action research about classroom management plan

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1 What is Action Research for Classroom Teachers?

ESSENTIAL QUESTIONS

• What is the nature of action research?
• How does action research develop in the classroom?
• What models of action research work best for your classroom?
• What are the epistemological, ontological, theoretical underpinnings of action research?

Educational research provides a vast landscape of knowledge on topics related to teaching and learning, curriculum and assessment, students’ cognitive and affective needs, cultural and socio-economic factors of schools, and many other factors considered viable to improving schools. Educational stakeholders rely on research to make informed decisions that ultimately affect the quality of schooling for their students. Accordingly, the purpose of educational research is to engage in disciplined inquiry to generate knowledge on topics significant to the students, teachers, administrators, schools, and other educational stakeholders. Just as the topics of educational research vary, so do the approaches to conducting educational research in the classroom. Your approach to research will be shaped by your context, your professional identity, and paradigm (set of beliefs and assumptions that guide your inquiry). These will all be key factors in how you generate knowledge related to your work as an educator.

Action research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice. In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs on a daily basis in their classroom. When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator. Considering these demands, educators are often only able to engage in reflection that is fleeting, and for the purpose of accommodation, modification, or formative assessment. Action research offers one path to more deliberate, substantial, and critical reflection that can be documented and analyzed to improve an educator’s practice.

Purpose of Action Research

As one of many approaches to educational research, it is important to distinguish the potential purposes of action research in the classroom. This book focuses on action research as a method to enable and support educators in pursuing effective pedagogical practices by transforming the quality of teaching decisions and actions, to subsequently enhance student engagement and learning. Being mindful of this purpose, the following aspects of action research are important to consider as you contemplate and engage with action research methodology in your classroom:

• Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices.
• Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
• Action research is situation and context-based.
• Action research develops reflection practices based on the interpretations made by participants.
• Knowledge is created through action and application.
• Action research can be based in problem-solving, if the solution to the problem results in the improvement of practice.
• Action research is iterative; plans are created, implemented, revised, then implemented, lending itself to an ongoing process of reflection and revision.
• In action research, findings emerge as action develops and takes place; however, they are not conclusive or absolute, but ongoing (Koshy, 2010, pgs. 1-2).

In thinking about the purpose of action research, it is helpful to situate action research as a distinct paradigm of educational research. I like to think about action research as part of the larger concept of living knowledge. Living knowledge has been characterized as “a quest for life, to understand life and to create… knowledge which is valid for the people with whom I work and for myself” (Swantz, in Reason & Bradbury, 2001, pg. 1). Why should educators care about living knowledge as part of educational research? As mentioned above, action research is meant “to produce practical knowledge that is useful to people in the everyday conduct of their lives and to see that action research is about working towards practical outcomes” (Koshy, 2010, pg. 2). However, it is also about:

creating new forms of understanding, since action without reflection and understanding is blind, just as theory without action is meaningless. The participatory nature of action research makes it only possible with, for and by persons and communities, ideally involving all stakeholders both in the questioning and sense making that informs the research, and in the action, which is its focus. (Reason & Bradbury, 2001, pg. 2)

In an effort to further situate action research as living knowledge, Jean McNiff reminds us that “there is no such ‘thing’ as ‘action research’” (2013, pg. 24). In other words, action research is not static or finished, it defines itself as it proceeds. McNiff’s reminder characterizes action research as action-oriented, and a process that individuals go through to make their learning public to explain how it informs their practice. Action research does not derive its meaning from an abstract idea, or a self-contained discovery – action research’s meaning stems from the way educators negotiate the problems and successes of living and working in the classroom, school, and community.

While we can debate the idea of action research, there are people who are action researchers, and they use the idea of action research to develop principles and theories to guide their practice. Action research, then, refers to an organization of principles that guide action researchers as they act on shared beliefs, commitments, and expectations in their inquiry.

Reflection and the Process of Action Research

When an individual engages in reflection on their actions or experiences, it is typically for the purpose of better understanding those experiences, or the consequences of those actions to improve related action and experiences in the future. Reflection in this way develops knowledge around these actions and experiences to help us better regulate those actions in the future. The reflective process generates new knowledge regularly for classroom teachers and informs their classroom actions.

Unfortunately, the knowledge generated by educators through the reflective process is not always prioritized among the other sources of knowledge educators are expected to utilize in the classroom. Educators are expected to draw upon formal types of knowledge, such as textbooks, content standards, teaching standards, district curriculum and behavioral programs, etc., to gain new knowledge and make decisions in the classroom. While these forms of knowledge are important, the reflective knowledge that educators generate through their pedagogy is the amalgamation of these types of knowledge enacted in the classroom. Therefore, reflective knowledge is uniquely developed based on the action and implementation of an educator’s pedagogy in the classroom. Action research offers a way to formalize the knowledge generated by educators so that it can be utilized and disseminated throughout the teaching profession.

Research is concerned with the generation of knowledge, and typically creating knowledge related to a concept, idea, phenomenon, or topic. Action research generates knowledge around inquiry in practical educational contexts. Action research allows educators to learn through their actions with the purpose of developing personally or professionally. Due to its participatory nature, the process of action research is also distinct in educational research. There are many models for how the action research process takes shape. I will share a few of those here. Each model utilizes the following processes to some extent:

• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

Figure 1.1 Basic action research cycle

There are many other models that supplement the basic process of action research with other aspects of the research process to consider. For example, figure 1.2 illustrates a spiral model of action research proposed by Kemmis and McTaggart (2004). The spiral model emphasizes the cyclical process that moves beyond the initial plan for change. The spiral model also emphasizes revisiting the initial plan and revising based on the initial cycle of research:

Figure 1.2 Interpretation of action research spiral, Kemmis and McTaggart (2004, p. 595)

Other models of action research reorganize the process to emphasize the distinct ways knowledge takes shape in the reflection process. O’Leary’s (2004, p. 141) model, for example, recognizes that the research may take shape in the classroom as knowledge emerges from the teacher’s observations. O’Leary highlights the need for action research to be focused on situational understanding and implementation of action, initiated organically from real-time issues:

Figure 1.3 Interpretation of O’Leary’s cycles of research, O’Leary (2000, p. 141)

Lastly, Macintyre’s (2000, p. 1) model, offers a different characterization of the action research process. Macintyre emphasizes a messier process of research with the initial reflections and conclusions as the benchmarks for guiding the research process. Macintyre emphasizes the flexibility in planning, acting, and observing stages to allow the process to be naturalistic. Our interpretation of Macintyre process is below:

Figure 1.4 Interpretation of the action research cycle, Macintyre (2000, p. 1)

We believe it is important to prioritize the flexibility of the process, and encourage you to only use these models as basic guides for your process. Your process may look similar, or you may diverge from these models as you better understand your students, context, and data.

