International Encyclopedia of Communication Online

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Classroom management refers to teacher behaviors which “produce high levels of student involvement in classroom activities, minimal amounts of student behaviors that interfere with the teacher's or students' work, and efficient use of instructional time” ( Emmer & Evertson 1981 , 342). Studies continually reveal a significant relationship between time spent on the subject content and student learning ( Berliner 1988 ). Making time for learning, also called “allocated time,” is an important goal of classroom managers. Further, effective classroom managers find ways to ensure that students spend sufficient time on specific learning tasks, also known as “engaged time” or “time on task.” Finally, in order to maximize learning outcomes, classroom managers must set up the conditions in such a way that students' time on task is success oriented ( Woolfolk 2001 ). A number of teacher behaviors contribute to effectively managed classrooms, ranging from classroom structure, learning format, and learning activities, to teacher leadership skills and behavior alteration techniques. Classroom structure involves the use of specific and clearly defined rules and procedures, generated by both teachers and students, with sufficient time spent socializing students to those rules and procedures early in the term. Important to lesson format and learning activities, the research indicates that teacher-led ... log in or subscribe to read full text