Introduction Classroom management is one of the methods widely used in a modern educational environment. This technique involves avoiding traditional teaching practices and expands the powers of those involved in the process of interacting with the target audience. The analysed case study mentions Mr. X’s concerns regarding the appropriateness of his involvement in a new position and anxiety in relation to increasing responsibilities. Nevertheless, when comparing this methodology of teaching activity with classical work as an educator, one can note that the managerial role helps expand the range of potentially positive interventions. This position involving instructor responsibilities opens up wider prospects for teacher-student interaction and allows for the introduction of relevant work strategies to increase the academic performance of the target audience and other significant aspects of education. Advantages of Classroom Management One of the main advantages of being a class manager is the ability to facilitate a productive learning environment. According to Korpershoek, Harms, de Boer, van Kuijk and Doolaard (2016), if an educational specialist adheres to a clear strategy for working in this direction, his or her capabilities are not limited solely to teaching activities. The authors note that employees of this profile engage students in an active learning process and, at the same time, stimulate the maintenance of positive behavioural, emotional and other aspects of joint learning (Korpershoek et al., 2016). In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment. As a result, specialists of this profile have respect both among the target audience and colleagues since this position opens up wide opportunities and makes it possible to choose a flexible working method based on the current indicators of students’ activities. Instructor work brings teachers and students closer and helps achieve positive and effective interaction. As Sieberer-Nagler (2016) argues, experienced classroom managers can address both the academic and behavioural aspects of learning, thereby creating the most productive educational environment. Since both indicators form the basis of successful teaching, instructor activity in this direction is of high importance to all interested parties. Sieberer-Nagler (2016) notes that every teacher, sooner or later, faces a crisis when he or she is lost and cannot clearly realise one’s goals and priorities. Working as a classroom manager contributes to avoiding such reflections because, in case of the conscientious fulfilment of immediate duties, specialists of this profile cover a wide range of educational practices, thereby realising personal responsibility. In relation to the case of Mr. X, who is not ready to combine the responsibilities of an educator and classroom manager, it is essential for the employee to understand the importance and benefits of this role. Accordingly, it is necessary to convey to him the advantages of his position and describe what valuable outcomes may be achieved if the work plan is implemented correctly. Mutual Motivation as a Stimulating Factor Motivated students demonstrate higher academic results than those who do not show interest in learning, and this rule is an axiom. However, as Sieberer-Nagler (