Review of Related Literature and Studies
Foreign Literature
Classroom management is defined as a “multi-faceted concept that includes the organization of the psychical environment, the establishment of rules and routines, the development of effective relationships, and prevention of and responsive to misbehavior” (Garrett, 2008)
The ideal classroom environment will have “fewer disruptions during instructional time, better teacher planning, classroom organization, and student engagement, this will allow for more learning time” (Weiner, 2010)
Montessori’s pedagogy, as those of Dewey (1937) and Kilpatrick (1918), follows a belief of constructivism rather than behaviorism. Montessori (1912) strongly encourages educators to be observers of student’s activities and not restrict the student’s mobility with unnecessary discipline. A student will learn when that student is actively engaged in an assignment, problem-solving and constructing their own understanding.

Foreign Studies

According to Milner & Tenore (2010), Teachers are sometimes pressured and closely monitored by their administrators to follow a set frame of referral, discipline, and management, which can make it difficult for teachers to employ culturally responsive classroom management. Teachers can experience less than ideal support from administrator; consequently, their students may believe that the teachers “forget to care” about them. In a highly structured classroom environment we run the risk of teachers giving information and students having little (if any) voice and perspective in the learning environment. As stressed by Allan Ornstein (1994) in his book "Strategies for Effective Teaching", in order to teach, impart knowledge to learners and eventually motivate them to attain an exemplary academic achievement, a teacher must be able to manage his/her students. For