1.1. Yes
1.2. Yes
1.3.1 Causes for poor classroom management identified
The main causes of poor classroom management that I identified were ineffective
communication with learners, limited learner engagement during lessons, inconsistent
implementation of classroom rules and routines, and inadequate use of positive
behaviour management strategies. These challenges reduced learner participation,
increased disruptive behaviour, and affected the overall teaching and learning
environment.
1.3.2 Purpose of the study
The purpose of this study is to investigate strategies that can improve my classroom
management practices in order to enhance learner engagement, minimise disruptive
behaviour, and create a positive, inclusive, and productive learning environment. The
study also aims to evaluate the effectiveness of these strategies in improving learner
participation and classroom discipline.
1.3.3 Research question
How can I improve my classroom management strategies to enhance learner
engagement, promote positive learner behaviour, and create a more effective
learning environment?
1.3.4 Broad plan for conducting the study
The study will follow an action research approach. I will begin by identifying classroom
management challenges through classroom observations, learner questionnaires, and
reflective journal entries. After analysing the findings, I will implement intervention
strategies such as establishing clear classroom routines, improving communication
with learners, increasing learner engagement through interactive teaching methods,
and applying positive behaviour support techniques. I will then monitor the impact of
these interventions through follow-up observations, learner feedback, and reflection
before evaluating the effectiveness of the strategies and making recommendations
for future classroom practice.
Question 2
2. Literature Review
Classroom management is one of the most important aspects of effective teaching
because it creates an environment where meaningful teaching and learning can take
place. Effective classroom management involves establishing clear expectations,
maintaining discipline, promoting positive learner behaviour, and creating an inclusive
learning environment that encourages active participation. Many researchers agree
that ineffective classroom management negatively affects learner achievement,
motivation, and classroom relationships. This literature review explores existing
research related to classroom management, learner engagement, teacher
communication, classroom routines, positive behaviour support, and inclusive
teaching practices to provide a theoretical foundation for this study.
Research by Evertson and Weinstein (2013) explains that classroom management
extends beyond controlling learner behaviour. It includes organising the classroom,
building positive relationships with learners, establishing clear expectations, and
creating learning environments where learners are motivated to participate actively.
Their research emphasises that teachers who consistently apply classroom rules and
routines experience fewer behavioural problems and higher learner engagement. This
, finding supports the focus of the current study, which aims to improve classroom
management through consistent classroom practices.
Marzano, Marzano and Pickering (2003) found that effective classroom management
has a significant influence on learner achievement. Their research identified several
factors that contribute to successful classroom management, including strong
teacher-learner relationships, clearly communicated expectations, consistent
disciplinary procedures, and active learner involvement during lessons. They argue
that teachers who develop respectful relationships with learners create classrooms
where discipline problems decrease naturally because learners feel valued and
respected.
Emmer and Sabornie (2015) similarly argue that proactive classroom management is
more effective than reactive discipline. Their research demonstrates that teachers
who carefully plan lessons, establish predictable routines, monitor learner behaviour
continuously, and intervene early are more successful in preventing classroom
disruptions. Rather than waiting for misconduct to occur, proactive teachers create
classroom environments that reduce opportunities for disruptive behaviour. These
findings are directly relevant to this study because improving planning and routines
forms part of the proposed intervention.
Learner engagement has also received considerable attention in educational research.
According to Fredricks, Blumenfeld and Paris (2004), learner engagement consists of
behavioural, emotional, and cognitive engagement. Behaviourally engaged learners
participate actively in classroom activities, emotionally engaged learners develop
positive attitudes towards learning, while cognitively engaged learners invest effort in
understanding concepts. The researchers conclude that learner engagement improves
academic performance and reduces behavioural problems. Consequently, teachers
should employ teaching strategies that actively involve learners in the learning
process rather than relying solely on teacher-centred instruction.
Hattie (2009) highlights the importance of visible teaching and learning in promoting
learner success. Through a synthesis of over 800 meta-analyses, Hattie found that
teacher effectiveness, feedback, classroom climate, and teacher credibility have
substantial effects on learner achievement. He argues that teachers who clearly
communicate learning intentions, provide timely feedback, and maintain positive
classroom environments are more likely to improve learner engagement and
academic performance. This supports the current research focus on improving
communication and learner participation as part of classroom management.
Positive behaviour support is another strategy identified in the literature. Sugai and
Horner (2009) explain that Positive Behaviour Interventions and Supports (PBIS)
encourage teachers to reinforce appropriate learner behaviour instead of focusing
mainly on punishment. Their research shows that positive reinforcement, clear
behavioural expectations, and consistent support improve learner behaviour while
reducing classroom disruptions. This approach aligns with inclusive education
principles because it promotes learner development through encouragement rather
than fear of punishment.
Inclusive education also contributes significantly to effective classroom management.
