Classroom Management in Primary Schools: A Review of the Literature

Abstract

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

A small‐scale study on student teachers' perceptions of classroom management and methods for dealing with misbehaviour

“…Although there is consistency between the findings of the present study and the results of previous studies (Rickman & Hollowell, 1981;Osbourne & Boisvert, 1989;Wragg, 1993;Akkök et al, 1995;Tulley & Chiu, 1995;Wilks, 1996;Mau, 1997;Jones & Jones, 1998;Atıcı, 1999;Tü rnü klü , 1999;Atıcı, 2004) the comments made in the study are not generalized beyond the context in which the study is carried out.…”

“…Consistent with the related literature (Brophy & Evertson, 1976;Wilks, 1996;Jones & Jones, 1998) the student teachers' perception of classroom management can be summarised under the main topics of instructional management, behaviour management, communication, and physical organization of the classroom. The kinds of misbehaviour experienced by student teachers are similar to the research results in existing literature, especially in terms of talking out of turn, being noisy, disturbing others, inattentiveness, chatting and inappropriate movement (Wragg & Dooley, 1984;Wragg, 1993;Akkök et al, 1995;Tulley & Chiu, 1995;Mau, 1997;Atıcı, 1999;Tü rnü klü , 1999;Atıcı, 2004).…”

Misbehaviour in British and Turkish Primary Classrooms

“…In an effectively managed classroom, more time is allocated to learning activities and pupils spend their time actively involved in particular learning tasks and they also learn how to manage themselves through classroom management (Wilks, 1996). Wheldall and Merrett's (1988) study confirmed these assumptions.…”

“…The literature revealed that especially at primary level, teachers mostly encounter minor behaviour problems like talking out of turn, disturbing others, inattentiveness rather than serious or major ones (Wragg and Dooley, 1984;Wragg, 1993;Merrett and Wheldall, 1987;Johnson et al, 1993;Akkok et al, 1995).…”

Strategies Used in Changing and Correcting Student Misbehaviors in Classrooms regarding Evaluation of Teachers of Secondary Education

“…In an effectively managed classroom, more time is spent on learning activities and students participation to the class is increased. Thus, increase of success is ensured for students [3]. So, a contemporary class management system that is student based is developed.…”