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Accreditation Higher TESOL
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A significant body of research reveals the fact that the ability of classroom management significantly influences the persistence of new teachers in their teaching careers. The purpose of this article is to provide possible suggestions in relations to teachers’ effectiveness in addressing the area of classroom management to improve general education outcomes. Teachers usually express anxieties in their early career about lacking effective means in dealing with disruptive behavior of students. Teachers who have problems with classroom management are frequently ineffective in the classroom, and they often report high levels of stress. Disruptive classroom behavior is a significant reason why teachers leave the profession. There are many contributing factors to the classroom management problems faced by new teachers. For instance, inappropriate assignment, inadequate preparation and inadequate professional development are some of the examples. Most educators insist that classroom management skills are not taught thoroughly or with adequate supervision in a real classroom context. It is imperative that the absence of supervised experience and professional development in the critical competencies of classroom management significantly reduces