Classroom Challenges Research Articles

The Power of Planning: How Lesson Plans Enhance Teacher Clarity and Classroom Management

Effective teachers rely on clear communication and well-managed classrooms to foster student engagement and achievement. This study investigates the impact of lesson planning on these crucial aspects of teacher effectiveness. By analyzing existing research, the paper finds a positive connection between lesson planning and both teacher clarity and classroom management. Lesson plans equip teachers with the tools to organize content logically, anticipate student difficulties, and develop clear instructional strategies, leading to reduced student confusion and enhanced communication. Furthermore, lesson planning allows for proactive strategies to address potential classroom challenges, promoting a more structured and efficient learning environment. This paper contributes to the existing research by emphasizing the multifaceted benefits of lesson planning, not just for teacher clarity but also for creating a well-managed learning environment that fosters student engagement.

Increasing Teacher Retention by Improving Self-Efficacy and Classroom Management Skills in Pre-Service Teachers

Pre-service teacher preparation programs are often ineffective in preparing new teachers to use classroom management skills and strategies. This contributes to high teacher-turnover rates for new teachers and ultimately influences principal retention and student outcomes. The crisis of teacher retention in the aftermath of the pandemic threatens U.S. global competitiveness and national security. Teacher preparation programs can address job stress and job satisfaction by better preparing teachers for the challenges of the post-pandemic classroom. The purpose of this longitudinal, mixed-methods improvement science study was to determine if embedding evidence-based classroom management skills and strategies into the instructional methods coursework programs, augmented by structured applied learning opportunities to improve the IE, would improve pre-service teachers’ self-efficacy in classroom management. The research used the Classroom Management Self Efficacy Instrument, focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (M = 93.75%, post-intervention). Responding to the CMSEI question “I can manage a class very well,” 87.50% of students strongly agreed or agreed after the intervention. On eight items pertaining to self-efficacy on the post-survey, students reported strong efficacy (M = 85.16% agree or strongly agree). The major conclusion from this study is that embedding evidence-based classroom management skills and strategies into the instructional methods coursework, supported by structured applied learning opportunities, improves pre-service teachers’ self-efficacy and holds tremendous potential to reduce teacher attrition.

Toward inclusive leadership in meeting linguistic and cultural diversity in language education policy: “not giving up on parents and children”

ABSTRACT The study explores the practices of inclusive educational leadership of local policy makers in a city with a high level of linguistic and cultural diversity (LCD), during a process of policy change. The LCD of the city poses many challenges to managing preschool education. To rethink language ideology toward welcoming LCD, the city’s policymakers adopted an inclusive leadership framework and initiated an inclusive forum comprising policymakers from diverse cultural and professional backgrounds. The study focused on the change process, from an ethnographic perspective, with triangulation of data sources. It involved focus-group discussions, individual interviews with policymakers and classroom observations. The analysis revealed that collective agency enactment was characterized by critical reflections on past professional and personal experience; planning of changes in language education policy; high level of commitment to preschool pedagogical staffs and LCD families; practical steps in facing challenges of LCD classrooms; and future visions and long-term expectations from engagement in the stream of change. The study’s significance is in theoretical and practical understanding of policymakers’ collective agency and their role in creating an inclusive community.

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community

AbstractAccording to the Next Generation Science Standards, three‐dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional learning communities that support teachers in overcoming typical classroom challenges. This article describes an effective approach for facilitating professional learning that supports inquiry science teaching. Since the COVID pandemic, more teachers are familiar with videoconferencing and may even have initiated or expanded their use of asynchronous text based discussion. A hybrid combination of these platforms provides an effective, two‐fold strategy for facilitating a teacher professional learning community (PLC) that engages teachers in deepened reflection and sustained collaboration with colleagues. To illustrate how this approach can be successfully adopted, I draw from a recent example of the InquirySpace PLC that unfolded during the final year of a National Science Foundation‐funded educational research project. Key to the success of this PLC was a combination of responsiveness to teachers’ support requests, a warm and encouraging tone, orchestrating interactive engagement, and the showcasing of PLC member voices.

Is it possible to have a dialogical English language classroom? Challenges and advantages

The research aims to investigate are opportunities and challenges in English language teaching classrooms for dialogic teaching. To achieve the aim of the research, a multiple case study design was chosen. The cases were determined by considering the socio-economic, socio-cultural, and success levels of the schools. The data are obtained from qualitative techniques which are observation of the class and interviews with teachers. The study group consisted of students in 5th grade and English Language Teachers. The findings of the article consist of observing the dialogues in the classrooms using a structured observation form and interviews with teachers using a semi-structured interview form. The research offers new insights for further practice and research, in terms of identifying challenges and advantages for the application of dialogic teaching. Keywords: Dialogy; dialogic classroom; dialogic teaching; English language; English language teaching

Thai Undergraduates’ Motivation in Learning Different Foreign Languages: A Dörnyei’s L2MSS Perspective

Dörnyei’s (2005) research radiates positivity, emphasizing the crucial role of motivation in language learning beyond traditional methods. The study investigated 261 undergraduate students in Thailand studying languages other than English (LOTEs), utilizing Dörnyei’s L2 motivational self-system (L2MSS) theory. Employing a mixed-methods research approach, the study explored participants’ motivational profiles through questionnaires and voluntary interviews. The findings reveal high motivation levels among LOTE students, with ideal L2 self, L2 learning experience, instrumentality–promotion, international posture, and cultural/community interest as significant predictors. Notably, L2 learning experience emerged as the most influential predictor across all LOTE groups, offering a promising avenue for educational advancements. It advocates a dynamic teaching approach, fostering positive environments, emphasizing practical benefits, integrating cultural elements, and addressing online classroom challenges. Optimistic recommendations include ongoing teacher development, collaboration among educators, and parental involvement for a vibrant and motivating educational experience. The study’s upbeat tone suggests potential expansion through increased sample sizes and incorporating a diverse array of less commonly taught languages (LCTLs).

Educational Nurturing in Underdeveloped Contexts Unraveling the Dynamics of Student Teachers’ Holistic Development

Introduction: The paper underscores the crucial necessity of providing effective guidance to student teachers, referred to as "Pre-Service," to effectively address and navigate classroom challenges and overcome issues related to teaching practicum. Study explores the experiences of 08 student teachers focusing on their mentoring experiences during teaching practicum in rural areas of Sindh. Methodology: The study was conducted in schools situated in rural Sindh, involving participants who were new teachers in their fourth year of the Bachelor of Education program. The qualitative approach utilized structured open interviews to gather insights into the challenges faced by pre-service teachers during their teaching practicum, specifically exploring the guidance provided by mentors in underprivileged schools. Findings: The findings disclose a common experience among interviewed student teachers who lacked awareness of the challenges confronted by in-service teachers in underprivileged schools, particularly in rural areas with limited resources such as electricity,computers, whiteboards, and data projectors. The study highlights the concerns expressed by pre-service teachers regarding insufficient guidance from trained mentors and a lack of mentor motivation when assigned to schools in challenging environments. Implication/Future Direction: Drawing on the "Situativity theory" as a framework, the implications suggest the need for enhanced mentorship programs and support mechanisms to better prepare pre- service teachers for the challenges in diverse educational settings. Future directions include developing comprehensive mentor training programs and refining existing mentorship structures to ensure the successful integration of pre-service teachers into underprivileged school environments.

Challenges in Diverse Classroom of School: Teachers' Perspectives

The objective of this study was to explore the challenges faced by teachers in diverse school classrooms and the possible way to solve the problem from the perspective of teachers themselves. In an increasingly multicultural and inclusive educational landscape, teachers play a crucial role in teaching learning experiences for students with varying backgrounds, abilities, and needs. Through a qualitative research approach with a phenomenological design, this investigation collected data through semi-structure interviews with a sample of teachers. The findings of this study reveal several common challenges that teachers encounter in diverse classrooms. These challenges encompass issues related to classroom management, differentiation of pedagogies, language barriers, and addressing diverse learning styles. This research emphasizes the need for ongoing support and resources to help teachers navigate the challenges of diverse classrooms effectively and ensure equitable educational opportunities for all students.

