As part of the ongoing interest in developing effective teaching practices and promoting positive learning environments, Asst. Lect. Ultifat Aliwi Muhammad has presented an essay entitled “Classroom Management: From Quick Fixes to Sustainable Self-Regulation: Toward Promoting Learners’ Positive Behaviour.” The essay examines classroom management from an educational perspective that goes beyond traditional approaches based on punishment and immediate reactions to disruptive behaviour. It emphasizes the importance of moving from reactive classroom management toward a proactive approach based on establishing, teaching, modelling, and reinforcing clear behavioural expectations. The essay further highlights that effective classroom rules should be clear and observable rather than simply written statements. Students need to understand, practise, and revisit expected behaviours when necessary. The article also emphasizes that teachers can maintain both warmth and firmness while supporting students in developing appropriate behaviour. In the context of English language teaching, the essay points out that not all classroom noise represents a problem. Pair work, group discussions, and role-play activities may involve noise while simultaneously supporting meaningful learning and communication. Therefore, classroom management should involve managing learning and interaction rather than simply managing silence. The essay concludes by presenting five practical stages of sustainable classroom management: Prevent, Teach, Reinforce, Respond, and Reflect. These stages emphasize clear expectations, positive reinforcement, calm and proportionate responses, and reflection on the environmental and contextual factors behind recurring behaviour. The essay ultimately stresses that the goal of classroom management is not simply to create a quiet classroom, but to create a learning environment in which students gradually develop the ability to regulate their own behaviour and learn independently.
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