Definitions of Action Research and Examples

At this point, it may be helpful for readers to have a working definition of action research and some examples to illustrate the methodology in the classroom. Bassey (1998, p. 93) offers a very practical definition and describes “action research as an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve educational practice.” Cohen and Manion (1994, p. 192) situate action research differently, and describe action research as emergent, writing:

essentially an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing process itself rather than to some future occasion.

Lastly, Koshy (2010, p. 9) describes action research as:

a constructive inquiry, during which the researcher constructs his or her knowledge of specific issues through planning, acting, evaluating, refining and learning from the experience. It is a continuous learning process in which the researcher learns and also shares the newly generated knowledge with those who may benefit from it.

These definitions highlight the distinct features of action research and emphasize the purposeful intent of action researchers to improve, refine, reform, and problem-solve issues in their educational context. To better understand the distinctness of action research, these are some examples of action research topics:

Examples of Action Research Topics

• Flexible seating in 4th grade classroom to increase effective collaborative learning.
• Structured homework protocols for increasing student achievement.
• Developing a system of formative feedback for 8th grade writing.
• Using music to stimulate creative writing.
• Weekly brown bag lunch sessions to improve responses to PD from staff.
• Using exercise balls as chairs for better classroom management.

Action Research in Theory

Action research-based inquiry in educational contexts and classrooms involves distinct participants – students, teachers, and other educational stakeholders within the system. All of these participants are engaged in activities to benefit the students, and subsequently society as a whole. Action research contributes to these activities and potentially enhances the participants’ roles in the education system. Participants’ roles are enhanced based on two underlying principles:

• communities, schools, and classrooms are sites of socially mediated actions, and action research provides a greater understanding of self and new knowledge of how to negotiate these socially mediated environments;
• communities, schools, and classrooms are part of social systems in which humans interact with many cultural tools, and action research provides a basis to construct and analyze these interactions.

In our quest for knowledge and understanding, we have consistently analyzed human experience over time and have distinguished between types of reality. Humans have constantly sought “facts” and “truth” about reality that can be empirically demonstrated or observed.

Social systems are based on beliefs, and generally, beliefs about what will benefit the greatest amount of people in that society. Beliefs, and more specifically the rationale or support for beliefs, are not always easy to demonstrate or observe as part of our reality. Take the example of an English Language Arts teacher who prioritizes argumentative writing in her class. She believes that argumentative writing demonstrates the mechanics of writing best among types of writing, while also providing students a skill they will need as citizens and professionals. While we can observe the students writing, and we can assess their ability to develop a written argument, it is difficult to observe the students’ understanding of argumentative writing and its purpose in their future. This relates to the teacher’s beliefs about argumentative writing; we cannot observe the real value of the teaching of argumentative writing. The teacher’s rationale and beliefs about teaching argumentative writing are bound to the social system and the skills their students will need to be active parts of that system. Therefore, our goal through action research is to demonstrate the best ways to teach argumentative writing to help all participants understand its value as part of a social system.

The knowledge that is conveyed in a classroom is bound to, and justified by, a social system. A postmodernist approach to understanding our world seeks knowledge within a social system, which is directly opposed to the empirical or positivist approach which demands evidence based on logic or science as rationale for beliefs. Action research does not rely on a positivist viewpoint to develop evidence and conclusions as part of the research process. Action research offers a postmodernist stance to epistemology (theory of knowledge) and supports developing questions and new inquiries during the research process. In this way action research is an emergent process that allows beliefs and decisions to be negotiated as reality and meaning are being constructed in the socially mediated space of the classroom.

Theorizing Action Research for the Classroom

All research, at its core, is for the purpose of generating new knowledge and contributing to the knowledge base of educational research. Action researchers in the classroom want to explore methods of improving their pedagogy and practice. The starting place of their inquiry stems from their pedagogy and practice, so by nature the knowledge created from their inquiry is often contextually specific to their classroom, school, or community. Therefore, we should examine the theoretical underpinnings of action research for the classroom. It is important to connect action research conceptually to experience; for example, Levin and Greenwood (2001, p. 105) make these connections:

• Action research is context bound and addresses real life problems.
• Action research is inquiry where participants and researchers cogenerate knowledge through collaborative communicative processes in which all participants’ contributions are taken seriously.
• The meanings constructed in the inquiry process lead to social action or these reflections and action lead to the construction of new meanings.
• The credibility/validity of action research knowledge is measured according to whether the actions that arise from it solve problems (workability) and increase participants’ control over their own situation.

Educators who engage in action research will generate new knowledge and beliefs based on their experiences in the classroom. Let us emphasize that these are all important to you and your work, as both an educator and researcher. It is these experiences, beliefs, and theories that are often discounted when more official forms of knowledge (e.g., textbooks, curriculum standards, districts standards) are prioritized. These beliefs and theories based on experiences should be valued and explored further, and this is one of the primary purposes of action research in the classroom. These beliefs and theories should be valued because they were meaningful aspects of knowledge constructed from teachers’ experiences. Developing meaning and knowledge in this way forms the basis of constructivist ideology, just as teachers often try to get their students to construct their own meanings and understandings when experiencing new ideas.  

Classroom Teachers Constructing their Own Knowledge

Most of you are probably at least minimally familiar with constructivism, or the process of constructing knowledge. However, what is constructivism precisely, for the purposes of action research? Many scholars have theorized constructivism and have identified two key attributes (Koshy, 2010; von Glasersfeld, 1987):

• Knowledge is not passively received, but actively developed through an individual’s cognition;
• Human cognition is adaptive and finds purpose in organizing the new experiences of the world, instead of settling for absolute or objective truth.

Considering these two attributes, constructivism is distinct from conventional knowledge formation because people can develop a theory of knowledge that orders and organizes the world based on their experiences, instead of an objective or neutral reality. When individuals construct knowledge, there are interactions between an individual and their environment where communication, negotiation and meaning-making are collectively developing knowledge. For most educators, constructivism may be a natural inclination of their pedagogy. Action researchers have a similar relationship to constructivism because they are actively engaged in a process of constructing knowledge. However, their constructions may be more formal and based on the data they collect in the research process. Action researchers also are engaged in the meaning making process, making interpretations from their data. These aspects of the action research process situate them in the constructivist ideology. Just like constructivist educators, action researchers’ constructions of knowledge will be affected by their individual and professional ideas and values, as well as the ecological context in which they work (Biesta & Tedder, 2006). The relations between constructivist inquiry and action research is important, as Lincoln (2001, p. 130) states:

much of the epistemological, ontological, and axiological belief systems are the same or similar, and methodologically, constructivists and action researchers work in similar ways, relying on qualitative methods in face-to-face work, while buttressing information, data and background with quantitative method work when necessary or useful.

