Class Management Skills Research Articles

The Importance of Teacher Leadership Skills in the Classroom

Teachers determines students’ success within the classroom. Research supports the notion that the teacher is the single greatest factor that determines students’ growth in the classroom. Effective teachers need to be leaders for their students. It is critically important that teachers possess leadership skills because it is a fundamental factor that is required to enhance the instructional quality of teachers both inside and outside the classroom. Teacher leaders possess excellent class management skills and are more capable of driving students toward academic success. In the current body of work, limited studies have focused on the impact of teacher leaders on student learning and academic success, while having leadership responsibilities inside the classroom. The purpose of this study is to explore in depth the entire concept of teacher leadership in the classroom and its relationship to student performance and achievement. The study involves a synthesis of evidence in education literature that describes the concept of teacher leadership and student performance. The findings reveal that teacher leaders, whether outside or within the classroom, are driven by the desire to improve student learning. Students taught by teacher leaders have a high probability of succeeding academically as well as other areas of growth as compared to those taught under teachers who lack leaderships within and outside the classroom.

Virtual Class Management

The COVID-19 outbreak locked down the university classrooms and transferred the teaching and learning activities to a virtual space. This paper discusses the challenges the teachers faced due to this dramatic transfer from habitual classrooms to virtual on-line classes. This small-scale empirical research focuses on two research questions: Which challenges and problems did the teachers face, which solutions did they find to overcome them? The study also investigates the techniques of synchronous on-line classes management employed by the teachers after the COVID-19 restrictions were imposed on traditional delivery modes in higher education. The data were collected through semi-structured interviews with 10 university teaching staff members who commenced giving online classes in March 2020. The research findings revealed that the main challenge for teachers was to find a learning platform providing videoconferencing tools, and the solutions were found basically through asking their colleagues for advice. The findings also identified one of the teachers’ concerns related to handling students’ misbehaviour during online classes, and a general need in developing teachers’ virtual class management skills.

تقویم الحقیبة التأسیسیة للمعلم الجدید بوزارة التعلیم فی ضوء مهارات التدریس الفعّال بالمملکة العربیة السعودیة

المستخلص: استهدف البحث الکشف عن تضمين الحقيبة التأسيسية للمعلم الجديد بوزارة التعليم لمهارات التدريس الفعال. ولتحقيق ذلک استخدم الباحثان المنهج الوصفي المعتمد على تحليل المحتوى، وتم إعداد بطاقة تحليل محتوى تضمنت قائمة مهارات التدريس الفعال التي ينبغي تضمينها الحقيبة التأسيسية للمعلم الجديد والتي تکونت من (5) مجالات رئيسة و(48) مهارة فرعية مرتبطا بمهارات التدريس الفعال، وتکون مجتمع البحث من محتوى الحقيبة التأسيسية. وتوصل البحث إلى أن مجال العلاقات الإنسانية احتل المرتبة الأولى من حيث اهتمام محتوى الحقيبة التأسيسية للمعلم الجديد وذلک بنسبة 37.21% من مجموع تضمين مهارات التدريس الفعال الأخرى، بينما جاء مجال مهارات إدارة الصف بالمرتبة الثانية بنسبة 32.56%، وجاء في المرتبة الثالثة مجال مهارات العرض والتنفيذ بنسبة 16.74%، في حين جاءت مهارات التقويم والتخطيط في المراتب الأخيرة بنسب بلغت 7.44% و6.05% على التوالي، کما دلت النتائج على 25 مهارة من مهارات التدريس الفعال تم تضمينها في الحقيبة من أصل 48 مهارة وبنسبة 52.1%. Abstract: The research aims to reveal the inclusion of the new teacher induction pack in the Ministry of Education’s effective teaching skills.To achieve this, the researchers have used a descriptive approach based on content analysis. A content analysis card is prepared. It includes a list of the effective teaching skills that should be part of the new teacher induction pack. This pack consists of (5) main areas and (48) sub-skills related to effective teaching skills. The research population is made up of the content of the induction pack.The research findings show that the field of human relations ranks first in terms of the areas of interest of the content of the new teacher induction pack. It occupies 37.21% of the total inclusion of effective teaching skills. The field of class management skills, however, seconds human relations with 32.56%. In the third position comes the field of presentation and execution skills with 16.74%, while the evaluation and planning skills occupy the last ranks with, respectively, 7.44% and 6.05%. The results also show that 25 out of 48 of the effective teaching skills are included in the pack, that is 52.1% of the overall percentage.

