Parent-Teacher Communication Advice from Veteran Teachers

• Parents will be much more supportive of you and helpful disciplining their children if you contact them as soon as a problem starts. Keep them updated on their child's progress. Most kids just need to know what their boundaries are!
  
  Susan Cowell
  Medfield High School
  Medfield, MA
  Grade Levels: 9-12
  
  
• Remember you are not just doing a job, but you are also advocates for the children. Become a member of the PTA, and have a voice in what goes on at the legislature level.
  
  Val Gentry-Fernandez
  Kearney Middle School
  Kearney, CO
  Grade Levels: 6-8
  
  
• Keep parents informed regularly of what you are doing in class. They really do appreciate this and it helps with parent-teacher communication. Using MyGradebook.com has been a lifesaver as parents know their child's grades at all times. This cuts down on questions like, "Why is my child getting this grade?"
  
  Lynette Wehner
  Central Middle School
  Plymouth, MI
  Grade Levels: 6-8
  
  
• Send home a weekly newsletter to parents and have them sign it. This way you are keeping the parent informed about what is going on at school.
  
  Anonymous
  Grade Levels: All
  
  
• Get to know parents and students ahead of time. Ask the counselors to give you a list of your students about two weeks before school starts. Send the students and parents a "Welcome to my class. I can't wait to meet you postcard." It does wonders for opening communication lines!
  
  Keron Gwaltney
  Luella Middle School
  Locust Grove, GA
  Grade Levels: 6-8
  
  
• You can say no to parents. Politely, diplomatically, gently, but firmly, you can say no and survive!! For example, a parent asks if you can send each assignment home a day ahead so that they can go over it with him or her the night before? You can respond with a no and then give an explanation.
  
  Mary A. Lang
  Gwynne School
  Gwynne, Alberta, Canada
  Grade Levels: K-2
  
  
• Call home or send a postcard to parents as soon as possible letting them know how enthusiastic you are about having their child in class. Be sure to state that you want parents to call you if they experience a problem. I have yet to find a parent who doesn't tell a teacher to do the same. Besides, students are less likely to misbehave once they realize you and parents "know each other". (Although this is substantially more work at the middle or high school level, the positive results make it worth the effort).
  
  Charmaine Wierzbicki
  Calumet High School
  Gary, Indiana

Read more on TeacherVision: http://www.teachervision.fen.com/teacher-parent-conferences/teaching-methods/6482.html#ixzz1pi7scDvl

Glossary of Key Terms

Academic Learning time - Time when students are actually succeeding at the learning task.
Action Zone - Area of a classroom where the greatest amount of interaction takes place.
Allocated time - Time set aside for learning.
Classroom Management - Techniques used to maintain a healhty learning environment, relatively free of behavior problems.
Engaged time/ Time on task - Time spent actively engaged in the learning task at hand.
Group focus - The ability to keep as many students as possible involved in activvities.
Movement management - Keeping lessons and the group moving at an appropriate (and flexible) pace, with smooth transitions and variety.
Natural/Logicla consequences - Instead of punishing, have students redo, repair, or in some way face the consequences that naturally flow from their actions.
Overlapping - Supervising several activities at once.
Participation structures - Rules defining how to participate in different activities.
Precorrection - A way of preventing serious behavior problems of students who have been labeled at risk by directing the students toward more appropriate actions.
Procedures - Guidelines for accomplishing recurring tasks.
Rules - Statements specifying expected and forbidden behaviors; dos and don'ts.
Self-management - Management of your own behavior and acceptance of responsibility for your own actions.
Withitness - According to Kounin, awareness of everything happening in a classroom.

Starting The Year Right

Intentional and effective teachers have found the first days of a school year are critical to the levels of success their classes will achieve. Research indicates the amount of preparation a teacher devotes to the beginning minutes and days of a new school year will be evident by the behavior and achievement of the students, and directly correlates to the effectiveness of the learning environment.