While there are many links between action research and educators in the classroom, constructivism offers the most familiar and practical threads to bind the beliefs of educators and action researchers.  

Epistemology, Ontology, and Action Research

It is also important for educators to consider the philosophical stances related to action research to better situate it with their beliefs and reality. When researchers make decisions about the methodology they intend to use, they will consider their ontological and epistemological stances. It is vital that researchers clearly distinguish their philosophical stances and understand the implications of their stance in the research process, especially when collecting and analyzing their data. In what follows, we will discuss ontological and epistemological stances in relation to action research methodology.

Ontology, or the theory of being, is concerned with the claims or assumptions we make about ourselves within our social reality – what do we think exists, what does it look like, what entities are involved and how do these entities interact with each other (Blaikie, 2007). In relation to the discussion of constructivism, generally action researchers would consider their educational reality as socially constructed. Social construction of reality happens when individuals interact in a social system. Meaningful construction of concepts and representations of reality develop through an individual’s interpretations of others’ actions. These interpretations become agreed upon by members of a social system and become part of social fabric, reproduced as knowledge and beliefs to develop assumptions about reality. Researchers develop meaningful constructions based on their experiences and through communication. Educators as action researchers will be examining the socially constructed reality of schools. In the United States, many of our concepts, knowledge, and beliefs about schooling have been socially constructed over the last hundred years. For example, a group of teachers may look at why fewer female students enroll in upper-level science courses at their school. This question deals directly with the social construction of gender and specifically what careers females have been conditioned to pursue. We know this is a social construction in some school social systems because in other parts of the world, or even the United States, there are schools that have more females enrolled in upper level science courses than male students. Therefore, the educators conducting the research have to recognize the socially constructed reality of their school and consider this reality throughout the research process. Action researchers will use methods of data collection that support their ontological stance and clarify their theoretical stance throughout the research process.

Koshy (2010, p. 23-24) offers another example of addressing the ontological challenges in the classroom:

A teacher who was concerned with increasing her pupils’ motivation and enthusiasm for learning decided to introduce learning diaries which the children could take home. They were invited to record their reactions to the day’s lessons and what they had learnt. The teacher reported in her field diary that the learning diaries stimulated the children’s interest in her lessons, increased their capacity to learn, and generally improved their level of participation in lessons. The challenge for the teacher here is in the analysis and interpretation of the multiplicity of factors accompanying the use of diaries. The diaries were taken home so the entries may have been influenced by discussions with parents. Another possibility is that children felt the need to please their teacher. Another possible influence was that their increased motivation was as a result of the difference in style of teaching which included more discussions in the classroom based on the entries in the dairies.

Here you can see the challenge for the action researcher is working in a social context with multiple factors, values, and experiences that were outside of the teacher’s control. The teacher was only responsible for introducing the diaries as a new style of learning. The students’ engagement and interactions with this new style of learning were all based upon their socially constructed notions of learning inside and outside of the classroom. A researcher with a positivist ontological stance would not consider these factors, and instead might simply conclude that the dairies increased motivation and interest in the topic, as a result of introducing the diaries as a learning strategy.

Epistemology, or the theory of knowledge, signifies a philosophical view of what counts as knowledge – it justifies what is possible to be known and what criteria distinguishes knowledge from beliefs (Blaikie, 1993). Positivist researchers, for example, consider knowledge to be certain and discovered through scientific processes. Action researchers collect data that is more subjective and examine personal experience, insights, and beliefs.

Action researchers utilize interpretation as a means for knowledge creation. Action researchers have many epistemologies to choose from as means of situating the types of knowledge they will generate by interpreting the data from their research. For example, Koro-Ljungberg et al., (2009) identified several common epistemologies in their article that examined epistemological awareness in qualitative educational research, such as: objectivism, subjectivism, constructionism, contextualism, social epistemology, feminist epistemology, idealism, naturalized epistemology, externalism, relativism, skepticism, and pluralism. All of these epistemological stances have implications for the research process, especially data collection and analysis. Please see the table on pages 689-90, linked below for a sketch of these potential implications:

Again, Koshy (2010, p. 24) provides an excellent example to illustrate the epistemological challenges within action research:

A teacher of 11-year-old children decided to carry out an action research project which involved a change in style in teaching mathematics. Instead of giving children mathematical tasks displaying the subject as abstract principles, she made links with other subjects which she believed would encourage children to see mathematics as a discipline that could improve their understanding of the environment and historic events. At the conclusion of the project, the teacher reported that applicable mathematics generated greater enthusiasm and understanding of the subject.

The educator/researcher engaged in action research-based inquiry to improve an aspect of her pedagogy. She generated knowledge that indicated she had improved her students’ understanding of mathematics by integrating it with other subjects – specifically in the social and ecological context of her classroom, school, and community. She valued constructivism and students generating their own understanding of mathematics based on related topics in other subjects. Action researchers working in a social context do not generate certain knowledge, but knowledge that emerges and can be observed and researched again, building upon their knowledge each time.

Researcher Positionality in Action Research

In this first chapter, we have discussed a lot about the role of experiences in sparking the research process in the classroom. Your experiences as an educator will shape how you approach action research in your classroom. Your experiences as a person in general will also shape how you create knowledge from your research process. In particular, your experiences will shape how you make meaning from your findings. It is important to be clear about your experiences when developing your methodology too. This is referred to as researcher positionality. Maher and Tetreault (1993, p. 118) define positionality as:

Gender, race, class, and other aspects of our identities are markers of relational positions rather than essential qualities. Knowledge is valid when it includes an acknowledgment of the knower’s specific position in any context, because changing contextual and relational factors are crucial for defining identities and our knowledge in any given situation.

By presenting your positionality in the research process, you are signifying the type of socially constructed, and other types of, knowledge you will be using to make sense of the data. As Maher and Tetreault explain, this increases the trustworthiness of your conclusions about the data. This would not be possible with a positivist ontology. We will discuss positionality more in chapter 6, but we wanted to connect it to the overall theoretical underpinnings of action research.

