Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline".[1]

According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control.[2] Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.[3] From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.[4] Douglas Brooks (1985) reports seminal research on the first day of school activity selection and sequence of novice middle school teachers compared with experienced, successful classroom managers. Brooks reports that effective classroom managers organized their activities on the first day of school consistent with the emerging needs of the students. These middle school student needs were the following: 1. Am I welcome? 2. What are we going to do today? 3. Am I in the right room? 4. Is the teacher interested in me? 5. What are the rules for this classroom? 6. What are the goals, instructional methods and assessment systems for the class? 7. Is the teacher interested in how I learn best? 8. What interests