Curriculum and classroom challenges in teaching viewing comprehension skills to high school students

Curriculum and classroom challenges in teaching viewing comprehension skills to high school students

An Investigation of the Advantages and Challenges of Case-based Method in EFL Classroom

This research aims to investigate the implementation of the case-based method and its advantages and challenges in the EFL classroom. This research used case study design under qualitative research. The participants in this research were an English teacher and four students who were in the twelfth grade in senior high school. The instruments in this research were interview. Interview was used to investigate the implementation of the case-based method in the EFL classroom and to examine the advantages and challenges of the case-based method. The findings showed that teacher implemented case-based method in EFL classroom on discussion text learning by conducting a debate between two teams to conclude a case. The results of interview revealed that learning with case-based methods had several advantages, namely students' confidence, speaking skill, creativity, collaboration and critical thinking. In addition, the method also had challenges that teachers and students go through. The teacher and students have the same perspective on the advantages and challenges in used case-based method. Therefore, the case-based method was indeed the right teaching method to be implemented in the classroom because there were several advantages that can improve students' abilities, despite the challenges that exist.

Nauczyciel jako artysta: perspektywy roli i cech nauczyciela jako artysty w dobie zmian i niestabilności

This article aims to provide new viewpoints on the role of the teacher by combining epistemological and artistic perspectives on education. In the age embossed by change and instability, the teacher must build a role that facilitates the development of resilient and independent pupils. A point of emphasis in the article is to renegotiate the view of knowledge and how knowledge can be attained. The “abyssal thinking” of Western modernity, which is heavily reliant on abstract intellectual thinking, is imbedded in the current educational system, which causes profound challenges in the encounter between individuals and education. These challenges come to expression in increasing mental illness and pedagogical challenges in schools and classrooms, as more pupils cannot cope with current demands and expectations. To address these complex challenges, the teacher needs new conceptual and practical tools to provide an education that can accommodate the entirety of human existence and potential. This is where artistic perspectives and approaches can prove highly potent and beneficial for further development of education. The article utilizes perspectives on education from Pestalozzi, Steiner, Freire, and Biesta. The educational dimensions are discussed in light of epistemological theories from Buber and Heron, which is expanded by the relation between art and freedom as formulated by Arendt, Tolle, Klein and Csikszentmihalyi. The complexity of society is likely to increase even further, and hence pupils will need new and more profound tools. These tools are necessary not only to tackle life, but to become resilient and independent creators of it. The article aims to point out areas of potential development, that can provide pupils with necessary emotional and existential support and means of expression.

Teaching English as a Second Language in the Early Years: Teachers’ Perspectives and Practices in Finland

Second language (L2) education in the early years has been steadily increasing worldwide. Since second language education at earlier ages is relatively new in many countries, not much research is available regarding teaching practices in this context. Likewise, limited research attention has been directed to teachers’ perspectives on early L2 teaching. This study investigated what characterises teachers’ pedagogical planning, teaching practices and assessment of language learning, and teachers’ perspectives about the opportunities and challenges in early L2 classrooms within the cultural context of the Finnish education system. The data for this study were gathered through an online survey involving teachers of English (n = 49) as a second language in the early years of primary education in Finland. The results show that the teachers based their pedagogical planning on the curriculum, used a variety of L2 tasks and materials, which they often prepared by themselves, and they mostly used observation, instead of formal exams, for assessing the children’s learning in L2. The results revealed that the teachers’ perspectives to the early start for L2 teaching were positive, which stemmed from the children’s enthusiasm for language learning. The teachers draw attention to challenges such as big group sizes, the diversity in children’s skills (e.g., their prior L2 knowledge, social skills, learning capabilities), and the limited availability of teaching materials targeted for young learner groups in L2 education. The findings demonstrate the opportunities and challenges L2 teachers of early learners face in Finland.