Advantages of Engaging in Action Research in the Classroom

In the following chapters, we will discuss how action research takes shape in your classroom, and we wanted to briefly summarize the key advantages to action research methodology over other types of research methodology. As Koshy (2010, p. 25) notes, action research provides useful methodology for school and classroom research because:

Advantages of Action Research for the Classroom

• research can be set within a specific context or situation;
• researchers can be participants – they don’t have to be distant and detached from the situation;
• it involves continuous evaluation and modifications can be made easily as the project progresses;
• there are opportunities for theory to emerge from the research rather than always follow a previously formulated theory;
• the study can lead to open-ended outcomes;
• through action research, a researcher can bring a story to life.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

• A continuous cycle of planning, action, observation, and reflection.
• A focus on reflective practice to achieve a deeper understanding of educational methodologies.
• A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

• How can dual-coding be used to improve my students memory ?
• Does mind-mapping lead to creativity?
• How does Oracy improve my classes writing?
• How can we advance critical thinking in year 10?
• How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

• Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
• Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
• Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
• Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
• Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

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Classroom Practice

Improving Classroom Management and Discipline through Action Research: A Professional Development in Banjo Laurel Elementary School

• Janice Wamilda

INTRODUCTION

This research paper examines the strategies used by the researcher to maintain discipline in the classroom through action research. The paper determines whether punishment and de-motivation are a better reinforcing tool to maintain discipline and whether there is a relation between punishment and de-motivation with learners' behavior. The teacher identified the areas of improvement in maintaining classroom discipline.

The researcher used the techniques of in-depth personal observations to find the issues associated with classroom discipline practices. For this particular research, the Individual Action Research type is adopted. The Skinnerian model of discipline was to maintain discipline in the classroom through positive reinforcement instead of punishment. This model emphasizes reinforcement immediately following a given behavior, and if this reinforcement is not provided behavior will weaken. Positive reinforcement is the process of supplying a stimulus that reinforces behavior and negative enforcement is the process of removing something following misbehavior. Reinforcement includes verbal approval, high grades, prizes, and rewards.

Based on the investigation, students were expected to comment on a variety of topics related to their experience with teachers, friends, etc. Four types of demotivation factors were revealed: the teacher's relationship with the students; the teacher's attitude towards the course or the material; style conflicts between teachers and students and the nature of the classroom activities. Many negative gestures were found such as the teacher's lack of caring or patronage/favoritism; the teacher's lack of enthusiasm and sloppy management towards the course or the material; their conflicts about the degree of closure or seriousness of the class and the amount of irrelevance and repetitiveness. The research revealed that most teachers easily attribute student's de-motivation to various reasons including psychological, attitudinal, social, historical and even geographical reasons without realizing the potential de-motivating roles of them.

DISCUSSIONS

The students were more relaxed when the positive reinforcement was adopted and when the routine plan was made keeping in mind the interest of the students. They were more engaged in class when the punishment and de-motivation were reduced, and when their opinions were valued. I noticed that positive reinforcement, substituting punishment and accepting students' opinions helped a lot in maintaining discipline.

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11 Research-Based Classroom Management Strategies

Discover kernels—simple, quick, and reliable ways to deal with behavior challenges.

Do unresolved behavior issues keep you awake at night thinking about what strategies might enhance responsible decision making and increase academic learning time? It’s natural to feel personally and professionally challenged—as I have, too many times to count.

The good news is that there are some research-based strategies called kernels that you can add to your classroom management toolkit.

What Are Kernels?

In a 2008 paper published in Clinical Child and Family Psychology , Dennis Embry and Anthony Biglan describe kernels as “fundamental units of behavioral influence”—bite-size strategies that are validated by mountains of empirical evidence and teacher experience. (Barry Parsonson’s “ Evidence-Based Classroom Behavior Management Strategies ” offers another deep dive into the research.)

Embry and Biglan describe how a kernel might help the parent whose child is struggling to get out the door on time for school: “Alone, such a complaint does not merit implementing parenting skills training. However, a simple behavior change strategy, such as the ‘Beat the Timer’ game ( Adams and Drabman 1995 ), in which the child receives a reward for completing a behavior before the timer goes off, could solve the problem, and prevent parent-child conflict.”

Particularly at the beginning of the year, before you’ve had a chance to develop deeper relationships with your students, kernels can offer useful approaches to classroom management. Administrators and coaches recommend kernels because implementing them with fidelity is intuitive and observable. They require neither special training nor expensive consultants.

11 Classroom Management Kernels

While veteran teachers may read the annotated list of kernels as common knowledge, their ubiquity is an advantage. You’ll often find them embedded in more complex constellations of evidence-based behavioral programs because of their effectiveness in cuing self-awareness, self-regulation, and pro-academic dispositions.

1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or more explicit hand signals to cue self-regulation. One popular cue involves moving to the front of the room and making eye contact with the high schooler who is acting out, then pausing until you have the individual’s attention. Younger students are less familiar with social cues and might require a verbal signal to accompany the nonverbal cues. Example: “What should you be doing right now?”

2. Nonverbal Transition Cues: Kids can become so immersed in an activity that they might not notice your attempts to shift them into the next learning event. Ringing a bell or turning lights on and off are unmistakable signals that shift attention to the teacher or a new task. Asking a class to collectively decide what signal to use can be a community builder.

3. Timeouts: Hundreds of studies support the timeout strategy , which is now considered an indispensable component of many evidence-based behavior management systems. Unlike the dunce cap punishment, which intentionally shames and stigmatizes students, a timeout is now used in progressive classrooms to provide an emotional breather in a less socially charged area of the room. It’s also a way for students to decompress, reflect on and enhance their self-awareness, and then return to their seats with improved self-regulation.

4. Over-Correction: Younger students may find classroom routines foreign or overwhelming. Take the time to model the appropriate procedure and then rehearse it three times or more until each step of the routine becomes second nature. After these rehearsals, my second graders took pride in executing the required actions quickly and perfectly for the rest of the year.

5. Notes of Praise: A private note left on a student’s desk praising improved classroom effort is a powerful reinforcement, especially when the note is heartfelt . Studies also show that sending positive letters home improves kids’ self-management and decision making.

6. Private Reminders: When partnered with discreet praise, private reminders to students about how to act responsibly increase on-task behaviors. Researchers recommend using short and unemotional reminders.

7. Greetings: It might seem like an insignificant gesture, but greeting students by name and making a positive statement enhances their self-regulation and increases class participation. Example: “Hey, Marcus. How is my brilliant student today?”

8. On-the-Spot Corrections: During a lesson, don’t leave behavioral missteps unaddressed . Immediately, briefly, and without drama, cue students about responsible conduct. Example: “What should you be doing right now? Right. Let’s see that happen.”