Harry K. Wong is the most sought after speaker in education today, booked from two to four years into the future. Harry K. Wong has given some 3500 presentations to over a million people. Harry K. Wong has been the general session speaker at every major educational meeting and the Toastmasters International. His lectures have taken him to every American state and Canadian province and to Europe, Asia, South America, Africa, and Antarctica.

Dr. Harry K. Wong

Harry K. Wong is a former secondary science teacher and as a classroom teacher, he developed methods which resulted in his having no discipline problems, a zero dropout rate, a 95% homework turn-in factor, and the ability to demonstrate mastery learning for each of his students

According to Harry Wong, the first days of school can make or break a teacher. What a teacher does and does not do the first few days of a school year, will impact the classroom the rest of the year. Teacher education rarely prepares an incoming teacher for noninstructional tasks. Strategies on how maintain discipline, conduct a parent teacher conference, teach effective procedures and routines, and deal with negative and enery-draining students and colleagues will have to be learned on the job.

Click the links below to learn some proven strategies:

33 Ways To Start The Year Right

www.safeandcivilschools.com

Routine Misbehavior

The great majority of behavior problems a teacher must handle are relatively minor disruptions, such as talking out of turn, getting up without permission, failing to follow class rules or procedures, and inattention. However minor these behaviors are, they must be minimized for learning to occur. The methods and strategies teachers integrate to minimize routine misbehavior has a strong link to the learning environment and student achievement.

The Principle of Least Intervention

In dealing with routine classroom behavior problems the most important principle is that a teacher should correct behaviors by using the simplest intervention that will work(Slavin 2009)

Behavior Assessment and Managment Plans

Watch the video below to learn how to assess and change misbehavior

Dealing With Discipline

" It is easier to maintain good behavior that to change inappropriate behavior that has become established"

Discipline -
The methods used to prevent behavior problems or to respond to behavior problems so to reduce their occurrence in the future
The most effective discipline plans are applied universally so that no matter where the students go they encounter the same plan. The key to a good discipline plan is school wide consistency. In a school wide discipline plan, all persons in authority are trained in an agreed-on discipline plan, support the plan, and continuously work together to refine it.

Expectations -
The first requirement for providing an effcetive approach to discipline is to communicate clear expectations. Rules should be few in number and they should be viewed as fair in the eyes of the students. The rules should be taught to the students and specific procedures should be thoroughly explained. If possible, allow the students to participate in the development of the classroom rules. This will increase their ownership and awareness.




Student Behavior -
Behavior learning theories hold that behaviors that are not reinforced or are punished will diminish in frequency. If a behavior persists over time, whether it is positive or negative, it is being maintained by some reinforce. The most common reinforcement for student misbehavior is attention. This attention can come from the teacher, peers, or both

Consequences -
Events that follow an action. Consequences can be positive or negative. Rewards for abiding by classroom rules are an example of positive consequences. Penalties the result from breaking rules are an example of negative consequences. Negative consequences are a method of last resort when dealing with discipline. Several behavior management strategies are available to effectively deal with minor behavior problems in the classroom. Some of these strategies are: Prevention, Nonverbal cues, Praise, Verbal Reminders.
When consequences are applied the teachers request should be mildly unpleasant, short in duration, and be applied as soon as possible after the behavior occurs (Slavin 2009). Behavioral learning theories favor the use of reinforces for appropriate behavior rather than punishments for inappropriate behavior. Punishment will typically lead to resentment. Punishment is a necessary consequence for misbehavior in a school environment. The punishment should trigger an undesirable stimulus that the students will try to avoid. The majority of school discipline policies provide a progressive punishment schedule. Punishment for lesser offenses may be verbal warnings, loss of privileges, and detention. More serious offenses may result in suspensions and expulsions.

Consistency-

Typically schools have an arrangement of a school wide discipline policies as well as teacher initiated rules that pertain only to their classrooms If discipline is not applied in a consistent manner, students may get mixed messages and become confused. They are unsure which rules apply and as a result they often unintentionally break rules. Routines provide smooth, uninterrupted class operation. Carefully teaching the students expected routines can lead to more classroom efficiency as the year progresses.When students know exactly what is expected in varying situations more time can be spent teaching rather than disciplining.

