Classroom Management Framework: Foundations for Proactive & Respectful Practice in Elementary Classrooms
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| Title: | Classroom Management Framework: Foundations for Proactive & Respectful Practice in Elementary Classrooms |
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| Language: | English |
| Authors: | Christie Ellis, Hannah Putman, Ron Noble, Heather Peske, National Council on Teacher Quality (NCTQ) |
| Source: | National Council on Teacher Quality. 2026. |
| Availability: | National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Barr Foundation Crown Family Philanthropies Joyce Foundation Thornburg Foundation |
| Document Type: | Reports - Descriptive Guides - Non-Classroom |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Classroom Techniques, Elementary Education, Classroom Environment, Preservice Teacher Education, Preservice Teachers, Teacher Behavior, Student Behavior, Expectation, Behavior Modification, Trauma Informed Approach, Evidence Based Practice, Social Emotional Learning, Teacher Student Relationship, Culturally Relevant Education, Equal Education, Direct Instruction |
| Abstract: | Effective classroom management determines how much time is available for teaching and how engaged students are in learning. However, managing classrooms is complex and requires training in specialized skills and knowledge. With strong preparation, teachers enter the classroom prepared to foster engaging and supportive classroom environments and are far more likely to create a community where all students can learn and thrive. Preparing new teachers to manage classrooms effectively requires clarity about the knowledge and skills they need to create environments where students can focus and learn. This paper presents a framework that establishes three focus areas of classroom management--grounded in research and aligned to the field--that are most important for supporting instruction, student engagement, and improved student behavior and learning. They include: (1) teaching candidates to understand their own behaviors, emotions, and cultures, as well as those of their students; (2) preparing candidates to establish clear expectations and structure the learning environment; and (3) equipping candidates to respond to classroom behaviors. The framework also identifies the actions teacher preparation programs can take to equip teacher candidates to implement these practices. [Additional funding provided by Arthur & Toni Rembe Rock, Cedar Street Foundation, and the Sidney A. Swensrud Foundation.] |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED680387 |
| Database: | ERIC |
| Abstract: | Effective classroom management determines how much time is available for teaching and how engaged students are in learning. However, managing classrooms is complex and requires training in specialized skills and knowledge. With strong preparation, teachers enter the classroom prepared to foster engaging and supportive classroom environments and are far more likely to create a community where all students can learn and thrive. Preparing new teachers to manage classrooms effectively requires clarity about the knowledge and skills they need to create environments where students can focus and learn. This paper presents a framework that establishes three focus areas of classroom management--grounded in research and aligned to the field--that are most important for supporting instruction, student engagement, and improved student behavior and learning. They include: (1) teaching candidates to understand their own behaviors, emotions, and cultures, as well as those of their students; (2) preparing candidates to establish clear expectations and structure the learning environment; and (3) equipping candidates to respond to classroom behaviors. The framework also identifies the actions teacher preparation programs can take to equip teacher candidates to implement these practices. [Additional funding provided by Arthur & Toni Rembe Rock, Cedar Street Foundation, and the Sidney A. Swensrud Foundation.] |
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