Keterampilan Mengajar Guru PAUD Melati Terpadu kecamatan Indralaya Utara Kabupaten Ogan Ilir

This study determined how the teaching skills of PAUD Melati Terpadu teachers in Parit Village, Indralaya Utara District, Ogan Ilir Regency. This study used a qualitative method. The research subjects were PAUD Melati Terpadu teachers. Data collection was carried out by interview, observation and document analysis. The results obtained in this study were the basic teaching skills for all indicators, the skills to open and close lessons, explanation skills, question skills, reinforcement skills, small group discussion guiding skills, class management skills, variety holding skills, individual and small group teaching skills. Integrated Melati PAUD teachers have been good in its application.

KOMPETENSI GURU DI MASA PANDEMI COVID-19

<p>This paper discusses the competence of teachers during the Pandemic COVID 19. Various policies and the implementation of health protocols were carried out to break the chain of distribution of Covid-19, impacting on teachers who are required to teach online. Using a qualitative approach, a descriptive analytical method, it was found that teacher competencies related to literacy and science and technology mastery competencies, class management skills competencies and communication and social competencies, were not optimal. Development of these competencies is needed so that it will minimize the problems that exist in online learning, so that the learning process can run better.</p>

A Community Arts Program for Underserved Children: Getting Things Done and Member Development

The Program: The AmeriCorps ArtsUSF program was a federally funded outreach program that provided hands-on arts experience to underserved children in culturally and economically deprived communities in and around a large metropolitan area. The project had two components: Getting Things Done (GTD) and Member Development (MD). Objectives: The goals of GTD were to help improve the communities’ self-image, stability, and culture by providing accessible, safe, and affordable cultural activities and programs. The goals of MD were to help the AmeriCorps volunteer artist-teacher members develop an awareness of societal problems, teaching and class management skills, and to become responsible citizens. Methods: GTD goals were measured using a quantitative survey instrument developed for the program. Pre (November) and post (May) data were compared using paired one-tailed t-tests to see if there were significant changes. MD outcomes were summarized from content analysis of member journals. Results: Data showed progress in all measured items, particularly, integrating arts to life, group problem-solving skills, attitude on diversity, and attitude on being-kind-to-each-other. Factor analysis results demonstrated strong connections among arts skills, expression through the arts, art appreciation skills, and integrating arts to life. There was an association among class learning skills, attitude on diversity, and attitude on being kind-to-each-other. Independent problem-solving skills were associated with expressive skills through the arts, integrating arts to life, attitude on diversity, and class learning skills. In the post data, independent problem-solving skills were further related to anti-drug, alcohol, and smoking attitude, and art skills. Members expressed that AmeriCorps ArtsUSF experience provided a life-changing impact on them. Seeing the effects of their input on other, they realized that one way of achieving the American dream was by helping others. Conclusion: The program gave a sense of pride and ownership to the underserved communities, and the experience gave the artist-members the confidence and self-esteem necessary to pursue their own life’s goals. Novelty: Federally funded, community-wide supported program with novel program and curriculum. Improvement: The initial phase could be better organized and more affective narratives could be added in the survey instrument.

TEACHER CLASS MANAGEMENT SKILLS AS DETERMINANTS OF STUDENTS’ ACADEMIC PERFORMANCE IN SCIENCE SUBJECTS IN UGANDA CERTIFICATE OF EDUCATION EXAMINATIONS IN BUIKWE DISTRICT, UGANDA

This study investigated Teacher Class management skills as determinants of students’ academic performance in science subjects in Uganda certificate of education examinations in Buikwe district, Uganda. The target population included all head teachers, head of departments, science teachers, students in public and private secondary schools, and all Secondary Science and Mathematics regional trainers in Buikwe district. Both Probability and non-probability sampling were used. Simple random sampling was used to select 110 Science teachers, 375 students were selected using cluster random sampling while 28 head teachers were selected through census purposive sampling and expert sampling was used to select regional trainers. Data was collected using questionnaires, interview, focused group discussions and document analysis guide and were subjected to both content and face validity. Cronbach alpha technique determined reliability of quantitative instruments. Quantitative data were analyzed using SPSS version 23 for descriptive and inferential statistics. Frequencies and percentages were used to summarize data while Chi-square Test for associations was used to test hypotheses. The qualitative data were subjected to thematic analysis and findings presented in narrative form. The key findings indicated that there was a significant relationship between teacher class management skills and students’ academic performance in science subjects. The study found out that due to a sizable number of science teachers who do part timing, the effectiveness of instruction was hindered which affected students’ academic performance. The study also determined that poor teaching methodologies, negative attitude among students, lack of text books and well equipped laboratories in some schools contributed to poor performance. The study concluded that teacher class management skills are key to students’ academic performance in science subjects and teachers may acquire it through self-improvement, participating in seminars and refresher courses. The study recommended that MOES needs to organize seminars and equip science teachers with the required teaching and management skills to teach science subjects. Article visualizations:

