Classroom Management: Observations and Interviews at the Secondary Level

Proper classroom management is crucial for teacher effectiveness, and teacher effectiveness is crucial for student success (Wong & Wong, 2018). This truth is inclusive of all grade levels, including the sixth through twelfth grades, those grades known collectively as "secondary education." This study sought to answer the question: “How do secondary teachers practically incorporate age-appropriate routines, procedures, and other classroom management strategies into their classrooms? The first part of the study involved the observation of three individual classrooms of varying grade levels, student populations, and subject material at Liberty Christian Academy, a local K-12 school. The three teachers that led these classes then graciously donated their time to be interviewed on their experiences with classroom management. Finally, the findings from these observations and interviews were compared and analyzed to isolate the valuable classroom management lessons therein. The results of this study demonstrate the variability and complexity of classroom management at the secondary level, as it evolves and shifts from classroom to classroom. Despite this variability, however, there were also common themes that united the individual classroom management plans of these teachers. One such theme is represented by the concept that classroom management cannot be limited simply to routines and procedures, but that the personality and intentionality of the teacher play an influential role in creating the classroom environment. Overall, the results of this study offer a unique look into the inner workings of classroom management at the secondary level. Through the experience of the three participating teachers, undergraduate education students can learn strategies that will increase their effectiveness as a teacher and thus increase the success of their students.