Reflections

Classroom management has been succinctly defined as “the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning” (Evertson and Weinstein 2006, p. 4). Skilled classroom management combines classroom knowledge with pedagogical knowledge for handling classroom events and interactions to ensure that learning takes place. Teachers are under pressure not only to plan educational activities, but also to monitor their effectiveness within the classroom—an environment typified by multidimensionality (many events and actors), simultaneity (many things happening at the same time), and immediacy (the fast pace of these events) (Doyle 2006).

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