Michu Education & Training

By Dunkana Negussa (PhD)

1. Introduction: Creating a Learning Environment Where Students Learn, Lead, and Belong

Besides discipline, classroom management is a multi-faceted construct and complex notion. Physical organization, rule and routine establishment, relationship-building, and effective management of misbehavior are all encompassed within it (Sun & Shek, 2012). Management is not control, however, rather establishing a community of learners where responsibility, cooperation, and active involvement define the learning process in a student-centered classroom (Keridikoshvili, 2012).

Student-centered classroom management is consistent with constructivist theory, as opposed to teacher-centered methods based on authority, compliance, and stringent rules. It emphasizes co-construction of knowledge, shared responsibility, and learning self-regulation (Johnson & Johnson, 2012). This paradigm is consistent with the view that students are not passive recipients of knowledge but active participants in the learning environment.

Classroom management has a tendency to be falsely believed to be a list of approaches for controlling student behavior. In an education system centered around the student, however, classroom management is more than discipline—it is a complex, whole-child, whole-class process that entails:

• Physical environment organization
• Establishing meaningful rules and procedures
• Establishing positive interpersonal relationships
• Preventing misbehavior
• And restorative conflict resolution (Use of Restorative Justice, 2022)

When supplemented with student-centered teaching, classroom management is an effective way of promoting active learning, critical thinking, teamwork, and self-regulation rather than compliance (Hengpiya, 2018).

This paper reflects on the core concepts and practices of student-centered classroom management, drawing on constructivist learning theory, real classroom evidence, and new literature for democratic, relational, and empowering approaches to teaching and learning. Restorative practice, cooperative learning structure, and collaborative decision-making approaches underpin a respect-based classroom culture and collective responsibility (Johnson & Johnson, 2012; Use of Restorative Justice, 2022).

2. Core Concepts of Student-Centered Classroom Management

2.1 The Foundation: Constructivism and Co-Constructed Knowledge

At the core of student-centered classroom management lies constructivist learning theory, which asserts that learners actively construct knowledge through experience, reflection, and social interaction, rather than passively receiving information from teachers (Piaget, 1972; Vygotsky, 1978). In this model, students are recognized as active participants in their learning journey, rather than empty vessels to be filled.

In student-centered classrooms:

• Learning is active, not passive.
• Students are meaning-makers, drawing from prior knowledge and experience.
• Understanding is constructed through problem-solving, dialogue, and inquiry.

Research affirms that students strive to make meaning by connecting new knowledge to existing frameworks and engaging in discussion with peers and teachers. The classroom functions as a learning community where shared understanding is co-created (Bransford, Brown, & Cocking, 2000).

Thus, the instructional aim is not the transmission of facts but the co-construction of knowledge between teachers and students. This dynamic empowers learners to be engaged, reflective, and collaborative (Darling-Hammond et al., 2020).

2.2 The Philosophical Shift: From Teacher-Centered to Person-Centered Management

Student-centered management entails more than new methods—it necessitates a paradigmatic change in teachers’ conception of role and relationships within the classroom. It is founded upon person-centered educational theories, which emphasize shared responsibility, respect, and a sense of community (Rogers, 1969).

Some of its key principles include:

• The teacher as co-leader and facilitator, not the sole authority.
• The classroom as a community, not a hierarchy.
• Rules as co-developed, not imposed.
• Discipline as an opportunity to heal and learn, not punish.

This practice aligns with the theory that good classroom management is not about control but about building responsibility, empathy, and belonging (Noddings, 2005). Through shared leadership, students become a part of setting norms and expectations; through community building, they learn cooperation and respect; and through balance, teachers mix their authority with the voices of students (Kohn, 2006).

2.3 The Critical Alignment: Matching Instruction with Management

One of the most significant findings of recent studies is that instructional and management strategies should be compatible. A discrepancy between teaching styles and behavior management causes confusion and diminishes its effectiveness (Evertson & Weinstein, 2006).

For example:

• You can’t request critical thinking while requiring blind obedience.
• You can’t foster cooperation while employing punitive discipline.
• You can’t foster autonomy while micromanaging every action.

In the student-focused classroom, management and instructional practices must be congruent. An educator who prizes inquiry, imagination, and conversation must also discipline in a manner consistent with these values—through conflict resolution, peer mediation, and restorative practices (Jones & Jones, 2015).

2.4 Autonomy and Responsibility

Student-centered classrooms emphasize student autonomy over daily routines and responsibility. This includes:

• Taking part in the creation of rules and management of the classroom.
• Volunteering to take charge of classroom management, e.g., arranging materials or taking attendance.
• Making independent decisions about movement, self-care, and use of resources.

As long as students possess responsible roles and ownership in the classroom, they will be more likely to exhibit responsibility and accountability (Deci & Ryan, 2000). Autonomy promotes intrinsic motivation and independence.

