Classroom management

Classroom Management is a term teachers use to describe the process of ensuring that

classroom lessons run smoothly without disruptive behavior from students compromising the delivery
of instruction. The term also implies the prevention of disruptive behavior preemptively, as well as
effectively responding to it after it happens.
It is a difficult aspect of teaching for many teachers. Problems in this area causes some to leave
teaching. In 1981, the US National Educational Association reported that 36% of teachers said they
would probably not go into teaching if they had to decide again. A major reason was negative
student attitudes and discipline.[1]
Classroom management is crucial in classrooms because it supports the proper execution of
curriculum development, developing best teaching practices, and putting them into action.
Classroom management can be explained as the actions and directions that teachers use to create
a successful learning environment; indeed, having a positive impact on students achieving given
learning requirements and goals (Soheili, Alizadeh, Murphy, Bajestani, Ferguson and Dreikurs). In
an effort to ensure all students receive the best education it would seem beneficial for educator
programs to spend more time and effort in ensuring educators and instructors are well versed in
classroom management.
Teachers do not focus on learning classroom management, because higher education programs do
not put an emphasis on the teacher attaining classroom management; indeed, the focus is on
creating a conducive learning atmosphere for the students (Eisenman, Edwards, and Cushman).
These tools enable teachers to have the resources available to properly and successfully educate
upcoming generations, and ensure future successes as a nation. According to Moskowitz & Hayman
(1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for
them to regain that control.[2]
Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must
take to correct misbehavior caused by poor classroom management skills results in a lower rate of
academic engagement in the classroom.[3] From the student's perspective, effective classroom
management involves clear communication of behavioral and academic expectations as well as a
cooperative learning environment.[4]

12 Common Teacher Interview Questions and Best

Answers
Review this list of questions you might be asked during a teacher job interview, with
examples of the best way to respond to each.

Questions About You as a Teacher

Share your enthusiasm for teaching, working with students, and examples of how you
would teach your class. Be prepared to answer questions about why you are interested
in the job, how you teach different types of learners within the same class, and how you
handle challenges in the classroom. You should also be ready to discuss your teaching
and classroom management philosophies.

4. Why did you decide to become a teacher?

What They Want to Know: Teaching is one of the most challenging of professions,

with a high degree of burn-out. You’ll be asked this question so the hiring committee
can gauge your enthusiasm for and commitment to teaching.

From the time I was young, I have loved learning and appreciated the great teachers
who opened new worlds for me. It’s the only career I ever considered, because I truly
want to follow their example and, now in my turn, instill a joy of learning in my own
students. 

2. What type of classroom management structure would you implement

if you were hired?

What They Want to Know: Your interviewer is interested in how you would handle a

classroom, particularly if class sizes are large in their school.

I take a proactive approach to classroom management, modeling positive behaviors for

my students and encouraging supportive peer-to-peer communications. I also identify
what triggers stress in individual students, and am prepared to support them when
challenges arise.

3. How have you used, or how will you use, technology in the
classroom? 

What They Want to Know: Interactive classroom technologies have transformed

learning over the past decade. Be ready to describe your familiarity with common tools
like Smart Boards.

In my last classroom, the students used tablets to create and manage their own
website, which proved to be a great tool for communicating with parents and allowing
them to see the daily activities their kids participated in.
 

Questions About You as a Learner

The interviewer or hiring committee will want to know how you personally approach
learning, your teaching qualifications and credentials, any continuing education you
have received, and how you stay current with technological advances and new
approaches to learning.

4. What approach or strategy do you use to learn new information?

What They Want to Know: This question addresses whether you consciously think
about individual learning styles – both your own and those of your students.

I find I learn new material best by writing down notes as I read or as I am listening to
someone giving a lecture. The process of writing down the important details works in
two ways: first, it helps me absorb and think carefully about the new information and
second, my notes serve as a study guide that I can reference going forward.  

5. What continuing education classes, workshops, training, etc. have

you attended?

What They Want to Know: All teachers must pursue continuing education in order to
maintain their certification. Use your response to showcase the particular areas of
educational theory and practice that you have mastered and that will add value to your
school.