9. Mindfulness Practice: Citing numerous studies , Emily Campbell writes that teaching a student to meditate or practice nasal breathing (inhale through the nose, exhale through the mouth) enhances emotional regulation. This animated gif helps students (and teachers) learn the technique.

10. Notice and Comment: The Peacebuilders website shares several “ Minute Recipes for Building Peace ,” such as recognizing changes in student behavior and showing interest. Example: “I really like how you’re acting today. Did something happen to make you feel better about your group?” Noticing and commenting sends an unmistakable and powerful message: I care.

11. When-Then: Another intervention published by Peacebuilders, “ When-Then ” helps students make responsible decisions—but also leaves the choice in the students’ hands: “When you start talking to me with a lowered voice, then we’ll problem-solve this situation.”

An overwhelming number of studies recommend that classroom instructors systematically teach self-regulation, relationship management, and responsible decision making at the beginning of the school year, so implement these kernels soon.

How to Create a Classroom Management Plan [Guide + Resources]

When you’re standing in front of a classroom full of students ready to deliver a lesson, your pupils are probably always sitting up straight, giving you their undivided attention and never engaging in any behavior that would be disruptive to your teaching — right?

What? No? Well then, congratulations! You are among the vast majority of teachers who must consciously put in place a classroom management plan to keep your students on track and focused on the lessons of the day.

The reality is that classroom disruptions and misbehavior can hinder learning and achievement, which is why it is essential for teachers to have a working knowledge of proven classroom management strategies.

What is a Classroom Management Plan?

“The goal of a successful management plan is to maintain a safe and fun classroom that can focus on learning,” according to Kickboard , an educational company focused on facilitating positive culture in schools. “Classroom management is the combination of tools and practices that provide structure and promote positive learning spaces for students. The teacher, or classroom lead, provides instructions and sets expectations for student behavior in order to regulate classroom activities. Organized students, active participation in learning and minimal behavior distractions are evidence of effective classroom management.”

However, putting in place effective structure, expectations and enforcement practices is something that many teachers struggle with. 

“When I was a teacher, classroom management was not my strongest suit,” says Jennifer Gonzalez , editor of the education blog Cult of Pedagogy. “I relied heavily on forming good relationships with my students, thereby preventing misbehavior. This worked about 90 percent of the time; I really didn’t have a whole lot of behavior problems. Unfortunately, the way I dealt with that other 10 percent was rather haphazard: Far too often, I defaulted to the ‘Wait till there’s a problem, then react’ mode.”

Today, this education blogger points readers interested in putting in place a real classroom management plan to longtime teacher Michael Linsin, now an author and consultant who runs the website Smart Classroom Management .

While emphasizing the need to establish rules and enforce them, Linsin believes it is also essential to do so in a way that does not take the joy out of learning. “My number one goal is not that at the end of the day that they know the rules and consequences. It’s that they’re happy and excited to be part of the class. That they run home to their parents and say, ‘Oh my gosh. I have the best teacher. I have this awesome class. We’re going to do this and that this year. It’s going to be great,’” he told Gonzalez in an interview . “The classroom management secret is to create a classroom that students love being a part of.”

Elements of a Classroom Management Plan

“Classroom management is considered one of the foundations of the educational system,” asserts an article in Research.com . “It refers to the actions that educators take that create a supportive environment for students and teachers alike. The right classroom management plan provides opportunities for academic, social and emotional learning.”

The elements of a classroom management plan can be looked at in several different ways. According to the Research.com article ( “Classroom Management Plan Guide With Examples” ), a well-managed classroom has three important elements:

• Efficient use of time and space
• Strategies that empower the students to make good choices instead of controlling their behavior
• Effective implementation of instructional strategies

Kickboard breaks classroom management down into four key elements :

• Accountability – the expectations, rules, behavior choices and enforcement/reinforcement
• Environment – the creation of a physical space (including the placement of desks, decorations, etc.) that is welcoming and reinforces the desired culture
• People – the teachers and students; teachers modeling positive behaviors, students following suit and providing peer-to-peer accountability
• Time – successful classroom management plans require time and patience, reminders and reinforcement to work their magic

Classroom Management Plan – Rules & Consequences

Yes, the rules are obviously a key element of any classroom management plan. And Linsin, the classroom management consultant, recommends keeping them very short and simple.

Handled well, your rules eliminate any need for yelling, scolding, etc. Putting in place clear rules and consequences “allows you to demand impeccable behavior without causing friction and resentment, which then frees you to build meaningful and influential relationships with your students.”

Linsin recommends the following four rules :

• Listen and follow directions.
• Raise your hand before speaking or leaving your seat.
• Keep your hands and feet to yourself.
• Respect your classmates and your teacher.

And he recommends enforcing them through the following three consequences :

• 1st consequence: warning
• 2nd consequence: timeout
• 3rd consequence: letter home

Linsin counsels teachers to: “Print both your rules and consequences on a large poster board and display them prominently in your classroom. You will refer to your classroom management plan often, and thus your students need to be able to see them wherever they’re seated.”

8 Steps for Setting Up a Classroom Management Plan

When it comes to a more formal approach to setting up a classroom management plan, education consulting firm Positive Action offers the following 8-step approach:

1. Set classroom expectations

2. Consider school policies when drafting a classroom management plan

3. Establish clear and consistent boundaries in your class

4. Use verbal and non-verbal reinforcement

5. Hand out a planned syllabus to your class

6. Know the students in the whole class

7. Teach engaging content to encourage positive behavior

8. Decide on consequences

Set classroom expectations – They recommend involving your students in classroom management “because it helps build a community as well as the classroom culture.”

Consider school policies when drafting your plan – Be sure you are adhering to schoolwide discipline procedures while building a classroom management plan that also reflects your own principles, rules and philosophy.

Establish clear and consistent boundaries in your class – A vitally important one here is to insist that students stop talking before you begin and while you are teaching, something that may require patience.

Use verbal and non-verbal reinforcement – Tips here include offering praise with non-verbal communication (such as smiling, nodding or a thumbs up), or shaking your head or frowning to silently signal to a student to keep quiet.

Hand out a planned syllabus to your class – Doing so “will save you and your students a lot of headaches because a syllabus plan establishes expectations from day one and prepares your students on what to learn. At the same time, it allows students to plan informed schedules.”

Know the students in the whole class – Getting to know your students can bring perspective that helps you manage their behavior, while also conveying that you are easy to talk to.

Teach engaging content to encourage positive behavior – As Linsin has also asserted, one of the most effective classroom management strategies is to present curriculum, topics and activities that get your students engaged with your lessons. 