VB2ALGO: An Educational Reverse Engineering Tool to Enhance High School Students’ Learning Capacities in Programming

An educational software assessment tool, VB2ALGO, for a visual programming course has been developed and the effects of it on the high school students’ performances, motivation and cognitive skills were explored. The tool inherits algorithm visualization technique together with reverse engineering approach; it takes the visual basic source code as an input and generates pseudocode and flowchart as an output. First, an experimental research methodology was applied, whereby pre-tests and post-tests were conducted to estimate the effect of using the software tool on student performances towards learning visual programming course. Then, the effect of the tool on students’ motivation and cognitive skills were measured with students’ questionnaires. Finally, teachers’ class management skills were investigated with teachers’ questionnaires in terms of time-management for better teaching experiences. The experiment was carried out with 294 students from 4 different high schools which had divided into experimental group and control groups. Parametric statistical tests were applied and results showed that the use of software tool reveals better performances for the experimental group as compared to the control group. In addition, the results of the students’ questionnaires confirmed an increment in students' motivation and cognitive skills in programming language classes as compared to the traditional class. It also results in the improvement of students' learning capacities and knowledge about programming concepts. Finally, results of the teachers’ quantitative analysis outlined that use of the software tool encourages teachers to complete more examples inside the classroom with better time management.

IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

School-wide positive behavior support in six special schools of South Korea: processes and outcomes across years

Objectives: This study presents processes and outcomes of school-wide positive behavior support (SW-PBS) funded by Seoul Metropolitan Office of Education (SMOE) in South Korea.Methods: The SW-PBS effort has been implemented in six special schools serving students with developmental disabilities. With technical assistance from the SMOE consulting team, these schools organized PBS leadership teams, conducted functional assessment, planned multi-tiered support, implemented universal and individual support, and measured outcomes and fidelity.Results: The SW-PBS efforts resulted in positive behavioral outcomes for students and increased perceptions of efficacy and class management skills for teachers.Conclusions: Future research should continue to examine the effectiveness of SW-PBS and identify the best ways to implement SW-PBS both in special schools and general schools in Korea.

IMPLEMENTATION OF THOMAS GORDON’S COMMUNICATIVE PEDAGOGY IN UKRAINIAN EDUCATIONAL REALITIES

The article analyses the possibilities of using the communicative pedagogy of the American scientist Thomas Gordon in the Ukrainian educational space in the medium of English language. The communicative pedagogy emphasises the need for special pedagogical approaches that allow teachers to interact tolerantly with students in the atmosphere of acceptance and trust. The goal of our research was to verify the hypothesis that CLIL approach while studying Thomas Gordon’s heritage in English, using authentic materials, provides students with the opportunity of deeper understanding his ideas and values. The experiment participants, future teachers, were pre- and post-assessed for the levels of English language and awareness of Thomas Gordon’s approach. Moreover, the efficiency of the language and pedagogy connection was proved by practice supervisors who observed students performance during their practical studying at schools. Due to the application of authentic materials, reading manuscripts in original, listening to Thomas Gordon’s speeches and lectures, students were fully immerged into the researcher heritage and demonstrated a better understanding of his ideas. As practice supervisors claimed, such students demonstrated a higher level of conflict prevention skills, class management skills, tolerant communication with children and created the atmosphere of trust and acceptance.

