Good classroom management implies not only that the teacher has elicited the cooperation of the students in minimizing misconduct and can intervene effectively when misconduct occurs, but also that worthwhile academic activities are occurring more or less continuously and that the classroom management system as a whole (which includes, but is not limited to, the teacher's disciplinary interventions) is designed to maximize student engagement in those activities, not merely to minimize misconduct.

Jere Brophy, 1988



Classroom management, as applied to teaching, involves everything that a teacher must do to carry out his/her teaching objectives.  It includes preparation of plans and materials, structuring of activities into time blocks, direct teaching of skills and subject matter, grouping   of  pupils to provide for the most efficient use of teacher and pupil time, plans for transition periods--changing from one activity to another or from one place to another--pupil involvement and motivation, and adequate control of pupil behavior.


Skills and knowledge needed to implement comprehensive classroom management:

Learned Reinforcers That Are Important to Teachers

Developing a Discipline Plan for You
  Includes Seven Model of Discipline

The Why and How of Classroom Management
  As compiled by Frank Brunette, University Supervisor

Student Behavior Profiles
   Case studies/behaviors involving classroom management situations

Effective Lesson Planning, Delivery Techniques & Classroom Management Suggestions

Descriptors of the Ideal Classroom that Reflect Excellent Instruction in the Area of Behavior Management

Classroom Management Websites