Classroom Management: A Critical Part Of Educational Psychology, With Implications For Teacher Education

An assistant principal was walking into a classroom of a new teacher. He wanted to check with the teacher and see if she was managing the class well. He knew how difficult it could be to handle first-year students, in particular in the first week of the school year. As he opens the door, he sees some students sitting on top of the desks, others on their phone, all this is happening while the teacher is trying to organize the clutter of papers on her desk. The expression of disbelief and astonishment cover his face. How could this be? Yes, it is her first year but why is it that the classroom looks chaotic. The classroom management skills learned in college are put to the test the first days of teaching. Additionally, several definitions construe

Emmer and Laura M. Stough are a part the Educational Psychology Department at The University of Texas at Austin and Texas A&M University. They wrote an article called “Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education” in which they discuss the correlations between educational psychology and classroom management. They define classroom management as actions were taken by the teacher to establish order, engage students, or elicit their cooperation (Emmer & Stough, 11/29/16). They convey the importance of maintaining order, and by doing so, students will be involved in activities leaving no room for disruptive behavior. As mentioned above, classroom management is based on leading learning and not the control of the students. Having an organized schedule for the students to pursue the students will focus on what is being learned. Rather than, becoming distracted students will engage in learning and the activities at hand. Therefore, resulting in leading learning. For this reason, teachers should be prepared and organized before the school year begins. Rules and consequences to disobeying any of the rules should be established and repeated for the first couple of weeks. By doing this, the students will know what to expect, will follow these rules, and have a successful academic experience. Emmer and Strough agreed that classroom management is a staged process and is acquired over many