Teachers perceptions on the causes of indiscipline among learners with disabilities learning in inclusive education setting. A case study of Sanyati district in Zimbabwe

The purpose of this study was to investigate the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe The researcher examined the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe of the influence of teacher class management skills, teachers attitudes towards learners with disabilities teacher lesson preparation on indiscipline among learners with disabilities learning in inclusive education setting. A survey to determine investigate the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe was carried using thirty teachers (15 males, 15 female) from both primary and secondary schools in Sanyati district in Zimbabwe. Measures of central tendencies (mode, percentages) were used to analyse data from the study. The study found out that they were a great influence of teacher class management skills, teacher’s attitudes towards learners with disabilities teacher lesson preparation on indiscipline among learners with disabilities learning in inclusive education setting in Sanyati District in Zimbabwe. This study recommends in servicing of teachers teaching learners with disabilities in inclusive education to equip them with basic special needs education skills so that they know how to handle such learners in an inclusive education setting. Keywords: Disabilities, inclusion, discipline, indiscipline, class management, attitude, teacher preparation

Preparation and Management of Teaching Practice Process at University of Nairobi, Kenya: Appropriateness of Methods and Resources

Preparation and management of teaching practice allows for adequate allocation of resources and effective utilization of instructional strategies that permit teacher trainees to adjust to varying situational demands of learning tasks.  Teacher trainees with adequate preparation to work facilitate learning process and guide learners in discerning appropriate application of knowledge, skills and attitudes for professional competency. In addition, effective teaching practice begins with authentic preparation through; identifying teaching practice school, attending to briefing prior to posting for teaching practice, gathering teaching practice preparation materials, preparing teaching learning resources and identifying appropriate assessment methods. However, proficiency in preparation and management of teaching practice are among weak areas of professional development in universities in Kenya. If combined with failure in identifying appropriate teaching practice schools, inadequate resources and inefficient class management skills, teaching practice may result in detrimental instructional organization with little concern over learners’ needs. This study determined preparation and management of teaching practice process at the University of Nairobi. Anchored on descriptive survey design, the study targeted 68 trainee teachers on teaching practice from 17 Counties sampled randomly. The study used questionnaires and interview schedules to collect data from trainee teachers. For data analysis, the study relied on descriptive and inferential statistics, with data presented using tables and graphs. The results indicated that teacher trainees are adequately prepared for teaching practice. Recommendations advocate for teacher educators to examine relevant preparation strategies and adjustment to ensure that teaching practice is appropriately managed to achieve professional development.  Further, Universities and government should create suitable, dependable, diversified and sustainable mechanisms for financing teaching practice exercise. https://doi.org/10.26803/ijlter.17.8.7

Educational Needs of Faculty Members of Basic Sciences of Faculty of Medicine: Educational and Personal Development Needs

Background and Purpose: The first step in educational planning is identification of educational needs. The increasing scientific movement, information explosion and technology development, especially in Medical Sciences remind the need to empower faculty members as specialized human power. In this regard, in this study initially a valid and reliable tool was designed to investigate educational needs of faculty members of basic sciences of IUMS faculty of Medicine to determine their educational needs and priorities to be considered in faculty development programs. Methods: In this cross-sectional study, after reviewing the literature and job description of faculty members proposed by Iran Ministry of Health and Medical Education, an initial questionnaire including 3 parts and 76 questions was designed. In order to confirm face and content validity, the questionnaire was distributed among medical education experts (n=10). Then, it was revised accordingly and the final version including 3 parts and 68 questions was developed and distributed among the study participants (n=30) to confirm reliability. Afterwards, the final version was distributed among all the study participants to assess their educational needs. Results: Face and content validity and reliability (Cronbach's alpha of 0.9) of the questionnaire were confirmed. The educational needs of faculty members of basic sciences were as follows: educational technology skills (3.72±0.16), student learning and development skills (3.37±0.16), educational softwares application (3.19±0.13), curriculum and educational planning, teaching and class management skills (3.09± 0.12), assessment and evaluation skills (3.05±0.13), and scientific writing skills (2.67±0.15). The mean average calculated for all the skills was 3.1±1.1 that indicates the need for professional development. No significant relationship was found between age, gender, education, work experience, employment status, educational department, and educational needs of the study participants; however, a significant relationship was found between their academic rank and educational needs. The results indicate that instructors declared the highest educational needs to 4 areas of class management, curriculum and educational planning, scientific writing skills and assessment and evaluation skills; while, professors declared the lowest educational need to the mentioned areas. In addition, oral and face to face workshop presentation (58.1 percent), morning to noon presentation time (85.3 percent), emails for communication (40.3 percent), and blended teaching (35.5 percent) were considered as the most appropriate. Conclusions: The results of this study show that faculty members need all aforementioned skills, especially in educational technology. At last, to consider their educational needs and priorities in planning and implementation of faculty development programs is recommended. Keywords: Educational needs assessment, Basic sciences faculty members, School of medicine

