Classroom Management: A Deep Dive into Effective and Equitable Practices

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Brianna Livengood (Creator)
The University of North Carolina at Pembroke (UNCP )
Web Site:
Kelly Ficklin

Abstract: AbstractEffective teaching begins with classroom management. In every classroom, classroom management practices, or the lack thereof, are evident. However, such practices look different in each classroom, as they are differentiated for the various needs of diverse learners. It is important to establish effective and equitable classroom management early in the school year and maintained daily for a teacher to maximize instructional time and support student understanding and engagement. In this research, I explore relevant literature to determine effective classroom management strategies and their translation in classroom settings. They are grouped into four central components: 1) physical arrangement, 2) classroom environment, 3) instructional management, and 4) behavior management. The four components are interdependent, and this structure simply provides an outline to address the many strategies that fall under classroom management. Behavior management is often the focus of classroom management research, but each factor contributes to one another. For the purpose of this research, I have maintained a student-centered approach and focused on classroom strategies instead of schoolwide implementation. The goal of this research is to equip teachers and pre-service teachers with useful and practical strategies that will help them develop effective and equitable classroom management practices.

Additional Information

Honors Project
Language: English
Date: 2022
effective classroom management, physical arrangement, expectations, rapport, active engagement, behavior, reinforcement

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