Arend Article

This article focused on two seperate studies which sought to better understand how teachers effectively manage their classrooms. The studies found similar results: the most successful classroom managers outlined clear procedures and classroom expectations, and these were usually outlined very early during the school year. While both the Kounin and Texas study arrived at this results, the Texas study also found that teachers who spent the first several days of class explaining and firmly enforcing procedures and expectations often had better classroom management during the school year. Both studies also state that in well-managed classrooms, the daily lessons were smooth-flowing and that any misbehavior was handled quickly. A third common result between the studies is that the most effective classroom managers have very clear work requirements for their students, and that the students' progress is carefully monitored. Both studies also found that when teachers gave clear presentations and explanations and were clear in their directions about note-taking their classrooms were generally better managed.

The Texas article also found that effective managers often took a good deal of time to get to know their students on a more personal level, were more sensitive to specific student needs, had better instructional procedures, made the first academic lesson more enjoyable, and often displayed better listening skills than those teachers who did not take these steps. The Texas study also found a significant key to classroom management success: establish a smooth-running classroom in the beginning of the year and maintain it throughout the school year.