The Department of Education (2001) emphasises that teachers should create learning
environments that accommodate the diverse learning needs of all learners. Education
White Paper 6 encourages teachers to use differentiated teaching strategies, provide
appropriate support, and remove barriers to learning. Inclusive classrooms require
1.2. Yes
1.3.1 Causes for poor classroom management identified
The main causes of poor classroom management that I identified were ineffective
communication with learners, limited learner engagement during lessons, inconsistent
implementation of classroom rules and routines, and inadequate use of positive
behaviour management strategies. These challenges reduced learner participation,
increased disruptive behaviour, and affected the overall teaching and learning
environment.
1.3.2 Purpose of the study
The purpose of this study is to investigate strategies that can improve my classroom
management practices in order to enhance learner engagement, minimise disruptive
behaviour, and create a positive, inclusive, and productive learning environment. The
study also aims to evaluate the effectiveness of these strategies in improving learner
participation and classroom discipline.
1.3.3 Research question
How can I improve my classroom management strategies to enhance learner
engagement, promote positive learner behaviour, and create a more effective
learning environment?
1.3.4 Broad plan for conducting the study
The study will follow an action research approach. I will begin by identifying classroom
management challenges through classroom observations, learner questionnaires, and
reflective journal entries. After analysing the findings, I will implement intervention
strategies such as establishing clear classroom routines, improving communication
with learners, increasing learner engagement through interactive teaching methods,
and applying positive behaviour support techniques. I will then monitor the impact of
these interventions through follow-up observations, learner feedback, and reflection
before evaluating the effectiveness of the strategies and making recommendations
for future classroom practice.
Question 2
2. Literature Review
Classroom management is one of the most important aspects of effective teaching
because it creates an environment where meaningful teaching and learning can take
place. Effective classroom management involves establishing clear expectations,
maintaining discipline, promoting positive learner behaviour, and creating an inclusive
learning environment that encourages active participation. Many researchers agree
that ineffective classroom management negatively affects learner achievement,
motivation, and classroom relationships. This literature review explores existing
research related to classroom management, learner engagement, teacher
communication, classroom routines, positive behaviour support, and inclusive
teaching practices to provide a theoretical foundation for this study.
Research by Evertson and Weinstein (2013) explains that classroom management
extends beyond controlling learner behaviour. It includes organising the classroom,
building positive relationships with learners, establishing clear expectations, and
creating learning environments where learners are motivated to participate actively.
Their research emphasises that teachers who consistently apply classroom rules and
routines experience fewer behavioural problems and higher learner engagement. This
, finding supports the focus of the current study, which aims to improve classroom
management through consistent classroom practices.
Marzano, Marzano and Pickering (2003) found that effective classroom management
has a significant influence on learner achievement. Their research identified several
factors that contribute to successful classroom management, including strong
teacher-learner relationships, clearly communicated expectations, consistent
disciplinary procedures, and active learner involvement during lessons. They argue
that teachers who develop respectful relationships with learners create classrooms
where discipline problems decrease naturally because learners feel valued and
respected.
Emmer and Sabornie (2015) similarly argue that proactive classroom management is
more effective than reactive discipline. Their research demonstrates that teachers
who carefully plan lessons, establish predictable routines, monitor learner behaviour
continuously, and intervene early are more successful in preventing classroom
disruptions. Rather than waiting for misconduct to occur, proactive teachers create
classroom environments that reduce opportunities for disruptive behaviour. These
findings are directly relevant to this study because improving planning and routines
forms part of the proposed intervention.
Learner engagement has also received considerable attention in educational research.
According to Fredricks, Blumenfeld and Paris (2004), learner engagement consists of
behavioural, emotional, and cognitive engagement. Behaviourally engaged learners
participate actively in classroom activities, emotionally engaged learners develop
positive attitudes towards learning, while cognitively engaged learners invest effort in
understanding concepts. The researchers conclude that learner engagement improves
academic performance and reduces behavioural problems. Consequently, teachers
should employ teaching strategies that actively involve learners in the learning
process rather than relying solely on teacher-centred instruction.
Hattie (2009) highlights the importance of visible teaching and learning in promoting
learner success. Through a synthesis of over 800 meta-analyses, Hattie found that
teacher effectiveness, feedback, classroom climate, and teacher credibility have
substantial effects on learner achievement. He argues that teachers who clearly
communicate learning intentions, provide timely feedback, and maintain positive
classroom environments are more likely to improve learner engagement and
academic performance. This supports the current research focus on improving
communication and learner participation as part of classroom management.
Positive behaviour support is another strategy identified in the literature. Sugai and
Horner (2009) explain that Positive Behaviour Interventions and Supports (PBIS)
encourage teachers to reinforce appropriate learner behaviour instead of focusing
mainly on punishment. Their research shows that positive reinforcement, clear
behavioural expectations, and consistent support improve learner behaviour while
reducing classroom disruptions. This approach aligns with inclusive education
principles because it promotes learner development through encouragement rather
than fear of punishment.
Inclusive education also contributes significantly to effective classroom management.
The Department of Education (2001) emphasises that teachers should create learning
environments that accommodate the diverse learning needs of all learners. Education
White Paper 6 encourages teachers to use differentiated teaching strategies, provide
appropriate support, and remove barriers to learning. Inclusive classrooms require