Behavior Modification -

Behavior Modification is a systematic application of antecedents and consequences to change behavior(Alberto & Troutman, 1999;Walker & Shea, 1999). Foundational research and studies into behavior modification were initiated by Pavlov in the early part of the twentieth century. This therapy was adapted by John Watson in 1920 and eventually translated into behavior therapy by researchers and clinicians such as B.F. Skinner and Hans Eysenck in the 1950s. These approaches were later incorporated with cognitive behavior therapy as developed by researchers such as Donald Meichenbaum.
Behavior Modification is know it today as the use of rewards or punishments to reduce or eliminate problematic behavior, and can teach new responses to an individual in response to environmental stimuli. It is also defined as a, “therapy that seeks to extinguish or inhibit abnormal or maladaptive behavior by reinforcing desired behavior and extinguishing undesired behavior.”
The use of behavior modification in a school setting is to change and adjust behavior that is inappropriate or undesirable in some way. When embarking on a program of behavior modification with a teen or child, it is important is that the undesirable behavior be isolated and observed. With this observation comes awareness of the behavior on the part of the parent and/or teacher, and also on the part of the individual whose behavior is being modified. In addition to this awareness also comes the greater goal of understanding the cause and effect of the behaviors, thus helping to affect change
(http://www.nationalyouth.com/behaviormodification.html)

Assertive Discipline -

Assertive discipline is a structured, systematic approach designed to facilitate a teacher-in-charge classroom environment. Lee and Marlene Canter developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior. , Assertive discipline has evolved since the mid 70's from a rather authoritarian approach to one that is now more democratic and cooperative. No student should prevent a teacher from teaching, or keep another student from learning. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. Assertive teachers react confidently and quickly in situations that require the management of student behavior. They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.
(http://www.behavioradvisor.com/AssertiveDiscipline.html)

Social discipline-

Rudolf Dreikurs was a social psychologist who believed the main motivator to human beings is the need to belong and be accepted by others. A large quantity of his writings was influenced by social psychologist Alfred Adler. Dreikurs theorized behavior is a result of individual’s purposes. Our behavior is the result of our own predisposed view of the world. Dreikurs suggested that a behavior is a result of individual’s purposes. We react to forces that confront us from the outside world and the result is our behavior. When situations are open to personal interpretation, most people will make unavoidable mistakes in perception. When we choose how to behave, we almost never have all the facts we need to make reasonable decisions. We make assumptions and believe that these assumptions are true. Students have a need to belong and be accepted. When a student is unsuccessful in gaining acceptance, misbehavior will likely begin. Misbehavior is the result of a child’s inaccurate assumption about how to achieve status with his or her classmates. According to Dreikurs, encouragement is more important than any other part of raising a child. The reason for this is a misbehaving child is a discouraged child. By offering a student encouragement, the focus is on effort not only achievement. Students will receive positive feedback for trying hard, even if they are not completely successful. Encouragement motivates them to continue trying.

(http://www.metu.edu)

Recommended Reading-

1. The First Days of School - by Harry K. Wong & Rosemary T. Wong

2. Quiet Please! A Practical Guide To Classroom Discipline - by Alan Bowd

Proven Discipline Strategies-

1. Focusing

2. Direct Instruction

3. Monitoring

4. Modeling

5. Non-Verbal Cuing

6. Environmental Control

7. Low-Profile Intervention

8. Assertive Discipline

9. Assertive I-Messages

10. Humanistic I-Messages

11. Positive Discipline

http://www.honorlevel.com/x47.xml

Techniques that don’t work –

· yelling
· saying “I’m the boss”
· using tense body language, such as rigid posture or clenched hands
· using degrading, insulting, humiliating, or embarrassing put-downs
· using sarcasm
· attacking the student’s character
· having a double standard — making students do what I say, not what I do
· making assumptions
· backing the student into a corner
· pleading or bribing
· bringing up unrelated events
· generalizing the students
· making unsubstantiated accusations
· holding a grudge
· nagging
· mimicking the student
· making comparisons with siblings or other students
· commanding, demanding

Communication in the Classroom

The link between effective communication, student achievement, and student satisfaction with instruction is well documented. Four aspects of effective communication are especially important for learning and motivation:
Precise language
Connected Discourse
Transition Signals
Emphasis

Precise Language

• Communication omits vague terms such as, maybe, and so on, perhapbs, might, etc. and provides a clear picture, clarity and understanding.

