The Impact of Classroom Management on Student Learning and Time

This essay delves into the critical aspects of classroom management, emphasizing its pivotal role in fostering a stable and conducive learning environment. It examines how classroom organization, instructional methods, and overall management strategies significantly impact student outcomes and the effective utilization of academic time. The essay reviews relevant literature, highlighting the importance of holistic student development beyond academics and the role of teachers in facilitating this. It discusses various techniques, such as mastery learning and operant conditioning, and stresses the significance of the physical classroom environment in influencing student behavior and concentration. Ultimately, the essay concludes that effective classroom management is essential for maximizing student success and achieving desired learning outcomes, providing a detailed overview of the content.

Running head: CLASSROOM MANAGEMNET
CLASSROOM MANAGEMNET
Name of the Student
Name of the University
Author note

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Introduction.
The organization, instruction and management of a classroom are not factors that are
independently determined and randomly implemented. Each of these factors play a crucial
role in maintaining a type of stable decorum for the educational institution. Given that the
students are the primary recipients of the service provided by the educational institution, it
becomes important to note how the educational institutions mobilise aspects of institutional
organization, not only in terms of curriculum engagement, but also in terms of extra academic
engagements. A school is not only responsible for providing a student with the necessary
academic skills and knowledge, but also teach them about the holistic approaches to life
which includes discipline, adherence to certain rules as well as understanding personal
strengths and working accordingly to meet all relevant objectives in life. It is therefore
important to also look at how aspects like classroom organisation, instruction and
management, not only become relevant attributes in academic engagement, but also increase
academic time. Thus, the responsibility falls on the educational leaders, primarily the
teachers, to ensure that the maximal use of academic time is warranted in the process. This
essay reviews certain key literatures that specifically look at the extra academic engagements
inside a classroom that become important personal and professional developmental aspects,
and provides an analysis regarding the classroom’s utilisation of organisation, instruction and
management as they are closely associated with increased academic time. Finally, the essay
also provides a discussion regarding issues when it comes to maximising the outputs from the
increased academic time, by managing the aforementioned aspects.

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Discussion.
The school culture provides the students with a significant environment rich in
elements and stimuli that help them grow and develop as an individual. As Porter (2014, p.
224) states, mastery and accomplishment can be counted as two vital expected outcomes for
the educational engagement that a student is involved within the school. The author further
states that, in order to achieve these particular outcomes, the teacher acts as the key facilitator
in the context. The objective behind promoting holistic development in students from a
school stage is to allow the students to be able to grow and develop as able human beings,
something which is next to impossible through only academic engagement.
Mastery learning is an instructional strategy that was developed around the late 1960s
to promote a masterful learning amongst the students. It stated that a certain level of mastery
was required to be achieved by the students as a prerequisite, prior to moving forward with
higher education (Guskey, 2010). If a student fails to achieve mastery in a test, they are
provided with additional support so that they can progress to the next level only after
attaining the level of mastery in that field (Guskey & Jung, 2011). One of the vital
underpinnings that become relevant in this case is the difference between the uniform
instruction and optimal instruction. While in the former, the teachers follow a normal curve
that equates the students’ aptitude with achievement, on the latter, the achievement is
normally higher for the students for the same aptitude level, indicating that a level of mastery
is reached. Drawing correlation from a personal classroom experience with two different
types of approaches that the teachers took to teaching in the classroom, it was seen that while
promoting a student centred learning in contrast with the teacher centred teaching, the
students provided better results and were also able to retain the content well. A large number
of students who were asked later, informed that the shift in the classroom interaction and

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organization, from a lecture style class to a seminar style class, has given them the advantage
of being able to communicate their ideas more to the teacher.
Albeit the mastery in learning is looked at as a key achievement for the student, it still
remains a more or less academic output. Looking at how the classroom management works to
shape the learning outcomes of the students become important in this case. Student behavior
connects critically to this aspect through engagement with the classroom actions (Lyons &
Ford, 2015). The theory of operant conditioning can be implemented to make this
engagement successful for the students. It states that a certain desired behaviour in students
can be achieved through reward or punishment. In the context of maximising the outputs
from an increased academic time, this kind of an approach can become quite relevant.
Research suggests that effective correlation with the curriculum can be achieved by effective
classroom management techniques (Beauchamp & Kennewell, 2010). Porter (2014) refers to
discipline as a form of classroom management technique and in the context, also connects it
with the aspect of conditioning as mentioned earlier. One personal example of classroom
management can be the incorporation of classroom etiquettes and behaviour (like raising
hands when asking questions and responding), alongside other additional behavioural
management techniques (Hart, 2010) like making effective lesson plans and routines,
adherence to classroom rules etc., can prove to be significant tools in promoting how the
effective utilization of academic time can be ensured.
One of the key issues that become evident in this case is the classroom organization.
The organization of the physical environment plays a key role in determining what kind of an
attitude the students will display in the classroom. Appropriate classroom management and
organization therefore is heavily dependent on how the organization of the physical
environment is made appropriate for the students. Strategic placement of furniture in the
classroom, for instance, alongside the availability and access to materials and learning

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resources (Berris & Miller, 2011), determine how effectively the students will be able to
concentrate in the class without getting distracted too much. The expectations from the
students in terms of their behavioural outcomes thus becomes the key determiner of the
efficacy of the process.
Conclusion.
In conclusion, it can be stated that the effective classroom management techniques
become quite relevant when it comes to managing and ensuring an effective student outcome.
Aspects like organization, instruction and management therefore provide the students with
the relevant skills that eventually helps them reach those outcomes effectively. Teaching the
students to follow the key rules and regulations that are highlighted can be as effective as
allowing the students to study and understand the academic content through innovative and
engaging means.

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References.
Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on
learning. Computers & education, 54(3), 759-766.
Berris, R., & Miller, E. (2011). How design of the physical environment impacts on early
learning: Educators' and parents' perspectives. Australasian Journal of Early
Childhood, 36(4), 102-110.
Guskey, T. R. (2010). Lessons of mastery learning. Educational leadership, 68(2), 52.
Guskey, T. R., & Jung, L. A. (2011). Response-to-intervention and mastery learning: Tracing
roots and seeking common ground. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 84(6), 249-255.
Hart, R. (2010). Classroom behaviour management: Educational psychologists' views on
effective practice. Emotional and Behavioural Difficulties, 15(4), 353-371.
Lyons, G., & Ford, M. (2015). Classroom management: Creating positive learning
environments. Cengage Learning Australia.
Porter, L. (2014). A Comprehensive Guide to Classroom Management: Facilitating
engagement and learning in schools. Allen & Unwin.