ABSTRACT
This chapter outlines the central features of effective classroom management and considers the importance of effective planning, monitoring and feedback for effective teaching. It focuses on what is meant by effective classroom management and discrete management activities. The chapter highlights several interpretations of classroom management in the acknowledgement that other sources should be sought for a more comprehensive overview. D. Levine and A. C. Ornstein reviewed research on school and classroom effectiveness to discern lessons for improving big city schools. Good planning is an important aspect of effective teaching, and is linked to the notion of 'preparedness', where the teacher has the opportunity to think carefully about the way in which educational objectives to be achieved are broken down into conceptually appropriate steps. Research has shown that the most effective use of classroom time is correlated to an approach to teaching that is structured.
