TEACHER PRACTICES OF PROACTIVE AND REACTIVE CLASSROOM MANAGEMENT STRATEGIES CREATING AN EFFECTIVE LEARNING ATMOSPHERE

Abstract

One important aspect of teaching success is the proactive and reactive classroom management techniques used by teachers. Teachers need to develop these skills in order to make the classroom a good place to study. Teachers' self-efficacy beliefs about how they manage their classrooms are just as significant. The purpose of this study was to determine the most successful proactive and reactive classroom management techniques used by the teachers. Additionally, it looked into the barriers to proactive classroom management and the relationship between classroom management methods and teachers' self-efficacy. Teachers need to be able to handle classroom behavior, yet they frequently say they are not well-prepared to deal with students' behavior. The application of evidence-based classroom management strategies requires ongoing professional development for teachers in the area of classroom behavior management. The results of a systematic review are presented in this article.