2.5 Relationships as the Foundation

Student-centered management is founded upon positive, respectful relationships. By making students feel respected, heard, and valued, there is a greater likelihood of their self-regulating and positively relating to learning tasks and peers (Wentzel, 1998).

Such relationships reduce the necessity for external control and build an atmosphere of emotional safety and trust, allowing students to assume intellectual risks and become social-emotional competent (Hamre & Pianta, 2006).

2.6 Managing Behavior through Responsibility

Misbehaving is inevitable, even in classrooms where students are the focus. But how teachers respond to misbehaving gets at the values of the classroom. Instead of punishment, teachers promote:

• Self-monitoring and reflection.
• Conflict resolution and peer mediation.
• Classroom meetings for problem-solving together.

This approach focuses on restorative practices and social-emotional competence development via empathy, cooperation, and communication (Bear, 2010). Teaching students how to end conflicts peacefully develops a more respectful and peaceful classroom environment.

2.7 Intrinsic Motivation over Extrinsic Rewards

Rather than extrinsic rewards or punishments, student-centered classrooms focus on intrinsic motivation. Effective strategies include:

• Matching learning activities with students’ interests and passions.
• Emphasizing relevance and applicability to daily life of course materials.
• Transferring game-like elements or challenges to class materials so that participation may be increased.
• Providing choice and autonomy in the way students approach tasks.

The motivational theory holds that students perceive tasks as meaningful and feel they are owners, then the tendency to become self-directed and persistent learners is more likely (Ryan & Deci, 2000). This aligns with the general goal of student-centered management: developing engaged, responsible, and self-directed learners.

3. Student-Centered Classroom Management Practices

Student-centered classroom management emphasizes active student involvement, respect one for another, and community. Not only does this encourage improved learning results, but it also encourages a positive classroom climate. A few of the principal practices that support student-centered management, based on recent educational research, are outlined below.

3.1 Collaborative Rule-Making

Student-led classrooms begin with collaborative rule-setting, with the teacher and students collectively deciding on expectations. Early in the school year, the class openly discusses rules to make sure they are set on a foundation of mutual respect and shared values.

This practice promotes responsibility and ownership, the students are therefore more likely to observe and enforce the norms they helped create (Gregory & Fergus, 2017). Collaborative creation of rules promotes the creation of democratic classrooms, wherein students are given responsibility and agency (Thompson, 2018).

3.2 Active and Hands-On Learning

Student engagement is one of the cornerstones of student-centered management. Teachers use group work, project learning, and class discussions to facilitate ongoing student engagement. These teaching strategies reduce off-task behavior by making learning relevant, interactive, and student-centered.

Studies have shown that engaged students are more likely to be behaviorally regulated, motivated, and in states of focus (Reeve & Lee, 2014). In addition, experiential learning activities not only build knowledge but also imbue purpose, which reduces disruptions in behavior (Fredricks et al., 2019).

3.3 Restorative Discipline

Unlike the traditional punitive style, restorative discipline seeks to solve conflict by discussing it, empathy, and restoring relationships. Methods such as restorative circles, peer mediation, and I-messages allow students to reflect on their behavior and how it impacted others.

Restorative practices have proven to improve school climate and reduce suspensions, especially when utilized within an extended relational framework (González, 2015). They are accountability without alienation, allowing students to learn social-emotional competencies that are essential to future success (Acosta et al., 2019).

3.4. Community-Building Activities

Morning procedures such as morning meetings, cooperative games, and group reflections help in building a sense of community in the class. The activities serve to remind the student that their conduct affects the overall happiness of the class.

According to research, classrooms that conduct regular community-building have greater levels of trust, empathy, and cooperation (Jennings & Frank, 2015). Resilient classroom community also maintains inclusive and equitable classrooms for marginalized students (Osher et al., 2020).

3.5. Student Empowerment

Empowering pupils through classroom activity and leadership roles is at the heart of student-centered management. Once given work to do—e.g., running activities, organizing materials, or leading peers—students acquire initiative and responsibility.

Empowerment reaffirms pupils’ intrinsic motivation and sense of competence, both of which are needed for self-regulated action (Ryan & Deci, 2020). Providing pupils with actual decision-making increases overall participation and personal growth (Zhao, 2012).

4. Outcomes of Student-Centered Classroom Management

Student-centered classroom management is grounded in the principles of respect, collaboration, and autonomy. When implemented effectively, it leads to a range of positive outcomes that enhance both academic achievement and social-emotional development. The following are key benefits observed in classrooms that adopt a student-centered approach.

4.1. High Levels of Student Engagement

In student-centered environments, learners are actively involved in meaningful, hands-on tasks that promote inquiry, problem-solving, and collaboration. This active participation leads to increased on-task behavior and decreased classroom disruptions.