The district where I worked previously offered continuing education opportunities in the
evenings throughout the year. I attended these sessions regularly. I especially enjoyed
the literacy training sessions that focused on early childhood literature and teaching
strategies. I have also been lucky enough to attend the yearly Autism Awareness
conference held in New York City for the last two years. I try to take advantage of any
continuing education opportunities offered to me.
Questions About You as Part of a Teaching Team and
Classroom Community
Schools want to foster a sense of community within the school, especially in the
classrooms. You will likely be asked questions about your ability to work as part of a
team of teachers and administrators, as well as your abilities and experiences bridging
the gap between the students in the classroom and their families at home.

6. What interests you about our district?

What They Want to Know: You’d be amazed at how many entry-level teaching

candidates fail to research school districts before their interviews. Hiring committees ask
this question to see if you’ve been interested enough to do your homework and learn
about the needs of their school district.

As the parent of a 4th grader in the district, I have experienced firsthand how warm and
welcoming the teachers and administrators are. The feeling of community the school
district works hard to foster and maintain is something I have never experienced in any
of the schools I attended or taught in. Everyone knows my daughter’s name, my name,
and you can tell that everyone in the school is genuinely happy to be there working with
the students and their families.

7. Would you be interested in leading any after-school activities?

What They Want to Know: Good schools are always looking for ways to enrich their
students’ lives. Being willing to lead after-school activities like sports teams, clubs, or
academic teams will be a strong point in your favor.

During the summer, I am the director of a theater camp offered by the art center in town.
I would love to take part in any drama clubs or performances the children participate in
throughout the year. Or, if there isn’t a drama club, I’d certainly love to start one, if that’s
something that the school would be interested in. While theater happens to be my
personal passion, if there are any other activities that are especially in need of support
and that I might be a good fit for, I’d be willing to help out however I can.
Questions About Students and Parents
As a way to assess your teaching style and communication skills, you may be asked
about how you would handle students and parents.

8. How would you deal with a student who is habitually late?

What They Want to Know: Your interviewer is interested in knowing how you would
relate one-on-one with students displaying non-productive behaviors.

If a child is coming into school late on a regular basis, I would first talk with the child to
see if there is anything going on in school or at home that is causing him or her to be
late. After talking with the child, and depending on what they share, I would discuss with
my supervisor the best possible approach to talk to the family about the repeated
tardiness.

9. How would you engage a reluctant student?

What They Want to Know: This question is meant to prompt discussion about how you
motivate students with different learning styles.

If a student seems reluctant to participate during a specific subject, I would use my

experience working with different types of learners and adjust my teaching strategies to
engage the student in a way that they would feel more comfortable to participate. This
may be by having the student(s) work with a partner, or creating my lessons around a
topic that the student may be more likely to be interested in.

10. What would you say to an angry parent about their child’s grade?

What They Want to Know: One of the hardest challenges in teaching is having to

communicate with disapproving parents. Principals need to know that their teachers can
work calmly to defuse criticism.

If I have a parent who is upset about a grade their child received, I would offer to meet
with the parent and provide supporting evidence of the lessons the child received in
preparation for the assessment. I would then ask the parent(s) to help me brainstorm
ways that their child might prepare for and perform better on assessments. For
example, I once had a child who consistently struggled with his weekly spelling work.

Before his parents contacted me, I reached out to them after he handed in his second
weekly test incomplete. I asked the parent if we could think of some strategies the child
could use both in the classroom and at home to improve the student’s spelling
skills. Every situation is different, of course, but if I am able to offer a retake of the
assessment, I would be more than happy to do so.

11. What would you do if you suspected neglect or abuse in the home of
one of your students?

What They Want to Know: Teachers walk a delicate line as advocates for their
students’ welfare. Think about how you would respond should you suspect a child has
been subject to abuse.

I take my position as a mandated reporter very seriously. I am aware of the district’s

daily health check system that early childhood teachers are required to implement
daily. In my previous position, we also did daily checks when the children would arrive
each morning. There was one child in my previous classroom who had odd bruising on
both arms and I was not sure if the bruises were from rough play with siblings or friends,
or from an adult being physically abusive.

Before I said anything to anyone, I reported what I saw to the principal who guided me
through the process to determine the cause of the bruising. Ultimately it was discovered
that the bruises were from the child’s older sibling. The way my school handled the
situation enabled us to ensure the child was in a safe situation without falsely accusing
or upsetting the parents.