Decide on consequences – Positive Action recommends looking for ways to “use positive strategies to increase students’ competence” and, when negative consequences are needed, be sure to implement “measures that are safe for students and respect their dignity and basic rights.”

CLASSROOM MANAGEMENT TEMPLATE [FREE TEACHING TOOL] 

Use our handy 3-page Classroom Management Template to create a plan for everything that goes into successfully operating a classroom.

Classroom Management Tips 

Here is a list of classroom management tips, compiled from multiple sources:

• Build solid teacher-student relationships
• Show that you care
• Celebrate achievements and hard work
• Communicate with parents
• Post your classroom rules and norms
• Keep your rules simple and easy to remember
• Share the meaning of each rule
• Be very specific when modeling desired behavior
• Be consistent
• Encourage students to be respectful
• Teach students to take responsibility
• Be sure your students know emergency procedures
• Set a positive tone for the classroom
• With your structure in place, start fresh each day

Considerations for Elementary School Classroom Management

“Before learning can take place, young students must be helped to settle down and be ready to listen. Disruptions are a constant challenge in any room that’s full of children, and over the years certain elementary classroom management ideas have evolved,” according to Resilient Educator ( “5 Innovative Elementary Classroom Management Ideas” ). The article quotes Kate Ortiz, the National Education Association’s classroom management expert, on these five tips for creating a productive elementary school classroom environment:

• Keep parents engaged
• Avoid favoritism
• Promote students’ respect for each other
• Keep your attention on the disruptive students
• Stay in control of your class

Considerations for Middle School Classroom Management

Middle schoolers can also be a very challenging age when it comes to holding their attention in the classroom.

“Squirrels. That is what they remind me of. We were all that age once and we were all just like squirrels!” says Edutopia blogger Ben Johnson. “Have you ever watched a squirrel? Zoom, freeze for two seconds, flick tail, and repeat. The trick for being a successful middle school teacher is holding their attention for more than just those few seconds.”

A career educator, Johnson said experienced teachers know that it is “impossible to speak over middle schoolers.” Instead, in “The Art of Managing Middle School Students,” he talks about how to use abstract “tools” such as:

• Distraction and connection
• Routine and surprise

“I have always believed that the best discipline plan was to have a good lesson plan, but for squirrelly middle school students, you have to have plan A, B and distraction lesson Z,” he concludes. “It’s important to remember: Middle school students sometimes get flustered and frightened easily, but they also can be easily drawn into the learning with solid expectations, behavior boundaries, and crazy, fun, active learning experiences.

Considerations for High School Classroom Management

 It probably would not shock you to learn that an article offering advice or managing high school students by the education advocacy organization Edmentum would be called “Taming the Chaos (Eight High School Classroom Management Strategies That Work).”

In the piece, former teacher LaToya Hozian shares some lighthearted examples of real-life high school classroom management scenarios. “After teaching high school English for 10 years, I’ve uttered some phrases I never could have imagined would be necessary. For example, ‘Riley, get your sandwich out of your pants!’ Yes, I had to tell a 14-year-old boy to get his sandwich out of his pants.”

Hozian says that when she talks classroom management with teacher friends, “we often laugh because it’s usually thought of as something that only applies to younger students. So, what about high school students? How do you handle a classroom full of students who are dealing with real challenges of growing up … when hormones are raging, everything is over-dramatized, and classroom curriculum is becoming demanding?”

The following tips for high school classroom management are “eight strategies that I had success with in my classroom”:

• Incorporate some comedy
• Be a real person
• Learn names right away
• It’s all about R-E-S-P-E-C-T
• Keep an open-door policy
• Be a good listener
• Be mindful of the broader school environment
• Build relationships 

Classroom Management Plan Resources

Many education advocacy organizations have compiled helpful online pages connecting teachers to a wide spectrum of classroom management planning research and resources. For example, Jennifer Gonzalez of the Cult of Pedagogy blog shares classroom management articles on:

• Are You Sabotaging Your Classroom Management?
• When Students Won’t Stop Talking
• 12 Ways to Upgrade Your Classroom Design
• A 4-Part System for Getting to Know Your Students

 Here are several more classroom management planning resource pages:

 EDUTOPIA

• Creating an Emotionally Healthy Classroom Environment  
• How to Manage Cell Phones in the Classroom
• 4 Early-Year Keys for Effective Classroom Discipline  

  CLASSCRAFT

• 30 Classroom Procedures to Head Off Behavior Problems
• Classroom Management: Building Relationships (video)
• Strategies for Building a Productive and Positive Learning Environment

  TEACHERVISION

• Creating an Effective Physical Classroom Environment
• Classroom Management Strategies & Techniques for Student Behavior
• Proactive Measures for Behavior Management

 Classroom Management Courses

Another high-value option for teachers looking to master classroom management is to enroll in an academic course or program focused on this vitally important topic. 

For example, the University of San Diego’s Division of Professional & Continuing Education offers individual classroom management-related courses , as well as a multi-course Classroom Management Certificate program .

Designed for busy working teachers, the 100% online USD certificate program covers a broad range of essential topics and is an excellent choice for educators interested in professional development opportunities connected to classroom management.

Classroom Management FAQs

“Classroom management is the combination of tools and practices that provide structure and promote positive learning spaces for students,” to Kickboard, an educational company focused on facilitating positive culture in schools. “The teacher, or classroom lead, provides instructions and sets expectations for student behavior in order to regulate classroom activities.”

Why Is it Important to Have a Classroom Management Plan?

Classroom management — aka order in the classroom — is necessary because disruptions and misbehavior can hinder learning and achievement.

What Are the Key Elements of a Classroom Management Plan?

The answer to this question varies depending upon the educator. According to a Research.com article ( “Classroom Management Plan Guide With Examples” ), a well-managed classroom has three important elements:

What Are Some Common Rules Used for Classroom Management?

