Three Main Components of Classroom Management

What I Have Practiced as a Classroom Teacher

Abstract

It is well known that effective classroom management is essential for successful teaching and learning. From my experience as a classroom teacher, I conclude that establishing a mutually respectful/trustworthy relationship among all individuals involved, such as (classroom) teachers, students, and parents, is an essential foundation for effective classroom management. This paper focuses on how I (have) managed the classroom in order to build the aforementioned relationship. My classroom management strategies consist of the following three main components: (1) making students perform classroom tasks such as class representative (kurasu i-in), class duty (nicchoku), and cleaning duty (soji toban) thoroughly, which promotes individual responsibility and cooperation, (2) having students participate in a variety of (special) homeroom [HR] activities, and (3) having students write short compositions/essays about school events to publish a collection of them called ASHIATO (footprints), the latter two of which I believe facilitate mutual understanding between (classroom) teachers and students. The results of the questionnaire conducted in 2022 among the second year students of the Department of Mechanical Engineering [2M] support the effectiveness of the above strategies for creating a good teacher-student/student-student relationship.