Research consistently shows that students engaged in relevant, interactive learning are more likely to stay focused and motivated, reducing the likelihood of misbehavior (Fredricks et al., 2019; Reeve & Lee, 2014). By giving students ownership over their learning process, teachers foster a sense of purpose and connection to classroom activities.

4.2. Respectful and Supportive Relationships

A foundational aspect of student-centered management is the development of positive teacher-student and peer relationships. These relationships are built on mutual respect, open communication, and emotional support, contributing to a safe and trusting classroom environment.

According to Jennings and Frank (2015), emotionally supportive classrooms promote cooperation, reduce conflict, and increase student resilience. When students feel respected and valued, they are more likely to engage in prosocial behaviors and contribute positively to group dynamics (Osher et al., 2020).

4.3. Development of Autonomous and Self-Regulated Learners

Student-centered classrooms promote autonomy and self-regulation by encouraging learners to take responsibility for their behavior and choices. Through opportunities such as rule-making, goal-setting, and classroom leadership, students develop decision-making skills and internalize accountability.

Self-determination theory supports this outcome, showing that autonomy-supportive environments enhance students’ intrinsic motivation, competence, and responsibility (Ryan & Deci, 2020). As students gain more control over their learning and behavior, they are better equipped to manage challenges independently.

4.4. A Positive and Inclusive Classroom Climate

When student-centered management is applied consistently, the classroom transforms into a collaborative community that values learning, shared responsibility, and mutual respect. This climate supports both academic and emotional well-being, creating an inclusive space where all students can thrive.

Positive classroom climates have been associated with improved student engagement, lower levels of anxiety and aggression, and greater overall satisfaction with school (Gregory & Fergus, 2017). Teachers who build such environments help students feel that they are an integral part of a cohesive learning community.

5. Core Components of Student-Centered Classroom Management

Student-centered classroom management emphasizes the development of autonomous, respectful, and socially responsible learners. Unlike traditional models that rely on external control and compliance, this approach fosters ownership, motivation, and community through collaborative and relational practices. The following are core components of effective student-centered classroom management, supported by recent educational research.

5.1 Shared Leadership and Co-Created Rules

A foundational practice in student-centered management is involving students in creating classroom rules and routines. When students help define expectations, they are more likely to feel ownership over the learning environment and take responsibility for maintaining it.

Teachers can facilitate discussions with prompts such as, “What kind of classroom helps us learn best?” and guide students in generating positive, clear, and respectful guidelines (Gregory & Fergus, 2017). These rules are displayed and revisited regularly—and revised as needed—promoting adaptability and reflection.

Beyond rules, students can also take on meaningful responsibilities, such as:

• Managing attendance and classroom supplies
• Updating the classroom calendar
• Making basic decisions about breaks or movement

These small tasks build autonomy and reinforce self-regulation and trust (Osher et al., 2020). This approach mirrors democratic practices and teaches students about accountability, negotiation, and collective responsibility (Thompson, 2018).

5.2 Development of Interpersonal Relationships

Positive teacher-student relationships form the backbone of student-centered classroom management. When students feel seen, heard, and valued, they are more likely to behave respectfully and engage meaningfully in class activities.

Strategies for building strong relationships include:

• Greeting students by name each day
• Learning about students’ interests, backgrounds, and cultures
• Using positive, affirming language and active listening
• Conducting regular emotional check-ins (e.g., “How are you feeling today?”)

Jennings and Frank (2015) emphasize that classrooms grounded in emotional support have fewer behavior problems and higher levels of engagement. In such environments, students are motivated not by fear or reward, but by a sense of connection and mutual respect.

Indeed, in a study of three teachers who implemented group work, project-based learning, and student voice, minimal misbehavior was observed—not due to rigid discipline, but due to a foundation of strong relationships and active engagement (Fredricks et al., 2019).

5.3 Conflict Resolution and Peer Mediation

In student-centered classrooms, conflicts are not seen as disruptions, but as opportunities for teaching emotional regulation, empathy, and communication. Students are guided to resolve problems constructively, taking responsibility for their actions.

Key restorative practices include:

• I-Messages (e.g., “I feel frustrated when I’m interrupted…”)
• Classroom Meetings to discuss issues or share successes
• Peer Mediation, where trained students help peers resolve conflicts
• Reflection Sheets to prompt students to analyze their behavior and consider ways to make amends

These tools support the development of emotional intelligence and prosocial behavior, preparing students for responsible citizenship and healthy relationships (Acosta et al., 2019). The goal is not punishment, but growth and restoration of community harmony.

5.4 Intrinsic Motivation over Extrinsic Rewards

One of the defining features of student-centered classroom management is the emphasis on intrinsic motivation. Rather than relying on stickers, tokens, or public praise, teachers foster students’ internal desire to learn, contribute, and behave responsibly.

