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Classroom Management using Fayol’s Principles of Management

Paper Type: Free Essay Subject: Education
Wordcount: 1906 words Published: 18th May 2020

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A classroom is a place where the teacher can transfer knowledge to students. Classroom management is a pivotal component to build up an effective learning condition in any school, and it is one of the significant challenges that is being faced by new teachers. Classroom management is essential to avoid conflicts among students as well as for better learning outcomes (Adeyemo,2012). In this paper, I have analyzed various principles of management by Fayol, and I firmly believe that these principles are useful for classroom management.

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Classroom management refers to a procedure to make and keep up a deliberate, helpful, restrained learning condition. It is a method for an educator to land at answers to understudies’ lousy conduct, which is regularly associated with inspiration, control, and regard in the homeroom (Brophy,1979). A well-administered classroom gives an energizing and dynamic experience for the educator, and the showed students about the expectations from them and taught them how to succeed in life (Brophy,1979). Favorable condition in classroom decreases the number of low achievers in the class (Brophy,1979). A classroom is a place for securing knowledge in a conventional manner that involves students, teachers, learning supplies, and the most significantly the learning environment. Management is the way toward making such a sort of learning condition wherein individuals work in gatherings to accomplish pre-imagined, pre-define, and pre-characterized objectives. A classroom consists of students from various backgrounds and it is very difficult to wipe out clashes and interruptions but is possible to bring them down. “The teaching approach adopted by a teacher is one factor that may affect student achievement; therefore, the use of appropriate classroom management method is critical to the successful teaching and learning This paper has utilized a couple of Fayol’s standards for better classroom management.

Classroom Management

Henri Fayol was an eminent researcher who was viewed as among the initial rare sorts of people who established a framework for scientific management. He gave us 14 standards of governance and they are 1.  Division of work 2. Discipline 3. Authority 4. Subordination of individual interests to the general interests 5.  Equity 6. Unity of command 7. Remuneration 8. Centralization 9. Stability of tenure of personnel 10. Order 11. Unity of direction 12. Scalar chain 13. Initiative 14. Espirit de corps. I believe that a few of the above helps to manage the classrooms in a better way (Fayol, 1949).

Division of Work: -This suggests that work should be divided and subdivided into small pieces, and it allocated to expertise in that area. This leads to specialization, less wastage, and reduces risk (Fayol, 1949). From my experience, this can be used in the classrooms by sharing the work among the instructor and the students. The division of labor makes the job more comfortable and results in more prominent proficiency. It will help the understudies to achieve speed as well as efficiency in their task execution. The specialization will prompt effectiveness and economy in the circles of learning things.

 Parity of Authority and Responsibility: -Authority means the power to make decisions or the right to give orders, and responsibility means the obligation to complete the task given. As per this principle of management, if a subordinate is committed to play out an assignment, at that point simultaneously, he ought to be given enough autonomy and capacity to do that task adequately (Fayol, 1949). I firmly believe that authority & responsibility exist side-by-side in classrooms too. For example, assigning a class representative and giving him the duty of keeping up an amicable classroom atmosphere without the presence of an instructor if the authority is given to an understudy, he ought to consistently be made in charge of practicing such position. This helps to manage a classroom effectively with fewer disagreements.

Unity of Direction: -In an organization, efforts of all employees must be directed in one direction to gain organizational goals (Fayol, 1949). In classroom settings, I relate that to the objectives and learning outcomes of each subject in the curriculum. Teachers and the students consistently work together to accomplish these goals, even if the activities to make these outcomes vary from student to student.

Equity: – Equity means a mix of decency, benevolence, and integrity. It implies that administrators ought to be reasonable and unprejudiced while managing the subordinates. They should give comparative treatment to individuals of comparable positions and ought not to segregate as for age, rank, sexual orientation, religion, connection, and so on. Equity is necessary to make and keep up cheerful relations between the boss and subordinates; however, it does not always mean an absence of strictness (Fayol, 1949). I believe that this is applicable in schools too that is differentiation free atmosphere make amicable relations among instructor and students. This relationship contains a few components of brutality and durability from the side of a teacher, which is vital for improving and acquiring positive changes in the conduct of understudies.