Resilience and Burnout Syndrome as Perceived by University Faculty in Lambayeque, Peru

Overcoming classroom challenges is not always straightforward. It is well-known that educators face stress due to various reasons, such as familiar problems, overwork, multiple activities of the teacher, student problems, new methodologies and teaching tools, etc. As a university professor we perceive innumerable situations where students cannot control and / or solve their own conflicts, therefore, they allow these problems to affect their personal, social, physical and even mental health. This research aimed to explore how university educators in the Lambayeque region perceive the relationship between resilience and Burnout Syndrome. The sample comprised 300 faculty members from accredited institutions in Lambayeque. This study used a quantitative, non-experimental, descriptive correlational design. Questionnaires on resilience and Burnout Syndrome were employed since they have proven to be valid, reliable, and supported by substantial evidence. The results demonstrated a statistically significant association between the two variables, with a moderate negative correlation (sig. 0.05), lending credibility to the alternative hypothesis. Among the surveyed professors, 61.7% expressed intentions to focus on becoming more resilient, while 36.37% stated they exhibited external symptoms of the aforementioned condition. According to the findings, the risk of educators developing this condition decreases as they enhance their resilience. 
 
 Received: 1 September 2023 / Accepted: 19 October 2023 / Published: 5 November 2023

How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Digital-transformation processes pose many challenges for South African technical and vocational education and training (TVET) colleges. In addition to improving infrastructure, lecturers must be equipped with new knowledge and skills to face the challenges in 21st-century classrooms and workforces. Based on the technological pedagogical content knowledge (TPACK) model, this study investigated the ways in which TVET lecturers (n = 364) self-assess their competence in digital teaching and learning, and the kind of additional training or support that they need to increase the effectiveness of their digital teaching. The findings suggest that the lecturers’ self-assessments of their digital-related knowledge are generally high. In addition, the sub-dimensions of TPACK differ significantly according to the educational background of a lecturer. Those with a regular teacher education rate their TPACK abilities higher than those who have only subject-specific training or a pedagogical education. Nevertheless, analysis of the qualitative data shows that TVET lecturers need extensive support in planning effective technology-enhanced lessons, including the creation of educational content.

Code Switching as a Teaching and Learning Strategy: Opinions and Perceptions of University-Level Students of French as a Foreign Language (FFL) in Ghana

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

A More Inclusive Classroom: Considerations for the Legal Research Professor Teaching Neurodivergent Students

Legal research professors are uniquely positioned to provide a more inclusive classroom for neurodivergent students through implementing universal design for learning practices. This begins with identifying the unique challenges of the legal research classroom and establishing best practices: predictability, strong class organization, flexibility, and working with students’ accommodations, both formal and informal.

COOPERATIVE LEARNING IN FLIPPED CLASSROOM ON INDONESIAN EFL STUDENTS' READING PROFICIENCY: AN EXPERIMENTAL STUDY

Addressing the post-pandemic challenges in EFL classroom, teacher should empower their knowledge by exploring the potential methods to be applied in the classroom (Bawawa et al., 2021). Combining cooperative learning and flipped classroom can be a way for answering the challenges in post pandemic period. Some researchers have positively suggested about the integration of cooperative learning method in flipped classroom (Erbil, 2020; Linling & Abdullah, 2023). However, the studies about the combination of these methods are still limited (Aslan, 2022; Foldnes, 2016). Therefore, this research attempts to examine cooperative learning implication in flipped classroom effects for EFL students’ reading achievement during post-pandemic period. This study employs the quasi-experimental research. The experimental group is taught using the integration of cooperative learning into flipped classroom model, whereas, control group is taught using conventional instruction. The findings reveal that the students who learn in experimental group have better reading performance than those who learn in control group. The finding also presents that the integration of cooperative learning and flipped classroom have statistically significant effects towards reading proficiency. Thus, this study proposes an adaptive instructional model to enhance students’ English language communication and skills.

Indigenous education at university: Stepping into and navigating the classroom

This article provides a critical insight into some of the key challenges that are found in Indigenous education at university. It achieves this through sharing the storied experiences of non-Indigenous pre-service teachers, academics and myself. Overall, the study found, through storying methodology, a total of 11 key challenges across interrelated areas of the university. These areas included the university classroom and the broader institution, as well as education policy, specifically the Australian Professional Standards for Teachers (APST) 1.4 and 2.4 by the Australian Institute for Teaching and School Leadership (AITSL). This paper will provide an in-depth insight into three key classroom challenges (1, 2 and 4). It will not address key institutional or policy challenges. Ultimately, this paper will argue that some schools in Queensland need to place a greater value on the inclusion of Indigenous knowledges and perspectives. A practical recommendation is also offered in this article to further strengthen Indigenous education at university.