CLASS MANAGEMENT (KLASSENMANAGEMENT) AS A KEY FACTOR IN EFFICIENT EDUCATION

Abstract

The article analyzes theoretical approaches to classroom management developed within the German-speaking pedagogical tradition (referred to as Klassenmanagement). Classroom management is considered a system-forming factor of teaching effectiveness, ensuring efficient use of instructional time, stability of learning activities, and the development of a positive socioemotional classroom climate. The paper examines key models and concepts of classroom management, including the Linz model of classroom management, Jacob Kounin’s classroom management techniques, Andreas Helmke’s model of instructional effectiveness, and Hilbert Meyer’s concept of high-quality teaching. It is demonstrated that in German-speaking pedagogy classroom management is not reduced to disciplinary control but is understood as an integrative characteristic of didactic lesson organization and a core component of teachers’ professional competence. The study concludes that effective classroom management represents a necessary condition for educational quality and sustainable learning processes in contemporary school education.