Managing the Classroom Environment

Abstract

In the same way that we learn reading and mathematics and science, we learn the expectations of a classroom – what we are supposed to do while we are there. When you walk into a classroom where learning levels are high, structure is apparent. Those classrooms may be quiet places or noisy places. There may be a teacher in front of a group, several groups being active, or all students working as individuals. When you scan around, however, all of the students appear to be engaged. Pressley and his colleagues provide a detailed description of what the productive hum looks like.¹ This does not happen automatically; management practices matter. Because students learn management expectations, we expect the ULM principles and rules to apply to classroom management issues just as they apply to learning content.