By the end of this unit you should be able to:
Explore the foundations of effective classroom management in university settings.
Effective classroom management creates the foundation for meaningful learning. Unlike secondary education, university classroom management focuses on establishing professional learning environments where adult learners can engage productively with complex ideas and collaborate respectfully with peers.
This unit covers both face-to-face and online classroom management strategies. You'll learn to establish clear expectations, design optimal learning spaces, manage time and transitions, foster positive climates, and work effectively with teaching support staff.
Clear expectations for behaviour—both face-to-face and online—promote respectful, focused learning environments. Co-creating ground rules with learners fosters ownership: punctuality, attentiveness, and constructive participation. In virtual settings, netiquette guidelines (e.g., muting when not speaking, using chat respectfully) reduce distractions and ensure equitable voice to all participants.
Sort classroom behavior expectations into appropriate categories:
In physical classrooms, seating arrangements (seminar circle, U-shape, clustered tables) affect interaction patterns and sightlines. Online, breakout rooms must be configured thoughtfully—assigning clear roles and time limits. In both contexts, instructors plan transitions, ensure visual access to materials, and monitor group dynamics to maximise engagement and efficient use of space.
Select the optimal seating arrangement for different teaching activities:
Select an activity and class size to see layout recommendations.
You have 24 students for a 90-minute online seminar. How do you structure breakout rooms?
Smooth movement between lecture, discussion, and activities maintains learner focus. Signalling transitions—through verbal cues (“Let's pause for discussion”) or visual timers—helps students anticipate next steps. Allocating and communicating precise time allotments for each segment prevents activities from overrunning, keeps content moving at an optimal pace, and respects learners' time.
Design a 90-minute lesson plan with optimal timing and transitions:
Total Time: 90 minutes
Your group activity is running 10 minutes over. What's your best response?
A supportive atmosphere encourages risk-taking and deep learning. Instructors can cultivate positivity through acknowledgement of contributions, rotating group roles, and inclusive language. When off-task behaviour arises, tactful redirection—such as quick check-ins or gentle reminders of ground rules—restores focus without discouraging participation.
Build strategies for maintaining positive learning environments:
Select strategies to generate your classroom climate assessment.
Several students are using phones and chatting during your explanation. What's your best intervention?
Leveraging teaching assistants (TAs) and trained peer-leaders expands instructional capacity. TAs can facilitate small-group work, grade formative tasks, or host office hours, while peer-leaders may model good practices and provide near-peer support. Clear role definitions and communication channels between faculty and support personnel are essential for seamless collaboration.
Assign appropriate tasks to teaching assistants and peer-leaders:
Your TA reports that students are asking questions beyond their expertise. What's your response?
Test your understanding of classroom management principles:
1. What is the primary benefit of co-creating ground rules with students?
2. For optimal group discussion, small classes (10-20 students) work best in:
3. When an activity runs over time, the best strategy is to:
4. Which approach best handles off-task behavior?
5. Teaching assistants are best utilized for: