ABSTRACT
On a list of music teaching competencies, classroom management may appear as a single item; however, unlike other items, it is not a monolith. Rather, classroom management is “a multidimensional construct—a constellation of multiple teacher behaviors and attitudes, curricular matters, and student proclivities” (Evertson & Weinstein, 2006, p. 5). Research in areas such as effective teaching and learner motivation, while not labeled “classroom management,” has clear classroom management implications. As we explore related areas in this comprehensive summary of research on classroom management in music, we are cognizant of this definition:
[T]he actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning. In other words, classroom management has two distinct purposes: It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance students’ social and moral growth … From this perspective, how a teacher achieves order is as important as whether a teacher achieves order. (Evertson & Weinstein, 2006, p. 4)