12. If you noticed a child being bullied in your class, how would you deal
with the situation? 

What They Want to Know: Bullying is a huge problem in schools. What steps would
you take to recognize, prevent, or respond to it in your classroom?
One of the most important large group activities I do with my class at the beginning of
the year is writing our class rules together. I make it a big deal; together we come up
with and agree to the rules, and we all sign the poster in a commitment to do our best to
follow the rules while also helping others to follow the rules throughout the day. One of
the most important rules on our poster is to not bully other children.

I use this group activity as an opportunity to talk about what it means to bully, and what
to do if a student is bullied or they see someone being bullied. Part of the lesson is
making anti-bullying posters that we hang in our classroom and in the halls. If I
witnessed bullying, I would talk to all the children involved separately, and I would also
revisit our anti-bullying lesson and posters with the whole class.

Tips to Answer Teacher Interview Questions

During your teaching interview, you'll need to do more than just give generic responses
to the questions you're asked. The best candidate will be able to explain how they are
qualified for the job and why they would be a good fit for the school.

It makes it much easier for a hiring manager to make a decision when the applicant
spells out why they would be a great hire.

Make It Personal: Take the time to personalize your responses to interview questions.

Include highlights from your background, skills, and professional experience that are
relevant to the job that you’re applying for. Focus on skills most relevant to the field.

Here is a list of the teaching skills interviewers are most interested in. Of

course, communication, organization, and critical thinking are high on the list of desired
qualities. If you're returning to the classroom after a career break, be prepared to
address the gap in your experience.

Provide Examples: The interviewer will likely ask you behavioral interview questions,

which require you to provide an example of how you did something. For instance, an
interviewer might say, “Tell me about a time you handled a behavioral issue with a
student.” These kinds of questions require you to think of examples from past teaching
experiences. To answer these questions, explain the situation and what you did to
either solve a problem or achieve success.

Then, describe the result.

Even if the question is not a behavioral interview question, it is often helpful to provide a
specific example. For instance, situational interview questions ask you to consider a
possible future situation at work. An interviewer might ask, “How would you handle a
parent who thinks you graded his child unfairly?” Although these are about future
situations, you can still answer with an example from a past experience. It helps to
create a list of anecdotes you can draw on, focusing on situations where your action
had a clear, positive outcome.

Research the School: Research the school district and the school where you will be
working if you get hired. You’ll be able to find plenty of this information on the school
district’s website. Also, if you have a connection to any teachers who work in the school,
the district, or any parents whose children attend the school, ask them for their insight
into the job. The more familiar you are with the academics, extra-curricular activities,
sports, student profiles, and the curriculum, the better equipped you’ll be to ask
meaningful questions and provide nuanced answers to interview questions.

Be Prepared for a Panel Interview: When you interview for a teaching job, you may be
expected to interview with a variety of different constituents.

You may be required to interview with a panel, which could include the school principal,
administrative staff, other teachers, and parents. In some cases, you may need to an
interview with a search committee that is charged with screening applicants before
moving on to a formal interview for the job.

Prepare to Teach a Mini-Lesson: Before or after the interview you might also be

asked to teach a mini-lesson to a group of students, or teachers pretending to be
students, during your interview.
Be sure that you know exactly what you need to prepare for each interview, which
should be clearly stated in an email or over the phone, most likely when you are
arranging your interview date and time.

How to Make the Best Impression

Often at the end of an interview, you will be asked if you have any questions for the
interviewer. This is when you become the interviewer and have the chance to ask some
well-thought-out questions.

Review the list of good questions to ask during an interview for teaching jobs. It is
important that you come prepared with questions in order to demonstrate your
enthusiasm for the position and your interest in learning more about the role, the school
or the district.

My Teaching Philosophy I believe that education extends far beyond the classroom walls, and
involves many more people than students and teachers. People should be learning wherever
they go, and should continue learning long after they’ve graduated from high school or college.

So, here are some classroom management strategies to help you

be more organized:
1. Set up your classroom wisely. It’s easy to spend so much time creating a
beautiful classroom that you end up dropping the ball on its actual
functionality. ...
2. Have a system to keep track of missing work. Keeping track of who has and
hasn’t turned in what can be a nightmare – but not if you have ...
3. Delegate responsibility with meaningful classroom jobs .

What is effective classroom management

Effective classroom management is being to implement and maintain classroom discipline in an

effective manner. Let’s take a look at what you can do as a teacher or leader to help maintain
discipline and management in your classroom. Have rules: It is important to have a basic set of
rules for students to follow.
Importance of Classroom Management
First off, why is classroom management important?