Order: -This rule is worried about legitimate and efficient positioning of things and individuals. Material order implies that there should be a fixed and explicit spot for each article, and everything should be at its proper place. Social order means picking and employing the right person for the right job. There ought to be a particular spot for everybody with the goal that they can be contacted quickly (Fayol, 1949). In my experience, this can be applied to classroom management. There should be a suitable and explicit spot for each article that is required for teaching and learning, and each place must be successfully and ideally utilized for instructing. Social order is preserved by appointing meritorious and experienced teachers for educating understudies.

Discipline: – No good thing was ever accomplished out of discipline. It is one of the guiding principles in any framework. Exemplary conduct and cultured communications make the administration work quickly and productively (Fayol, 1949). In my experience, it could help for better classroom management as a discipline is essential for proper teaching and learning to occur. It is crucial to remain disciplined to keep up objectives throughout your life. It encourages the understudies to continue persuaded. By remaining inspired, understudies accomplish all the unachievable things and stroll towards their aim.         

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Initiate: – Initiative implies excitement to start activities without being approached. The administration ought to give a chance to its representatives to recommend new thoughts, encounters, and the latest strategies for work. It helps in building up an air of trust and comprehension and adds to their enthusiasm and vitality; individuals at that point appreciate working in the association (Fayol, 1949). Similarly, every student should be inspired and propelled to take the initiative in lecture hall activities. Educators ought to give chances to understudies to propose new thoughts, encounters, and creative techniques for learning and teaching. It helps in building up a rapport and trust in the study hall. Thus, students would appreciate the learning procedure in this manner, feeling inspired and empowered. 

 Sub-Ordination of Individual Interest to General Interest: -An association is a lot greater than the person. The interest of the organization must win in all conditions rather than individual interests (Fayol, 1949). In my point of view, to accomplish this in classrooms, it is fundamental that understudies ought to be straightforward and sincere towards their school. They ought to be instructed that the enthusiasm of the school is a higher priority than their advantages. They ought to be prepared to forfeit their energy to benefit the school amid hardship. An instructor can make this demeanor only when he is the permanent employee of that institution; promotion holism enables an educator to ponder himself and not the organization.                                                                                                       

Espirit De’ Corps (Union is Strength): – It refers to solidarity. The educator ought to inject team morale and belongingness. Successful students must be rewarded, and poor performing students are to be motivated to improve their performance.                


    Teaching-learning cannot be efficient in a classroom full of interruptions and clashes. Hence, classroom management can be viewed as the executives of the circumstance for making it a superior spot for teaching and learning. It is one of the most significant skills of a teacher, which helps in taking care of different complex issues predominantly emerging out of troublesome conduct and clashes among understudies in the classroom (Emmer & Stough, 2001). This is valid that we can’t totally take out clashes and disturbances from our study halls, be that as it may, we can generally decrease and oversee it. There are various manners by which methodologies can be developed to help the understudies in taking care of and adapting to such circumstances. This paper has utilized a couple of Fayol’s standards for better treatment of such sort of circumstances.


  • Adeyemo, S.A.  (2012). The relationship between effective classroom management and students’ academic achievement. European Journal of Educational Studies, 4(3), 367-381.
  • Brophy, I. (1979). Teacher behavior and its effects. Journal of Educational Psychology.    71, 733-750
  • Emmer, E., & Stough (2001). Classroom management: A critical part of educational
  • psychology with implications for teacher education. Educational Psychologist, 36(2), 103-112.
    • Zuckerman, J.T. (2007). Classroom management in secondary schools: A study of student teachers’ successful strategies. American Secondary Education, 35(2), 4-16.


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