Classroom Management

Classroom Management


What It Is

Classroom management encompasses the expectations, methods, routines, and relationships employed to help create and maintain a classroom community. Sometimes established in collaboration with learners, classroom management can take the form of classroom norms to shape the learning environment and promote successful class sessions.


Why It Matters

Instructors and learners can expect successful teaching and learning experiences when there is a common understanding of classroom procedures. Effective classroom management promotes organization, raises understanding of expectations, reduces distractions, and invites learner participation. 


Apply it

Establishing, explaining, and modeling classroom norms and expectations can be done early in the semester and reinforced throughout a course. Here is a partial list of strategies and approaches to get started.

  1. Identify classroom expectations for presence, behavior, communication, and participation in the syllabus. Discuss the expectations on the first day of class. Consider creating community norms. Be sure to include classroom technology and personal device expectations.
  2. Provide clear explanations and rationale for classroom activities and learning experiences. Explain the value for course activities and the goal(s) for each. 
  3. Leverage a variety of classroom activities and teaching approaches as pathways for learner engagement and voice. Multiple pathways for engagement consistently reaches more learners and draws them into the community.
  4. Consistently address potential distractions or violations of classroom norms. When possible, dialogue with learners  privately to communicate expectations. 




Findley, B., & Varble, D. (2006). Creating a conducive classroom environment: 

Classroom management is the key. College Teaching Methods & Styles Journal (CTMS), 2(3), 1–6.

Rogers, C., Lyon, H., & Tausch, R. (2013). On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. Routledge.

Rose, D., Harbour, W., Johnston, C. S., Daley, S., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 17.

Cite This Resource

Studio for Teaching & Learning Innovation. (2023, January). Classroom management [Teaching resource].


Updated 1/2023