Connected Discourse

• Communication that is sequential, thematic and leads to a point. If the point of the lesson isn't clear, or sequenced correctly, or if incidiental information is interjected without relating how it connects to the topic, communication become disconnected or scrammbled.

Transition Signals

• Verbal statments indicating that one idea is ending and another is beginning. Students are not at the same cognitive levels, so it is important to alert students the lesson is making a conceptual shift and moving to a new topic.

Emphasis

• Parts of communication that include verbal or vocal cues to alert students that important information in a lesson.

Communication with Parents

Planning Spaces For Learning

"Great classroom setups can maximize student learning and minimize behavior problems. What's your secret to the art of arranging"

Learning Environments Home
Classroom space should respect the inhabitants of the space and support the activities that you plan. Inside the classroom, a positive environment should be created for the students. There are two basic ways of organizing space: personal territories and interest areas.

Personal Territories
The action zone where participation is the greatest may be in any area in the room. Teachers should move around the room when possible, vary the seating arrangement, establish eye contact with and direct questions to students seated far away.

Seating Arrangements
Horizontal rows are useful for independent seatwork , and teacher, student, and media presentations. This arrangement also permits students to easily work in pairs. This is a poor arrangement for large group discussions.

Clusters and Circle Arrangements
These are the best arragements for student interaction. A circle arrangement allows for independent work and is especially useful for discussion. Clusters allow students to talk, help each other, share materials, and work on group tasks. However, both of these arrangements are poor for whole-group presentations and may make class management more difficult.
Fishbowl or Stack Special Formation
This is where students sit close together near the focus of attention. They should only be used for short periods of time because they are uncomfortable and can lead to discipline problems.
the fishbowl can create a feeling of group cohesion. This arrangement is also useful for teacher demonstrations, to see a small visual aid and for class brainstorming sessions.



To view video podcasts on Classroom Design, go to www.BehaviorAdvisor.com, click on "Free Podcasts & Videos", and scroll down.

Interest Areas
Changes in interest areas can help teachers meet their objectives. Interest areas and personal areas are not mutually exclusive. Ther are designs that combine these types of organization. Keep the f\ollowing guidelines in mind when you design interest areas for your classroom.
GUIDELINES FOR DESIGNING LEARNING SPACES
Note the fixed features and plan accordingly.

EXAMPLES
1. Remember that the audiovisual center and computers need an electrical outlet.
2. Keep art supplies near the sink, small-group work by a blackboard or whiteboard.

Create easy access to materials amd a well-organized places to store them.
EXAMPLES
1. Make sure materials are easy to reach and visable to students.
2. Have enough shelves so that mateials do not have to be stacked.

Provide students with clean, convenient surfaces for studying.
EXAMPLES
1. Put bookshelves next to the reading area, games by the game table.
2. Prevent fights by avoiding crowded work spaces.

Avoid dead spaces and "racetracks".
EXAMPLES
1. Do not have all of the interest areas around the the outside of the room, leaving a large dead space in the middle.
2. Avoid placing a feww items of furniture right in themiddle of this large space, creating a racetrack around the furniture.

from Educational Psychology,Woolfolk, A.

For more ideas on classroom dsign, see http;//www.edfcilities.org/rl/classroom_design.cfm 

Classroom Rules & Procedures

The cornerstone of a procductive learning envrionment is a clearly understood and consistently monitored set of rules and procedures. Rules are, descriptions of standards for acceptable classroom behavior, and procedures are guidelines for accomplishing recurring tasks, such as how students turn in homework, sharpen pencils, and make transitions from one activity to another.


