Teacher Perception of Classroom Management Routines in K–12 Synchronous Virtual Classrooms: A Basic Qualitative Study

Abstract

Classroom management is a well-studied aspect of traditional classrooms. The rapid development of technology and the COVID-19 pandemic significantly increased the use of virtual education in K–12 schools. The problem was that classroom management routines assume a physical presence and do not support virtual instruction, while classroom goals remain the same. Modern classroom management research dates back to the 1950s and continues to develop steadily, but there are few current studies on classroom management routines in synchronous virtual classrooms. The purpose of this basic qualitative study was to understand how teachers in synchronous virtual classrooms implement routines to create smooth learning periods and encourage positive student behavior, engagement, and learning. The theoretical framework for the study included Wong and Wong’s theory of effective teaching and Wiggins and McTighe’s understanding by design. The research questions addressed the classroom management routines that teachers use to create smooth instructional periods and promote three main goals of effective classrooms: positive behavior, student learning, and student engagement. Data were gathered from 39 K–12 teachers with at least one year of synchronous virtual classroom experience via a questionnaire and from four teachers in a follow-up focus group. Thematic analysis was used to analyze the data. The findings indicated that synchronous virtual teachers used transition activities, social-emotional connections, and virtual tools to manage classrooms while established expectations, positive behavioral interventions, consequences, student cues, and real-time interactions promote behavior, engagement, and learning. This study benefits virtual classrooms by providing research on effective routines in the growing educational environment.