ANALISIS METODE EVALUASI KINERJA GURU PADA SMP YADIKA 8 JATIMULYA BEKASI

Yayasan Abdi Karya (Yadika) is a foundation engaging in education, including the junior high schools or Sekolah Menengah Pertama (SMP). In terms of quality management, Yadika evaluates the teacher performance every year. Supposedly, the results of the evaluation are used to improve the performance of teachers in order to achieve the objectives of education. Yadika implements a rating scale method in the teacher performance assessment. However, the assessment seems intended for administration use only, without clear measures of teaching performance itself. Its measures are mostly used as formal requisites for job promotion and salary adjustments. Due to the weakness of the current method on performance evaluation, therefore, this paper aims to review ways to improve the method. It is suggested the method may include measurement of the real activities of the teacher, such as the class management and teaching skills. Those activities directly improve the teacher’s achievement and quality in line with the education mission of YADIKA.

Uncovering Management Issues in Australian Classrooms Experienced by Non-English Speaking Background Teachers

Teachers from non-English-speaking background (NESB) constitute an important community of teachers in Australia, especially in Mathematics and Science discipline. During their journey of resuming teaching in Australian schools, they encounter a number of problems, including classroom management issues. Being an NESB teacher I have experienced acute classroom management problems, mostly related to students’ behaviour and have been desperate to know the reality of the issue for other teachers. In this autoethnographic research, I developed a deeper understanding of these problems and possible solutions. I held a series of ‘good conversations’ with four NESB teachers from the Indian subcontinent. I represented the conversations in the form of narratives and subsequently subjected them to scholarly interpretive analysis. The study illustrates ways in which these NESB teachers faced severe student behaviour problems, which was a source of deep frustration for them. Major factors contributing towards these problems are cultural differences, language barriers and racism. I have learned from this study that NESB teachers, including myself, could improve class management skills by undertaking behaviour management courses prior to resuming teaching in a seemingly alien culture. Class management skills of NESB teachers can also improve with experience.

THE EFFECTS OF REFLECTIVE TEACHING ON AN INTENSIVE TEACHER TRAINING PROGRAM

The preliminary case study was conducted to understand the effects of reflective teaching approach on English teachers' teaching performances in a short-term intensive teacher training program, and to know the participating English teachers’ feedback to the program. Totally 13 English teachers, who had taught English for 1 to 5 years, participated in this program for 3 weeks with 54 instruction hours. During the intensive program, teachers were asked to design lesson plans and demonstrate their lessons, while their peers, other experienced teachers, provided them with constructive feedback. In addition, the presenters self-assessed and reflected on their own teaching. Through several cycles of teaching demonstrations, peer-assessments, self-assessments and reflections, most teachers indicated that the reflective teaching approach was beneficial for sharpening their teaching skills, equipping them with additional teaching strategies and class management skills, and raising their awareness of the needs for examinations of their teaching reflectively in the future, and the importance of reflection of their own teaching for improvements. To give the teachers more inputs and inspirations, experienced teachers with creative teaching ideas were invited as guest speakers, and positive feedback to the guest speeches was also drawn. The findings of this study were expected to provide some pedagogical inspirations for the related fields, especially English teacher training in EFL contexts.

Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice

This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom practices can be explained by a learner-centered teaching style and by good class management skills. Furthermore, it was found that teachers with a high level of job satisfaction give more instructional support to their classes, especially to classes from a low-ability range, than teachers with a low level of job satisfaction.

Training of persons for the delivery of the Staying Healthy After Fifty Program.

The process by which volunteers were selected and trained to conduct a national health promotion program for older Americans, Staying Healthy After Fifty (SHAF), is described in this article. Feedback was elicited from participants (N = 210) concerning the training they received in educational team workshops using pre and postwork-shop questionnaires. The areas of focus during training were: medical issues, lifestyle and consumer issues, and class management and process skills. Information regarding the quality of the training procedures was also collected. In addition, 50 educational teams supplied data for a field evaluation which covered the content of the SHAF program and the educational materials and methods used. The results of the evaluation of the training of persons to deliver SHAF indicated that the team approach used was successful in delivering the program effectively to consumers and in establishing a network of high quality instructors.

Class Management Skills

Class Management Skills