 It engages students:  Students who are engaged in lessons and the learning
material will be able to register the information better and be able to apply their
knowledge when it comes to test taking.
 It keeps students prepared:  When teachers and students are prepared to learn,
lessons and learning will be easier to be administered and the results will be
more effective.
 It boosts confidence:  In an effective classroom, teachers are able to give more
attention to each student and structure lesson plans to meet certain needs.  All of
these factors will help in boosting the confidence of students.

How to Manage a Classroom Effectively

Effective classroom management is being to implement and maintain classroom
discipline in an effective manner.  Let’s take a look at what you can do as a teacher or
leader to help maintain discipline and management in your classroom.

1. Have rules:  It is important to have a basic set of rules for students to follow. 
These regulations will help maintain classroom management and discipline. 
These rules do not have to be anything advanced; they can be as simple as
making sure that all students adhere to timely attendance and making sure that
everyone knows the consequences of missing or late assignments.
2. Have expectations:  If your students know what you want from them, they are
more likely to exhibit the type of behavior you want.  Start out the day with
explaining what you expect from your students and how they are expected to
behave.  Be detailed and positive.
3. Make students aware of the rules:  Every school has its own disciplinary rules that
students should be expected to flow.  Make sure that your students are aware of
the rules and the consequences if the rules are not adhered to.
4. Make the rules known to parents as well:  Student’s parents should also be aware
of the management techniques that you are implementing in the classroom.  You
should ask parents to go over these rules with the students at home so that
everyone is on the same page, and so that students know that their parents
expect this behavior from them as well.
5. Review rules regularly:  The thing with children is that you need to be consistent. 
Remind your students regularly about the rules and expectations for their
 behavior to aid in proper classroom management.  Ask them if they have any
questions and allow them to voice their opinions.
6. Be firm and consistent:  When you make your rules to manage your classroom,
make sure that they are realistic and void of any inconsistencies.  Approach the
rules in a positive manner so that students do not associate any negativity with
it.  Feel free to reward students for their positive behavior when you see that they
are contributing to effective classroom management.
7. Be professional:  An effectively managed classroom is conducted with
professionalism and adequate structure.  Students who are presented with a
good authority figure who has a plan and follows it will fit in to the structure
nicely.
8. Have a printed packet:  In case you are unable to attend class one day, make sure
that you have a printed packet of your classroom management techniques handy
for a substitute.  Your classroom should be aware that, even in your absence, they
should still be able to manage themselves wisely and that all rules still apply.  If
students show structure and compliance in your absence, it will make both you
and your classroom look well-managed and efficient.
9. Deal with troublemakers:  No matter how great your plan or classroom
management techniques are, there are always going to be students that want to
disrupt your class or not follow rules.  Speak with these students early on and
discuss plans of action with higher authority, such as school administrators or
principals.  Early detection and dealing with these types of students will make the
rest of the classroom know that you mean business.

Classroom Management Techniques

Now, let’s take a look at some classroom

management techniques that is going to make the overall process much easier for you.
  Keep the class interested:  Students who are interested in the material that what
is going on in the class will be less likely to cause any disruption, as their
attention will be focused on their lesson.
 Practice fairness:  If you have kids, you would know that they have a tendency to
get jealous very easily.  Also, they can easily detect when injustices are occurring. 
As a teacher, you need to be fair and make sure that you keep your word and
follow up with anything you commit to.  Also remember to never play favorites in
a classroom.
 Practice humor:  Creating a positive environment where there is laughter and
happiness is key into keep students interested and engaged in their work, and
more likely to comply with any rules.
 Do not threaten:  Threatening students can weaken a teacher’s credibility in a
classroom.  Be careful when you use threats, if any.  Instead, try to practice
positive reinforcement.
 Lead by example:  If one of your rules is to have students show up to class on
time every day, make sure that you practice those same rules yourself.  If you are
late, then you risk setting a bad example for your students.
 Do not get angry:  If you have a temper, leave it at the door.  Teachers who lose
their temper will eventually lose their credibility in the classroom and create an
unfavorable learning environment for their students.
 Give students opportunities:  Giving students the reigns with certain things in the
classroom will make them feel trusted and responsible.  By showing students that
you have confidence in their abilities, they will feel like the overall management
and flow of the classroom is up to them to uphold as well.
 Do not humiliate:  Humiliating students will only cause teachers to lose their
authority in the classroom and contribute to psychological damage in children, as
well as fear and resentment.
 Be alert:  Teachers who are always aware of what is going on in their classroom
are less likely to have a controlled and managed class.  Be sure to move around
your class often and take time to interact with each student.

