When discussing the administration of a classroom that is being used for educational purposes, one of the terms that is most frequently used is “classroom management.” This term, which is indeed synonymous with “classroom control” and “classroom discipline,” are among the most widely used terms (Mukminin et al., 2018) . Other names for this concept include “classroom management,” “classroom control,” and “classroom discipline.” The management of a classroom includes the teacher’s posture, where they stand, and their gaze. It is also how teachers ask questions and gauge their students’ understanding all through the course of a lesson or course. Consequently, the key of administration of class should be to foster a conducive learning setting that facilitates student knowledge. Effective teaching calls for a combination of instructional excellence and classroom management. Even with high-quality instructional practises, students won’t learn if they’re distracted or not paying attention. Classroom management, also known as CM, is an essential aspect of education that must be addressed by educators at all levels, including those working in schools, universities, and other educational institutions, as well as by system administrators and school leaders. Student characteristics, teacher efficacy, environmental conditions, and student achievement standards influence Classroom Management (Mukminin et al., 2018) .

A flexible, adaptable framework based on constant functionalities is essential for today’s fast- paced technological advancements, which are vital to any modern, dynamic society. It will become clear how important classroom management is to learning, and this should prompt a dramatic shift in how schools approach education. Teachers should look for new ways to help students’ problem-solve, collaborate, understand complex ideas, and feel good about themselves as learners. These factors promote student growth and learning efficiency. All levels of education require behaviour-changing classroom management strategies. Successful learning requires effective classroom management. From kindergarten to college, classroom discipline is crucial for learning. Elementary and middle school students often quarrel and cause mischief. Teachers must enforce discipline. Teachers must explain how disrupting discipline affects students’ performance. All teachers must teach students to socialise and share. Both teachers and students have had times when they felt tense and worried. Students may feel agitated and stressed because of how much work they have to do, how much pressure there is to finish assignments on time, how hard their teachers are, how often there are fights and arguments in the classroom, and how few books and other materials they have. On the other hand, teachers may feel stressed out because of work pressure, problems managing the classroom, and problems managing the students. In order for anger management and stress management techniques to work well in the classroom, teachers and students must be able to control their negative emotions. Managing anger and stress would make a big difference in how well a classroom is run.

High school, middle school, and elementary school teachers all need to keep tabs on attendance rates to identify chronic slackers and honour roll students. Students with perfect attendance are present. A high absenteeism rate is indicative of students who regularly miss class. Students with a high attendance rate may or may not do well in the classroom. Individuals responsible for maintaining order in the classroom should be reliable, conscientious, and hard working. They should be aware of the areas that require work and the ones that are well organized. Dedication is necessary for both teaching and learning. The success of classroom initiatives relies heavily on the commitment of teachers. In order to succeed in school and in the workplace, students and teachers need to be resourceful, ingenious, conscientious, and diligent. Using technology in the classroom improves students’ problem-solving skills across disciplines. Modern schools use cutting-edge methods to teach students lifelong skills and knowledge. The use of information technology in schools encourages learning that is centred on the student and helps teachers adapt their lessons to a more globalised society (Kwok, 2021) The number of computers available in the classroom will determine how these lessons are delivered to the students. Even just one computer in a classroom setting can be beneficial when teachers incorporate multiple forms of media into their instruction, such as simulations, videos, documentaries, and PowerPoint presentations.

Teachers are tasked with creating an environment in which students feel inspired and motivated to learn. The management of the classroom should prioritise the safety of the students and involve a variety of constant as well as complex variables that change depending on the class and the setting. It is the responsibility of the teacher, in their role as class manager, to keep order in the classroom. In addition to establishing a conducive atmosphere for learning, it is critical to get the physical aspects of the classroom in order. Thus, a classroom environment that is well-managed can increase student participation, which in turn promotes further learning.

REFERENCES

Akdag, Z., & Haser, C. (2016). Beginning early childhood education teachers’ classroom management concerns. Teachers and Teaching: Theory and Practice, 22(6), 700–715.

Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58:126–136.

Banks, T. (2014). Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education, 5(7), 519–524.

Caldera, A., Whitaker, M., & Conrad Popova, D. (2019). Classroom management in urban schools: Proposing a course framework. Teaching Education, 31(3): 343–361.

Kwok, A. (2019). Classroom management actions of beginning urban teachers. Urban Education, 54(3), 339–367.

Kwok, A. (2021). Managing classroom management preparation in teacher education. Teachers and Teaching: Theory and Practice, 27(1–4), 206–222.

Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28(4), 546–559.

Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.

Mukminin, A., Najwan, A., Haswindy, J., Marzulina, S., Sirozi, L., Harto, M., & Sofwan, K. (2018). The Qualitative Report The Qualitative Report Investigating EFL Classroom Management in Pesantren: A Case Investigating EFL Classroom Management in Pesantren: A Case Study Study. 23(9), 9–17.

Written by Geetha Subramaniam