The classroom management awareness of collective music teaching can be divided into three types, which are awareness of fair learning opportunities, routine awareness, and problem behavior management awareness.

Classroom management is actually achieved in the process of establishing orderly classroom rules. Teachers face dozens of lively and active children with different personalities every day. Without a set of effective classroom procedures and routines, it is impossible to organize these children in teaching activities in an orderly manner.

Practice shows that teachers timely fix some general requirements to form students' classroom behavior norms and strictly supervise their implementation. This can not only improve the efficiency of classroom management and avoid disorder, but also allow students to adapt to these rules once they adapt to them. Form a sense of psychological stability and enhance the sense of identification with classroom teaching. For example, in the music class, students are required to walk into the classroom gently in line with the sound of the teacher's piano, say hello to the teacher and sit down in the sound of music, and after class, still in small groups, step on the rhythm of the music and gently exit the classroom. . Once this requirement becomes students' behavioral habits, it can play a long-term role and produce positive management and teaching benefits. On the contrary, if a teacher does not pay attention to the establishment of classroom rules and only relies on various demands and instructions to maintain classroom order, it will not only have low management efficiency and waste time, but also easily cause new classroom problem behaviors due to inappropriate demands.