well prepared’
to minimise negative effects on student learning. A longitudinal or ‘very well prepared’ for addressing ‘student behaviour and
study of Western Australian Year 2-11 students found students classroom management’ upon completion of their initial teacher
who were disengaged with instruction, but not disruptive, training (OECD 2019). In addition, data from TALIS suggests
performed equally poorly on academic outcomes as students only 4 in 5 Australian teachers feel able to ‘control disruptive
who displayed disruptive behaviours (Angus et al. 2009). This behaviours in the classroom’ (OECD 2019). These findings have
finding suggests having few disruptions in a classroom does not implications for teacher wellbeing and retention. Compared to
necessarily indicate an optimal learning environment as students teachers who feel confident about classroom management, less
may be quietly disengaged from learning. That is, students may confident teachers report higher levels of stress related to the
be compliant in the classroom but not engaged in the lesson classroom climate (Klassen & Chiu 2010) and are more likely to
content. Effective classroom management strategies minimise leave the profession (Hong 2012).
and address disengagement in lessons, even if students Students report wanting teachers who can effectively
are not disrupting others in the classroom. Disengagement manage the classroom learning environment (see Woolfolk
without disruptive behaviours is of particular concern in high Hoy & Weinstein 2006, p.183; Egeberg & McConney 2018)
school classrooms where this form of inappropriate classroom but frequently report that this is not the classroom learning
behaviour is prevalent. For example, a large observational study environment that they experience. In a recent Programme for
of US high schools found that in 23.5% of classrooms students International Student Assessment (PISA) survey, students were
were seldom to rarely disruptive, yet only followed classroom asked about their perception of a range of disengaged and
rules and participated meaningfully in lessons some of the time disruptive behaviours in their science classroom (Australian
(Pas et al. 2015). In Australia, a Victorian study found that the Council for Educational Research 2017). Students in NSW
proportion of teachers reporting lack of engagement as the reported higher levels of disengaged or disruptive behaviours
most challenging student behaviour increased substantially from in the classroom than national and international averages
Years 7 and 8 (5.3%) to Years 11 and 12 (40.5%) (Little 2005). (Australian Council for Educational Research 2017). For example,
Classroom management issues are a common concern for 44% of NSW students reported that students do not listen to
teachers. Teachers in Australia and internationally report what the teacher says during ‘most lessons’ or ‘every lesson’,
that students in their classroom frequently display low-level compared to 32% of Australian students and 28% of students
inappropriate behaviours that impact on student learning in other countries (Australian Council for Educational Research
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(Beaman, Wheldall & Kemp 2007; Sullivan et al. 2014). The 2017). Internal analysis of Tell Them From Me data shows that
most common of these inappropriate behaviours are low-level NSW students who report more effectively managed classrooms
disruptive acts and lack of engagement in learning activities. For are more likely to report having a positive sense of belonging.
example, a South Australian survey of primary and secondary There is a positive relationship between a sense of belonging at
teachers found half of the teachers surveyed encountered school and student learning outcomes (Australian Council for
students ‘talking out of turn’ several times during a day and two Educational Research 2018).
in five reported students ‘avoiding school work’ several times a
day (Sullivan et al. 2014). Teachers in this survey also reported
that these low-level inappropriate behaviours were stressful
and hard to manage. More serious inappropriate behaviours
were less commonly reported, with 6% of teachers reporting
encountering physical violence from students in the week
before the survey.
3 This analysis was conducted in partnership with The University of Queensland – Institute for Social Science Research.
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