Expanding the Definition of Classroom Management: Recurring Themes and New Conceptualizations

Classroom management has clear and important implications for practice, yet a thorough understanding of the construct has been lacking primarily due to its complexity. Teachers employ a multitude of actions to establish and maintain classroom management. Some of these actions are more effective than others. This essay explores five interrelated, evidence-based approaches to classroom management that can inform teacher action: teacher self-regulation, relationships, temperament, belief systems, and community knowledge. Implications for teacher preparation and future research are discussed.