Calm and Clear: How Classroom Management Enables Progress

Hattie’s Visible Learning Effect Size Series – #18 Classroom Management – Effect Size 0.52

May 29, 2025

To note: John Hattie’s Visible Learning research brings together over 1,500 meta-analyses, covering more than 90,000 studies and millions of students. Its aim is to identify what works best in education by measuring impact using ‘effect size’. In this context, an effect size of 0.4 is considered average progress over a year. Anything above 0.6 is seen as highly impactful. This blog is part of a 20-post series exploring the top-ranked influences in Hattie’s Visible Learning research, with a focus on practical strategies teachers can use to make a meaningful difference.

Classroom management is often misunderstood as mere discipline or control. However, Hattie’s research positions it as a foundational element for effective teaching and learning. With an effect size of 0.52, classroom management strategies are shown to have a significant impact on student achievement, surpassing the average yearly progress benchmark.

Effective classroom management is not about strict rules or punitive measures. It is about creating a learning environment where students feel safe, respected, and engaged. It is the framework that allows both teaching and learning to flourish.

What Do We Mean by Classroom Management?

Classroom management encompasses the strategies and practices teachers use to maintain a productive, respectful, and orderly learning environment. This includes:

Establishing clear routines and procedures: Consistency helps students understand expectations and reduces uncertainty.
Building positive relationships: Trust and mutual respect between teachers and students foster a supportive classroom climate.
Implementing proactive behaviour strategies: Anticipating and addressing potential disruptions before they escalate.
Creating an inclusive environment: Ensuring all students feel valued and included, which promotes engagement and reduces behavioural issues.

Effective classroom management is proactive rather than reactive. It is about setting the stage for learning, not just responding to misbehaviour.

Why It Matters

A well-managed classroom:

Maximises instructional time: Less time is spent on addressing disruptions, allowing more time for teaching and learning.
Enhances student engagement: Students are more likely to participate and stay on task in a structured environment.
Reduces stress for teachers and students: A predictable environment lowers anxiety and creates a sense of security.
Promotes equity: Clear and consistent expectations ensure all students are held to the same standards, reducing biases.

By establishing a calm and clear classroom environment, teachers create the conditions necessary for all students to succeed.

Practical Strategies for Effective Classroom Management

1. Set Clear Expectations Early - At the beginning of the term, collaboratively establish classroom rules and routines as a department, or ideally as a whole school. Discuss the rules and explain the why to students to increase buy-in and understanding.

2. Consistency is Key - Apply rules and consequences consistently. Inconsistency can lead to confusion and perceptions of unfairness.

3. Build Relationships - Take time to know your students. Show genuine interest in their lives, which can lead to increased respect and cooperation.

4. Use Positive Reinforcement - Acknowledge and reward positive behaviours. This encourages repetition of those behaviours and sets a positive tone.

5. Implement Restorative Practices - When conflicts arise, focus on repairing relationships rather than assigning blame. This approach fosters accountability and empathy.

6. Reflect and Adjust / Regularly assess the effectiveness of your management strategies and be willing to make adjustments as needed.

Reset the Room: At the start of a lesson, take 60 seconds to remind students of shared routines, entry expectations, materials needed, and how transitions will work.
Narrate Positive Behaviour: Say aloud what is going well in the moment. For example, “I can see three people already tracking the speaker, that helps us get started quickly.”
End with a Reflection Prompt: Use one simple question on the board as students leave: “What helped you stay focused today?” or “How did we show respect in this lesson?”
Consistency Challenge: Choose one classroom routine (e.g. seating, equipment check, silent starts) and commit to enforcing it 100% consistently for the week.
Plan a Relationship Minute: Intentionally check in with one or two students per day, a comment, not a conversation, to strengthen connection.

Try This

“What does a successful classroom look and feel like?”

Engage students in a discussion about their ideal learning environment. Use their input to co-create a classroom agreement that outlines shared expectations and values.

Challenges and Considerations

Diverse Needs: Recognise that students come with varied backgrounds and experiences. Tailor your management strategies to be culturally responsive and inclusive.
Avoid Power Struggles: Focus on de-escalation techniques and maintain a calm demeanour during conflicts.
Professional Development: Seek out training opportunities to enhance your classroom management skills and stay updated on best practices.

Reflections

for Teachers

Are my classroom expectations clear and consistently enforced?
Do I proactively address potential disruptions?
How do I build and maintain positive relationships with my students?

for Leaders

Do we provide ongoing professional development focused on classroom management?
Are our school-wide behaviour policies supportive and equitable?
How do we support teachers in implementing effective management strategies?
Do students experience consistency in language, routines, and expectations across classrooms and year groups?

Consistency across classrooms is powerful. When routines, language, and expectations align across a department or school, students thrive.

Research Connections

Hattie, J. (2009) – Visible Learning - Identifies classroom management as a significant factor influencing student achievement.
Marzano, R. J., & Marzano, J. S. (2003) – The Key to Classroom Management - Emphasises the importance of teacher–student relationships in effective classroom management.
Emmer, E. T., & Evertson, C. M. (2016) – Classroom Management for Middle and High School Teachers - Provides practical strategies for managing classrooms effectively.