Happy Students = Effective Classroom

Classroom management is essential, not only for a teacher’s piece of mind and in
allowing them proper control over their classroom, but it is imperative for a positive and
flourishing learning environment for students.  If you would like further insight into
methods for effective classroom management, take a look at this course on how to
encourage compliance to bring out the best in your students, and look forward to a
rewarding and productive school year.
Classroom Discipline

Dealing With Discipline Problems in the Classroom

 Set an Example. Discipline starts with you. ...
 Be Proactive With Discipline Problems. Watch your students as they come
into class and look for signs of discord. ...
 Be Firm But Fair. Consistency and fairness are essential for effective
classroom management. ...
 Prioritize Safety. ...

 Discipline is a key component to effective classroom

management. Classroom discipline refers to the strategies a
teacher uses to manage student behaviors and attitudes during
instructional time. A teacher who uses consistent discipline
strategies exhibits more effective classroom management than
an inconsistent teacher. Though teachers usually develop their
own styles of discipline for their classrooms, most discipline
strategies can be categorized into three main styles or
approaches.
 Preventative Discipline
Teachers with effective classroom management strategies establish expectations, guidelines and
rules for behavior during the first few days of class. Clearly explaining expectations is an essential
component to preventative discipline. The goal of preventative discipline is to provide proactive
interventions to potential disruptive behaviors by clearly explaining to students what behaviors are
and are not appropriate.
 The most basic component to preventative discipline is a concise outline about classroom
expectations for students as well as for teachers; students need to know what is expected of
them for the remainder of the class. Such guidelines might include rules regarding talking,
homework or language use in the classroom. A preventative discipline strategy also establishes
the types of consequences that will follow a forbidden act or behavior. Preventative discipline
strategies create a safe, nonconfrontational classroom atmosphere in which students feel that
they understand what is to come.
 Supportive Discipline
Even the best laid preventative discipline strategies may fail periodically throughout the school
year. When a teacher offers a verbal warning or a suggestion for correcting behavior while a
student is disobeying an established classroom rule, the teacher is using supportive discipline.
Supportive discipline is distinct from punishment in that it provides a student with suggestions and
options for correcting a behavior before a consequence is necessary. For example, if a student is
wandering around the class after a teacher has announced it is time to sit down, the teacher may
say, "I made the announcement that it is time to sit down. Find your seat so we can get started or
I will need to hold you after class." The student has been given the option to accept or avoid
further punishment; the behavior has been redirected through a teacher's supportive discipline
strategy. Reminders, redirection and nonverbal communication are all examples of supportive
discipline.
 Corrective Discipline
When a student has failed to redirect her behavior after repeated attempts at supportive
discipline, a teacher may opt for a corrective discipline strategy. Corrective discipline refers to the
set of consequences delivered to students following an infraction. There is a wide degree of
variation among corrective discipline strategies, some more effective than others. For example,
engaging in a verbal altercation with a student is a corrective discipline technique, but it may
escalate a volatile situation and undermine your authority as a teacher and leader. Corrective
discipline strategies should be adapted to the students' age or grade level; though placing
students in a time out may be effective for kindergarten, high school students are much less likely
to comply with such provisions. Consistent application of consequences is an essential
component of corrective discipline strategies.

Why is classroom discipline important?

 Discipline is a key component to effective classroom management. Classroom
discipline refers to the strategies a teacher uses to manage student behaviors
and attitudes during instructional time. A teacher who uses consistent discipline
strategies exhibits more effective classroom management than an inconsistent
teacher.

What is discipline class?

 Discipline is a key component to effective classroom management. Classroom
discipline refers to the strategies a teacher uses to manage student
behaviors and attitudes during instructional time. A teacher who uses
consistent discipline strategies exhibits more effective classroom management
than an inconsistent teacher.

What is a good classroom discipline?

 Educators learn good classroom discipline strategies through academic
preparation and on the job. Great teachers adapt basic techniques to find best
practices that work in their classrooms. These can change depending on the
types of students, classes and experiences. Finding the best discipline methods
can take time.