Rules:

Clear and consistent rules can positively impact the learning envionrment. Research confirms that clear, resasonable rules, fairly and consistently enforced, not only reduce behavior problems that interefere with learning, but also promote feelings of pride and responsibility in the school (Marzano & Marzano, 2003.)

The cognitive approach to classroom management requires that learning understand the reasons behind rules so they can accept responsbility for their own behavior. The following principles can assist in developing this understanding.

1. State rules positvely.
2. Minimize the number of rules.
3. Solicit student input.
4. Emphasize rationales for rules.
5. Use concrete examples to illustrate rules and procedures.
6. Monition rules thorughout the school year.

Procedures:
Choosing the right rules and procedures for your classroom is an individual decision. But be sure to define what you expect of students from the very beginning and remember to teach them at the start of the school year. Here is a list of general procedures to teach from scholastic.com. You can adapt them to your grade level and school setting.

1. Entering the room
   –Enter quietly and politely; remove your hat if you're wearing one; don't interrupt other students; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class).
2. Lining up – Stand up quietly; push in your chair; take all necessary items; line up without touching others or talking; face the front of the line; watch where you are going.
3. Leaving the room – Tell me where you are going; take the correct hall pass; do not run or play in the hallways or restrooms.
4. Beginning the day – Enter the room politely; put away your backpack, lunch, and coat; turn in your homework; sit at your desk and read alone or do before-school work silently.
5. Ending the day – Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
6. Taking out/putting away/caring for supplies – Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.
7. Participating in group lessons – Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
8. Obtaining help with assignments – Quietly ask the students at your table for help with directions if you need it; if you are working alone, raise your hand to get help from me; if you are working with a group, ask them for help in understanding how you do the assignment.
9. Handing in finished work/homework – Make sure your name is on your paper; place your paper upside down in the "finished work" or "homework" basket.
10. What to do with unfinished work – If I ask for work to be turned in, let me know if it isn't finished; if I ask you to keep an unfinished project, put it in your class work notebook.
11. When and how to use the school restroom – If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say "no," wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
12. When and how to use the drinking fountain or sink – When I am not teaching the whole group, you may get a drink; take only a three-second drink; you may bring a water bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe up any water you spill.
13. When and how to use the pencil sharpener – At the beginning of each assignment, the person I've chosen to be the "Pencil Sharpener" will invite you to have him or her sharpen your pencil; if your pencil breaks during an assignment, use a community pencil; only the "Pencil Sharpener" can run the sharpener and empty it.
14. Being a classroom helper; learning a classroom job – If you get a job on Monday, see the person who did the job last week during silent reading time, ask him or her for the job description card, and have him or her help you on the first day. For the rest of the week, it is your responsibility to remember to do your job.
15. Getting into work groups – Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
16. Using the classroom library – When I am not teaching the whole group, you may check out a book. To do so, select a book (you only have three minutes at the class library) and sign out the book on the sign-out sheet. Take good care of the book; when you are finished, return the book to the basket and check it off the list.
17. Handling seatwork pages – As soon as you get a paper, print your first name and last initial at the top on the right-hand side and today's date at the top on the left-hand side.
18. Preparing for lunch – Wait quietly at your desk; when your lunch number is called, get your lunch or lunch money and line up in order; take everything with you, as you will not be allowed to come back to the classroom after we leave for lunch; while you're waiting in line, think about the way you need to behave in the lunchroom and on the playground; while you're at lunch and at recess, find one person who is behaving responsibly and be prepared to tell the class what you noticed.
19. Getting a tissue – You may get a tissue from the closest of the four tissue boxes whenever you need one; you don't even have to ask; throw the used tissue away immediately; make sure it lands in the trash can; get right back to work.
20. Lunch count/attendance – "Hot lunch" means you are having school lunch; "cold lunch" means you brought a lunch from home; move your attendance tag/magnet/clothespin to the "hot lunch" or "cold lunch" sign/spot; wait patiently for your turn.
21. Throwing away trash – You may throw away trash whenever you need to if I am not teaching the whole group; do not play basketball with your trash; make sure all trash lands in the can; pick up trash even if it isn't yours.
22. Turning in lost items – Ask the people around you if they lost the item you found; if not, write your name and the date on a slip of paper and tape the item to it; if it is money or something valuable, put the item and slip on my desk for safekeeping; if not, put it in the Lost and Found box; give yourself a "pat on the back" for being honest.
23. Locating lost items – Ask the people around you if they found the item you lost; if not, check the Lost and Found box; if it is not there, ask me at a time when I'm not teaching the class; if you find it, thank the person who turned it in; next time, try to take care of your things. Consider going through the Lost and Found box at the end of each month with the whole class. If an item remains unclaimed, give it to the person who turned it in.
24. Pledge – When you hear/see the signal, stop what you're doing immediately and stand up; place your right hand over your heart; say the Pledge of Allegiance respectfully; during the 30 seconds of silence, quietly think about the things you want to learn today and how you will act in class and on the playground.
25. Visitors in the classroom – When visitors enter the room, let the designated classroom "host" or "hostess" greet them; when the host or hostess rings the chimes, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, "Welcome to our class, __"; remember, most visitors are here to watch you learn, so be ready to explain what you are working on; treat visitors respectf

