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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
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
FullText Text:
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  Data: Classroom Management Framework: Foundations for Proactive & Respectful Practice in Elementary Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Christie+Ellis%22">Christie Ellis</searchLink><br /><searchLink fieldCode="AR" term="%22Hannah+Putman%22">Hannah Putman</searchLink><br /><searchLink fieldCode="AR" term="%22Ron+Noble%22">Ron Noble</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Peske%22">Heather Peske</searchLink><br /><searchLink fieldCode="AR" term="%22National+Council+on+Teacher+Quality+%28NCTQ%29%22">National Council on Teacher Quality (NCTQ)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Council+on+Teacher+Quality%22"><i>National Council on Teacher Quality</i></searchLink>. 2026.
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  Data: 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
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  Data: 46
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  Data: 2026
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  Data: Barr Foundation<br />Crown Family Philanthropies<br />Joyce Foundation<br />Thornburg Foundation
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  Data: Reports - Descriptive<br />Guides - Non-Classroom
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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      – Text: English
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        PageCount: 46
    Subjects:
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Classroom Environment
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Student Behavior
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      – SubjectFull: Expectation
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Direct Instruction
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    Titles:
      – TitleFull: Classroom Management Framework: Foundations for Proactive & Respectful Practice in Elementary Classrooms
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