In addition to being highly knowledgeable in the subject matter, teachers also need to know how to manage classroom dynamics effectively. This entails organizational and disciplinary skills that both help make different types of classroom interactions more systematic and aligned with the learning objectives. Otherwise, classes that are conducted by teachers with very minimal classroom management skills tend to produce less favorable outcomes, such as low student achievements. Some studies, in fact, suggest that when teachers are inefficient at managing disruptive classroom behavior, the average pace of cognitive development among all students suffer greatly.
If you are a native English speaker who intend to teach English as a second or foreign language (ESL/EFL), it will be well to note that the paired factors of 1) disruptive behavior of students, and 2) inability of teachers to effectively manage classroom behavior, jointly cause an alarming number of new educators to leave the teaching profession. This means that in addition to generating mediocre results in terms of the learning goals for students, ineffective classroom management also cause stress, deep resentment and burnout among many teachers, to the point of compelling some of them to consider another profession. In second or foreign language learning, the cultural and linguistic gaps among students and teachers can also aggravate the learning conditions in many ways.