In the education field the phrase "classroom management" is most often associated with discipline or disruptive behavior modification. In the college classroom environment, although discipline problems exist, they are not a daily challenge as in elementary and secondary school settings. The classroom management problems facing the college instructor are usually in the management of the classroom environment itself.

For instance, if an instructor is not perceived as confident, or the authority on the subject being taught, the instructor can quickly lose the respect of the students, and an actual mutiny can form in the student ranks. I am often challenged by students on instructional and assessment methods that they find challenging or to exist outside of their comfort zones. Keeping this knowledge in mind that I will most likely be challenged, I always take this understanding of student nature into consideration when planning a new classroom activity or assessment.

Through my teaching experiences I find more and more that many students prefer to just be told how to do things and really do not have an interest in thinking about the subject in any more depth than the state curriculum mandates. However, as an educator I believe it is my duty to inspire minds to explore, think, create, and produce, regardless of what the student thinks. I believe it is this managing of the classroom environment that can give the instructor the upper-hand in the classroom.

The first rule in becoming the authority figure in your classroom is to always appear confident. The student is like an animal; it can sense fear. Even if you are unsure about the answer to a student's question, you should turn the student's question back around on them and direct them to a more authoritative source, like the textbook. Lead them to an example similar to the one in question and have the student attempt to model the example.

A second rule is to be prepared for class and have clear goals and objectives for any lesson or activity that is being presented. If the lesson appears to be winged, thrown together, or a waste of time, the students will sense this and resent you for doing it. Respect in the classroom is definitely earned.

A third rule is to stand behind your assessments and activities. Never let the students dictate the direction of the classroom. If you believe that an activity is worthwhile and will be beneficial to the students' success, then defend your actions. The students may not understand the intentions or desired outcomes of an assessment or activity as you the instructor have designed or structured it, so be prepared to defend yourself. If an activity is unclear while the students are engaged in it, be sure to explain the intentions of the activity and why it was important to the understanding of the course learning objectives.

A final rule that I will mention here that will aid in your classroom management is an attempt at empathy. Students respect an humble and honest professor. Being empathetic is not the same as showing sympathy. As a teacher it is hard to be sympathetic because showing sympathy taps into an emotional response which is not adviseable in a classroom setting between student and teacher. Getting emotionally involved in a student's affairs adds an unnecessary burden for the instructor. Treat every student the same and in a professional manner and you will earn respect.