Effective classroom management is crucial for academic success, and teacher approaches to managing discipline play a significant role in achieving this goal (Emmer & Stough, 2020).
Research has shown that teachers who adopt a proactive approach to discipline, focusing on prevention rather than reaction, tend to have better classroom management and improved student outcomes (Kauffman et al., 2022).
One approach that has gained popularity in recent years is the use of restorative practices, which emphasize building relationships, empathy, and understanding to manage conflicts and misbehavior (Gregory & Fergus, 2022).
A study by Waasdorp et al. (2022) found that teachers who used restorative practices reported reduced suspensions and expulsions, as well as improved student behavior and academic engagement.
However, some researchers argue that the effectiveness of these approaches depends on the teacher's ability to create a positive and supportive classroom environment, which can be influenced by factors such as teacher-student relationships and classroom organization (Martin, 2023).
### References
Emmer, T. P., & Stough, L. M. (2020). Teacher classroom management and student behavior: A systematic review. *Educational Research Review*, 30, 100343.
Gregory, A., & Fergus, E. (2022). Restorative justice in education: A review of the literature. *Journal of Educational Administration*, 60(4), 441-461. https://doi.org/10.1108/JEA-12-2021-0256
Kauffman, J. M., Mostert, M. P., Trent, S. C., & Pullen, P. L. (2022). Managing classroom behavior: A reflective case-based approach.
Martin, N. A. (2023). The effects of teacher-student relationships on classroom management. *Journal of Classroom Management*, 7(1), 1-15.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2022). The effects of restorative practices on student behavior and academic outcomes: A randomized controlled trial. *Journal of Educational Psychology*, 114(3), 531-545. https://doi.org/10.1037/edu0000699
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