Abstract
One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.
Highlights
Students facing the teacher in a class, waiting for instructions, and being taught new subjects is quite a burden on teachers shoulders as each individual requires different approaches to their inner worlds of comprehension
; if a measure is to be taken for classroom management it should be from the beginning and consistent in its application
The followings are some of the headings that can be applied in order to reach a healthier classroom management: [1] Provide Appropriate Supervision, [2] Provide Appropriate Structure and Routines, [3] Model Appropriate Behavior, [4] Reinforce Appropriate Behavior, [5] Provide Predictable and Consistent Discipline, [6] Avoid Looking for Biological Causes of Behavior, [7] Be A Teacher, Not A Friend, [8] Let Students Know You Like Them & Are Interested In Their Interests, [9] Have Fun! [10] Be Consistent
Summary
Students facing the teacher in a class, waiting for instructions, and being taught new subjects is quite a burden on teachers shoulders as each individual requires different approaches to their inner worlds of comprehension. The followings are some of the headings that can be applied in order to reach a healthier classroom management: [1] Provide Appropriate Supervision, [2] Provide Appropriate Structure and Routines, [3] Model Appropriate Behavior, [4] Reinforce Appropriate Behavior, [5] Provide Predictable and Consistent Discipline, [6] Avoid Looking for Biological Causes of Behavior, [7] Be A Teacher, Not A Friend, [8] Let Students Know You Like Them & Are Interested In Their Interests, [9] Have Fun! Let Students Know You Like Them & Are Interested In Their Interests While being able to keep the distance between the teacher and student, teacher should be able to show his\her interest in students’ hobbies or areas of fun They might be able to make some little jokes to each other, and talk about things out of lesson. Differences are to be reflected as variety of values
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