Classroom management consultant Michael Linsin recommends that classroom teachers keep things simple by putting in place the following four rules:

Curriculum covered in this article

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Action Research Project Final Paper - Classroom Management

Related Papers

In this article the first and most basic obligation of a teacher to see the beauty that exists within every student is examined and described. Every child is infinitely precious. When we start from this vantage point, classroom management -- and its flip side, student engagement -- comes more easily. It's an outgrowth of students feeling loved and respected. In the article we’ll discuss tips for better classroom management. They are:  - Love your students  - Assume the best in your students  - Praise what and when you can  - Do sweat the small stuff  - Identify yourself  Forge a class identity  Have a plan

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Classroom Management Overview - States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management. Oakland, CA: http://www.winginstitute.org/effective-instruction-classroom Classroom management plays a critical role in creating an environment conducive to learning. It consists of practices and procedures that teachers apply to establish an environment conducive to instruction and learning. Research ranks classroom management near the top of issues that impact effective instruction and student achievement. Administrator and teacher surveys consistently list disruptive student behavior as the primary reason for teacher turnover. Ultimately, success in the classroom depends on a classroom climate that encourages and supports learning. However, a well-managed classroom doesn’t just happen on its own; it results when a teacher is trained in key competencies and becomes fluent in them. The four categories of competencies that rigorous research has identified as critical are: (1) rules and procedures, (2) proactive management, (3) effective and stimulating instruction, and (4) reduction of disruptive and inappropriate student conduct. … Read more

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Abstract Managing the classroom is a challenge that all teachers face, and the decisions and actions a teacher takes in this area are extremely influential. In this paper, we discuss different aspects of classroom management and the importance of creating a plan before the academic year begins. Every teacher faces a challenge when it comes to managing his or her classroom. The decisions and actions a teacher takes in this area can be the difference between peaceful productivity and complete chaos. The actions and attitudes of the teacher during the first few class sessions set the tone for the rest of the term. Although some management techniques will change depending on the students and grade level, many of the underlying basic strategies of classroom management remain the same. The strategies discussed in this paper involve rules, the learning environment, student engagement, good teaching, motivating the students etc., One of the greatest challenges of managing the classroom is to keep students motivated and involved. In order to make the students actively learn, they must be fully engaged and must be involved in participation during the entire learning process. Student engagement involves more than just holding their attention.

JUDITH UBOD

Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod "Classroom Management: The Challenge of Change" Published in International Journal of Trend in Scientific R...

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Classroom Management Plan: The Most Practical Guide and Ready-to-Use Template

Zhun Yee Chew

Poor classroom management can have  adverse consequences  on both teachers and students. For teachers, it results in the loss of instructional time, unnecessary stress, and feelings of inadequacy. Students, on the other hand, are unable to reach their full potential during this crucial learning phase.

When faced with a disorderly and disengaged classroom, the first thing that may come to mind are  classroom management strategies . True, they can certainly help, but they are not one-size-fits-all solutions nor magical potions that can generate instant results. They often need to be thoughtfully integrated into classroom management plans, which encompass classroom procedures, rules, engagement strategies, and more to ensure comprehensive and holistic classroom management.

As such, this is a challenge that is not exclusive to  new teachers . According to  this research , teachers across all levels express feelings of being ill-prepared for classroom management. Worse still, available resources are often laden with jargon and unnecessary complexity, rendering classroom management an enigmatic realm of its own. 

Fret not, as we have prepared this comprehensive yet practical guide to walk you through the step-by-step process of creating a classroom management plan. Additionally, we would like to offer you a free, easy-to-use classroom management plan template that you can readily implement in your day-to-day teaching practice. How does that sound?

What is A Classroom Management Plan?

A classroom management plan is a structured framework of plans, rules, procedures and more that serves as a guideline to provide teachers with a proactive and organized approach to managing the classroom, ensuring a well-managed classroom and conducive learning environment. Classroom management plan can be seen as a broader concept that encompass classroom management strategies, which are specific techniques or approaches that teachers use within the framework of their classroom management plan to address specific issues or achieve certain goals in the classroom.

According to education researcher Teodora Popescu, a  well-managed classroom  typically encompass these elements: 

• Optimal utilization of time and physical resources.
• Strategies that empower students to make positive choices rather than exerting control over their actions.
• Successful execution of instructional techniques.

On top of that, effective classroom management plan ensures a highly engaged classroom, as well as  academic, social, and emotional development  in the students. Hence, if you haven’t already, it is crucial for you as an educator to establish a robust classroom management plan to ensure the attainment of these essential teaching outcomes.

Classroom Management Plan Template

Download our classroom management plan template here to get started. 👇.

Classroom Management Plan

Effective classroom management starts today with better rules, procedures, reward systems, engagement strategies and intervention plans!

How to Create A Perfect Classroom Management Plan

Want to create an effective and foolproof classroom management plan? First it is important to understand the components of effective  classroom management strategies . 

Drawing from an extensive compilation of 150 research studies, the  National Council on Teacher Quality  has advocated five core component of classroom management strategies that have received robust backing from research:

• Rules : instructing and reinforcing expected classroom conduct. 
• Routines and Procedures : instilling and practicing classroom and school procedures.
• Praises and Rewards : offering specific and affirmative recognition of desired and appropriate student behaviors.
• Engagement : implementing classroom activities and strategies that encourage active student participation.
• Misbehavior : implementing consistent intervention strategies for inappropriate student behaviors. 

As such, an effective classroom management plan should include all of these essential elements of effective classroom management strategies. 

In this guide, we will cover both universal classroom management plans as well as targeted classroom management plans, plans, drawing inspiration from a  response-to-intervention (RTI) framework  that is recommended for both general and special education teachers.

A RTI framework is a tiered system of support whereby each tier provides varying levels of intervention intensity and support to students in classroom management.

• Universal Classroom Management Plans : Tier 1 approaches of universal support, rules and procedures applied to everyone. 
• Targeted Classroom Management Plans : Tier 2 approaches targeted towards students who do not respond adequately to universal strategies and misbehave. 
• Targeted Individualized Classroom Management Plans : Targeted towards students who continue to struggle despite Tier 2 interventions, providing even more intensive, individualized support.

Universal Classroom Management Plan Components

Classroom rules.

Classroom rules are a set of rules that students are expected to obey and adhere to at all times. The general rule of thumb is to phrase the rules in dos rather than don’ts to encourage a positive and motivating learning environment. 

Classroom Procedures

Classroom procedures  are routines that you want your students to follow at different times or scenarios. There are various categories of classroom procedures, ranging from morning procedures and end of school day procedures, to transition procedures, homework procedures, emergency procedures, and more. 

Engagement Strategies

Engagement strategies are strategies to encourage active involvement and participation in the classroom. Some of the popular tried and tested engagement strategies include: 

• Differentiated Instruction
• Classroom Games
• Gamification
• Active Learning
• Questioning Techniques
• Interactive Quizzes
• Brainstorming
• Gallery Walk
• Socratic Seminars

Praises and Rewards

Praises and rewards are the positive reinforcers you want to provide your students when they have performed desired or appropriate behaviors in the classroom. This approach cultivates a classroom atmosphere where students willingly follow rules, rather than complying based on fear. There are different types of praises and rewards you can provide your students with:

• Behavior-Specific Praises  – Praises given upon completion of certain tasks or accomplishment of certain skills.
• Reinforcers  – Tangible rewards or non-tangible rewards such as special privileges, free time, or removal of undesirable tasks.
• Token Economy  – Positive behavioral reinforcement through tokens.