While extrinsic rewards can yield short-term compliance, they may reduce long-term motivation and create dependency on external validation (Ryan & Deci, 2020). Instead, teachers are encouraged to:

• Align tasks with students’ interests
• Highlight the real-world relevance of learning
• Incorporate game-like, interactive formats
• Offer choices in topics, pacing, or seating

For example, students may choose their project topic, relate math problems to personal budgeting, or work at a flexible pace. These opportunities satisfy basic psychological needs for autonomy, competence, and relatedness—key drivers of intrinsic motivation (Reeve & Lee, 2014).

5.5 The Classroom as a Learning Community

In student-centered classrooms, students are not just individuals pursuing personal goals, but members of a learning community with shared responsibilities. They learn that their behavior impacts the well-being of the group.

This collective sense of responsibility is developed through:

• Collaborative projects that require teamwork and shared goals
• Group celebrations of milestones or achievements
• Shared classroom spaces, where resources and responsibilities are communal
• Peer support systems, where students help and mentor each other

According to Osher et al. (2020), learning environments that foster belonging, safety, and connection are more effective in promoting engagement and behavior regulation. When students feel invested in the group’s success, they naturally contribute to a respectful and productive climate.

6. A Shift in Philosophy and Practice

Student-centered classroom management represents a fundamental paradigm shift—from a top-down model of control to a collaborative, student-driven model of responsibility. It reflects a commitment to viewing students not as passive recipients of instruction, but as co-creators of the learning environment (Ryan & Deci, 2020).

By integrating core components such as:

• Constructivist learning principles (where students build understanding through experience and reflection),
• Shared leadership and democratic rule-making,
• Intrinsic motivation that encourages learning for its own sake, and
• Positive, culturally responsive relationships,

Teachers foster classrooms where students actively participate in both academic learning and behavioral regulation (Reeve & Lee, 2014; Fredricks et al., 2019).

7. Broader Impact and Lifelong Skills

The benefits of this approach extend far beyond reduced misbehavior. Student-centered management fosters long-term social-emotional skills like empathy, cooperation, and self-regulation—skills that are vital not only in school but in life (Osher et al., 2020).

Research has shown that classrooms with a student-centered focus report:

• Fewer discipline issues,
• Increased engagement,
• Deeper cognitive involvement, and
• Greater student satisfaction (Fredricks et al., 2019; Acosta et al., 2019).

By building a sense of community, promoting mutual respect, and nurturing student voice, educators help create inclusive and empowering learning environments that support the whole child.

8. Practical Applications

For educators in Ethiopia—or anywhere—interested in implementing this model, a range of practical tools can support the transition:

• Classroom posters that visualize co-created rules,
• Teacher guides for leading restorative conversations,
• Workshops on relationship-based discipline and student autonomy.

Adopting student-centered classroom management is not just a change in practice—it’s a reimagining of what it means to teach and lead in a democratic, just, and inclusive classroom.

In Ethiopia, where education reforms emphasize competency-based learning, life skills, and inclusive pedagogy, student-centered classroom management is not just ideal—it is essential. How Ethiopian Teachers Can Apply These Principles:

Principle	Practical Example
Co-Created Rules	Hold a class meeting in Amharic or local language: “የእኛ ክፍል ውስጥ ምን ዓይነት ደንብ መሆን አለበት?”
Positive Relationships	Greet each student by name at the door every morning
Autonomy & Choice	Let students choose how to present a science project: draw, write, act, or speak.
Conflict Resolution	Train student “peacekeepers” to help resolve arguments during break.
Intrinsic Motivation	Connect lessons to real-life: e.g., calculate the cost of a family meal.
Classroom Jobs	Assign roles: attendance taker, materials manager, discussion leader.

9. Conclusion: Classroom Management as Empowerment

Student-centered classroom management is not about relinquishing authority—it is about transforming the concept of control into one rooted in trust, shared responsibility, and meaningful relationships. Rather than enforcing compliance through punishment, this approach fosters growth, autonomy, and co-constructed understanding (Gregory & Fergus, 2017). It aligns seamlessly with broader educational goals such as active learning, critical thinking, and social-emotional development (Osher et al., 2020).

Teachers who believe students should be curious thinkers, collaborative learners, and responsible citizens must also adopt management strategies that cultivate those same qualities. If instruction encourages problem-solving and independence, it is only logical that classroom management practices—like peer mediation, conflict resolution, and restorative dialogue—mirror those aims (Acosta et al., 2019; Jennings & Frank, 2015).

Ultimately, a well-managed classroom is not defined by silence or rigid order, but by the presence of:

• Emotional safety and mutual respect
• Shared responsibility for behavior
• Peer collaboration and support
• Deep engagement in meaningful tasks

This reflects the promise of student-centered management: not the suppression of behavior, but its transformation through empowerment.

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