Dismantling the concept of classroom management, elaboration of practices leading to T-S (teacher-student) success

Abstract

Teaching stands as one of the most demanding leadership roles globally, encompassing essential aspects such as classroom management involving student organization, spatial and temporal arrangements, unforeseen behavioral challenges, and educator burnout, also termed as professional fatigue. Effective teaching practices aimed at achieving favorable student outcomes, administrative duties, and more contribute to the multifaceted responsibilities educators navigate daily. The breadth of these responsibilities underscores the crucial need for proactive management skills to navigate the ever-evolving classroom dynamics, regardless of student demographics or class orientation—be it outcome-driven or theoretical. To ensure that management practices do not hinder the success of teacher-student interactions (T-S success), teachers must develop and implement adaptable strategies suited to diverse environments, generations, and contextual factors that might provoke disruptions. This paper aims to identify prevalent practices and challenges encountered by educators concerning classroom instruction, disruptive behaviors, and physical classroom configurations. The study focuses on 9th-grade urban schools in Elbasan, Albania, comprising linguistically and culturally diverse student cohorts, aiming to extract valuable insights into effective classroom management skills. The findings underscore the importance of continuous teacher development through workshops or training sessions as an integral part of their lifelong learning journey.