Effective classroom management is another important domain of teaching behaviour. Research indicates that efficient classroom management is a strong predictor of students’ learning and outcomes (Carnine, Dixon, & Silbert, 1998; Houtveen, Booij, De Jong, & Van de Grift, 1999, Maulana et al, 2012; Scheerens & Bosker, 1997). Several indicators of teachers’ teaching behaviour associated with efficient classroom management include ensuring that the lesson begins and ends on time, managing lesson transition efficiently, minimizing time for task-unrelated matters, dealing with students’ misbehaviour efficiently, preparing the lesson well, and managing an efficient lesson structure (Marzano, 2003; Author et al. 2012; Opdenakker & Minnaert, 2011; Wang, Reynolds, & Walberg, 1995; Yair, 2000).
An efficient organization of lessons is characterized by a structure that is conducive to learning. No time should be wasted on improvisation. Good lesson preparation can help prevent this, with students knowing what to do at any point during the lesson.
An efficient organization of lessons consists of the following four items:
- orderly conduct of the lesson
- proper completion of assignments
- expedient classroom management
- efficient use of learning time
Best practices
In the near future, a video will be displayed here to explain the effective classroom management