Tier 1 Intervention: Classroom Management

Authors

Ana M. Damme, University of Nebraska-Lincoln
Elisabeth J. Kane, University of Nebraska-LincolnFollow
Amber Olson, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

6-2016

Citation

Strategy brief

Building and Sustaining Student Engagement series (June 2016)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Classroom management is an important skill for effective teachers; it is linked to a decrease in teacher burnout and an increase in teacher self-efficacy and improved academic outcomes for students. Teachers, regardless of grade taught or geographic area, report the need for better training in classroom management skills. There are a huge number of potential specific skills and activities which may represent effective classroom management, although these may be clustered into several useful groups. There is also a huge array of literature describing classroom management skills, and many of these have demonstrated effectiveness in research studies.