    Example of Hand Signal for Attention

    ully.
26. Fire drill – Stop everything; stand up and head for the door quickly, but without running or pushing; do not cover your ears; do not make any side trips; the classroom "fire chief" takes the fire drill packet and leads the line outside; the second person in line holds the classroom door for the rest of the class; the third person in line holds the outside door only for our class, then becomes the last person in line; wait patiently, calmly, and quietly in line outside until we are allowed to go back to what we were doing.
27. Signals for attention – When I need your attention, I will raise my hand, flash the light, ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
28. Helping other students – In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
29. Organizing desk – Remove all loose papers; decide if they should go home or stay at school; put papers that should stay at school in the front pocket of your work notebook; put pencil or art supplies in your school box; put your folders and work notebook on the left side of your desk tray; everything else goes on the right side; pick up your trash.
30. What to do during free time – If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.

Classroom Management

The key to orderly classrooms is the teacher's ability to prevent problems from occurring in the first place, rather than handling misbehavior once it happens (Kounin, 1970.) Classroom management includes teacher's strateiges that create and maintain a positive learning environment. Effective classroom managers have three primary goals:

1. Developing learner responsibilities
2. Creating a positive classroom climate
3. Maximizing opportunity for learning

A fail proof classroom management plan begins with perfectly clear expectations and well-crafted procedures. At no point in the day or year should students not know what they are supposed to be doing.

1. Developing learner responsibilities:
Developing student responsibility requires a cognitive approach to management, which emphasizes the creation of orderly classrooms through the development of student understanding (Emmer & Stough, 2001.) Student's construct understanding of what responsibility means, why rules and procedures are necessary and learn to accept their role in contributing to a productive learning environment. Learners are more likely to obey rules when they understand the reasons for them (Good & Brophy, 2003.)

2. Creating a positive classroom climate:
In a positive learning environment, both teacher and student demonstrate mutual respect and courtesy, and everyone feels safe to express thoughts and opinions without fear of embarrassment or ridicule. Positive student-teacher relationships affect not only classroom management, but also students' motivation, emotional well-being, and achievement. When students feel they belong and are valued, they are much more likely to follow classroom rules (Anderman, 2002.)

3. Maximizing opportunity for learning:
In classrooms where learning students are engaged and successful, achievement is higher, learners feel a sense of competence and self-efficacy, and interest in the topics is increased (Bransford et al., 2000.) Classroom management is essential to ensure instructional time and academic learning time are maximized for student learning. With strong classroom management, teachers do not waste time or look to kill time as they've maximized it for instructional use.