Targeted Classroom Management Plan Components

Misbehaviors and  conflicts  do happen from time to time in the classroom. Recommended classroom misbehavior intervention strategies include: 

Surface Management Techniques

Contingency systems, get a free copy of the classroom management plan template.  👇, 10 extra considerations for creating a classroom management plan.

In addition to the components mentioned above, here are some additional considerations to take into account when drafting a classroom management plan:

#1 A Plan is Nothing Without Goals

Review the goals and objectives behind creating a classroom management plan initially. This process enables you to strategize and prioritize management plans and  classroom management styles  that align most effectively with these goals.

For instance, if your aim is to establish a more orderly classroom environment, your priorities would lean towards emphasizing behavioral reinforcement and intervention in your plans. Conversely, if your objective is efficient and productive teaching, your priorities would shift, emphasizing classroom engagement and time management in your plans.

#2 Beyond Extrinsic Motivations

On top of a system of extrinsic rewards, consider implementing  Meaningful Engaged Learning (MEL)  activities focusing on learning by doing, real-world connections and higher-order thinking in your classroom management plan.

MEL is an education approach where students are actively engaged in the learning process, construction of knowledge, and in making connections to real-world contexts. Unlike praises and rewards, MEL often promotes intrinsic motivation through stimulating the natural desire to learn and explore. 

#3 Students as Diverse Individuals

A universal classroom management plan may not work perfectly for everyone considering that students are humans with diverse needs and learning styles. Hence, it is important to recognise the needs and preferences of your students and tailor the plans towards specific individuals when necessary.

#4 Don’t Forget Students with Special Needs 

In the same vein of thought, teachers should always consider the needs of students with disabilities or special needs when drafting classroom management plans, and make necessary adjustments and accommodations.

For instance, you may need to revisit your classroom procedures that may not be friendly for students with dyslexia. Adjust classroom procedures for reading time by providing extended time, assistive technology, or even individualised goals for students with dyslexia is a great example of practicing inclusivity in your classroom management plans.

#5 Are You Culturally Sensitive? 

As teachers, you should be mindful of cultural differences and sensitivities in your classroom, and adapt your classroom management plan to respect diverse backgrounds and perspectives.

For instance, ensure that classroom rules and expectations are culturally inclusive and avoid rules that may inadvertently discriminate against certain cultural practices or beliefs. So instead of having a rule that states “No head coverings in class,”, create a rule that promotes respectful attire: “Please ensure that any head coverings are worn in a way that does not obstruct visibility or disrupt the learning environment.

#6 You Need A Crisis Management Plan

Crisis management plan should be put in place for handling serious or disruptive behaviors in school that could potentially be a threat to the safety of all students and staff. Consider including the following in your crisis management plan: 

• Criteria of defining crisis behaviors
• Steps and procedures to follow when a crisis arises
• Emergency contacts
• Safety Measures
• De-escalation techniques
• Documentation
• Training and drills

Or simply download our Classroom Management Plan to have a copy of the Crisis Management Plan. 👇

#7 Data Is King

Without monitoring and tracking student behaviors, you wouldn’t be able to measure the success of your classroom management plan.

So, devise a system for  tracking and monitoring student behavior  with behaviorcharts, anecdotal recording, or  behavior management tools . And regularly review the data to identify trends and address any emerging issues.

#8 Two-Way Communication

Even though the task of devising a classroom management plan lies in the hands of the teacher, teachers should encourage student feedback and reflection on classroom management periodically and make adjustments based on the feedback.

Involving students in the process of shaping the classroom environment and procedures naturally fuels collective responsibility and ownership towards their actions.  

#9 Factor in School Policies

Of course, it would be unwise not to consider school policies when crafting your classroom management plan. Always align your classroom management plan with school protocols to ensure consistency, not only within your classroom but also throughout the entire school environment.

#10 Legal and Ethical Considerations

Lastly, you wouldn’t want legal issues to obstruct your efforts. Ensure that your classroom management plan aligns with and complies with legal and ethical considerations, including student rights and confidentiality.

Tips to Successfully Implement A Classroom Management Plan 

Once you have drafted your classroom management plan, follow the tips below to successfully implement the plan in your classroom: 

Introduce the Plan as Early as Possible

Ideally, present your management plan on the first day of classes to establish consistency in procedures, penalties, and rewards. The earlier the introduction, the quicker students understand what is expected of them and your will have a higher success rate of integrating these expectations into their habits and daily routines.

Reinforce the Plan With Visuals and Quizzes

Consider crafting visual aids like a poster that prominently displays classroom rules and procedures and position it at a visible spot within the classroom. And regularly reinforce these rules and procedures using  interactive quizzes  or  polls  to help students remember them. 

Be Transparent In Your Communication

Following the creation of the classroom management plan, it is essential that you communicate the expectations clearly and ensure that students understand the rationale and consequences behind each of the rules, guidelines and procedures.

Involve Parents and Guardians

Once you have the classroom management plan in place, consider further engaging with parents and guardians by sharing a copy of the plan with them. Parents often value being provided with clear guidelines for classroom behavior can facilitate future discussions about any behavioral issues.

Build Relationships

A classroom management plan is simply a guideline to assist you in teaching and student management. Fostering meaningful relationships with your students remains the cornerstone of effective classroom management, encouraging students to respond positively to your strategies.

Download this Classroom Management Plan template to start using now to see the results in your classroom! 👇

Additional resources.

Response-to-intervention approach to classroom management

Classroom Management Research by National Council on Teacher Quality

Surface Management Techniques for Misbehaving Students

Meaningful Engaged Learning (MEL)

Behavior-Specific Praises

Classroom Reinforcers

With numerous components supporting one another, it’s clear that  effective classroom management  is a multifaceted endeavor that requires thoughtful integration of strategies into a comprehensive plan.

Our comprehensive guide and user-friendly classroom management plan template have provided you with the necessary tools to create a well-structured plan designed for success. Remember, in addition to implementing the recommended strategies, procedures, and rules, always prioritize the development of meaningful relationships with your students. 

This approach will help you establish a classroom environment that is not only well-managed but also fosters enduring trust, cooperation, and positive learning experiences among your students.

About Zhun Yee Chew

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