Classroom Management Approaches Research Articles

Strategi Pengelolaan Kelas dalam Meningkatkan Kedisiplinan dan Efektivitas Belajar Siswa pada Masa Covid-19

The COVID-19 pandemic is affecting the education sector, including in Indonesia. The government implemented social policies and distance education to prevent the virus. However, distance learning produces challenges for teachers and students, especially in terms of learning discipline and classroom management. This study aims to collect and analyze a number of different classroom management approaches that can be used during the COVID-19 pandemic to improve student discipline and increase learning efficiency. This study discusses how students can learn better, especially about environmental studies, with good classroom management. It also emphasizes the role of teachers in creating a good learning environment and encouraging students to learn independently. The study found that student learning outcomes are influenced by effective classroom management; to improve student behavior and engagement, classroom design and socialization should be improved. The COVID-19 pandemic shows the importance of engaging classroom management strategies.

Impact of Assessment Procedure on Students' Learning in Semester System

This study aims to explore the attitudes of undergraduate students majoring in social sciences at the University of Sargodha towards assessment for learning. It recognizes the substantial impact that assessment methods have on students' study habits and academic performance. A cohort of 50 students from the Education and Psychology departments at the B.S. 8th level were involved in the research. The study investigated motivation and psychological factors associated with classroom management approaches using a self-designed questionnaire that required participants to provide binary (Yes or No) replies. Using SPSS version 20 for analysis, the findings demonstrated the significant influence of evaluation on learning outcomes. Significantly, there were no discernible gender-based disparities in students' perspectives on motivation and psychology. The study suggests that it is important to allocate sufficient time for teachers to engage in class planning, prepare lectures, evaluate students, and provide feedback. This will help improve the entire learning experience.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

IMPROVING SKI LEARNING OUTCOMES BASED ON CLASS MANAGEMENT USING A WHOLE GROUP DISCUSSION APPROACH

Teacher competence in implementing classroom management functions based on student activity, as well as student interest and active participation in the learning process, is one of the factors that can influence the achievement of learning objectives and improve student learning outcomes, so innovative learning management is needed. The purpose of this study is to examine how classroom management using the whole group discussion technique and increasing the History of Islam (SKI) learning achievement of class V students of Madrasah Ibtidaiyah (MI) Attaqwa 19 Bogor sero Bekasi. This research used an experimental method with a classroom action research (PTK) approach applied to 80 students in class V MI 19 Bogor Sero Bekasi, who were divided into two classes, through the use of Simple Random Sampling Techniques. Shows that there is an increase in SKI learning results after conducting experiments using a classroom management approach based on the use of whole group discussion techniques, and the results of rxy and t calculations show t-count is 4.352 while t-table is 1.685954; this shows t-count is greater than t-table, meaning there is a significant influence So, classroom management using the Whole Group Discussion Technique has a significant influence on student learning outcomes in SKI subjects with a Gain Score of 63.6, meaning there is a significant increase between the experimental class and the control class. This research can be used as a reference for teachers to improve student learning outcomes.

Classroom Management Strategies in Hybrid Learning: Insights from Academic Leaders and Lecturers in Chengdu, China

This qualitative multiple case research looks into the domain of hybrid learning within the higher education environment of Chengdu, China, with the goal of developing a conceptual model that thoroughly elucidates classroom management approaches. As educational institutions increasingly incorporate hybrid learning methods, academic leaders and lecturers play critical roles in navigating this changing pedagogical environment. The study looks at the experiences of 15 people from three different institutions in Chengdu. Using a non-probability sampling strategy, this research investigates the numerous characteristics of classroom management via in-depth interviews. The data is rigorously analysed using ALTAS.ti, a qualitative data analysis tool. The results highlight five critical features of classroom management techniques: (a) technological infrastructure; (b) pedagogical adaptations; (c) student engagement and interaction; (d) classroom management strategies; and (e) institutional support and policy. These elements serve as the basis for a conceptual model that provides a comprehensive knowledge of how academic leaders and lecturers improve the efficacy of hybrid learning. The study's findings provide useful insights to the wider discussion of blended learning, providing recommendations to educational practitioners, policymakers, and academics. This study extends our knowledge of classroom management approaches by contextualizing the results within the growing landscape of hybrid learning, enabling the creation of personalized solutions to maximize the hybrid learning experience in the chosen institutions of Chengdu, China.

Encouragement as a Form of Social Support Promoting Boundary Crossing and the Development of a Courage Scale

ABSTRACT: A courage scale was developed to address issues regarding the definition of Adlerian courage. It considered the relationships among encouragement, courage, and boundary crossing in Japanese university students using structural equation modeling (SEM). According to exploratory factor analysis, the courage scale comprised two factors: striving for superiority over the self and social interest, consistent with Adler’s model of courage. Both factors exhibited sufficient reliability and validity. The SEM results indicated that encouragement from an intimate friend positively influenced social interest, which in turn positively influenced boundary crossing while negatively influencing boundary crossing in the absence of mediation. A classroom management approach based on the results and aimed at enhancing social interest is discussed from an Adlerian perspective.

Teachers’ Beliefs and Their Influence on Math Instructions for Gifted English Learners

The dynamic interplay between teachers’ beliefs and practices significantly impact the quality of instruction and the trajectory of talent development in young students. This case study explores the beliefs and practices of two elementary teachers instructing gifted ELs in mathematics. The constant comparison method was used to analyze data collected from classroom observations, semi-structured interviews, and field notes. Three factors were found to affect the (in)consistency between teachers’ expressed beliefs and observed practices: compatibility among core and peripheral beliefs, knowledge about evidence-based practices, and classroom management skills. Students exhibit higher levels of participation, communication, and engagement in critical thinking skills when their teacher embraces constructive perspectives in teaching mathematics, demonstrates pedagogical expertise, and employs a proactive classroom management approach. Conversely, students encounter restricted opportunities to independently construct their own understanding of mathematics when their teacher holds maladaptive beliefs about teaching mathematics, has limited knowledge of evidence-based practices, and has an authoritarian classroom management style. These findings underscore the need for a new approach to professional development (PD) that encourages teachers to critically examine the connection between their beliefs and instructional practices and their impact on the student’s mathematical talent development.

The Impact of Positive Discipline on Students’ Well-being and Academic Achievement: A Case of International School in Cairo

This research is designed to identify the scope of positive discipline implementation as a classroom management approach in Groupe Scholaire Oasis (an international School in Cairo City) by investigating PD's impact on students’ well-being, and academic achievement. The literature review covered in this research shed light on classroom management, and positive discipline as a classroom management approach and its relation to students' well-being and academic achievement. To explore how positive discipline as a Classroom Management Approach impacts students’ well-being and academic achievement, researchers used the “Quantitative Method” by applying questionnaires to samples of students from two different age groups: (1) 233 students from grades 3 – 5 (20 % of the whole population), and (2) 367 students from grades 6 – 12 (20 % of the whole population). The Social Sciences Statistical Package SPSS ver.22 was used to perform statistical analyzes. "Mann-Whitney test" for the independent groups was used to examine the equivalence in the Positive Discipline Scale between the group of students, and its significance was verified by the value of (U). In addition, the Pearson correlation coefficient was used to find the correlation between the Positive Discipline variable and the achievement variable for students. Data analysis has indicated that "PD has a positive impact on students from the two different age target groups" with regard to the three variables: PD seven abilities, student: well-being, and approach to learning (ATL) skills. On the other hand, PD’s impact on students’ well-being and academic achievement differs according to age. The results have indicated that the 3 - 5 grades group was superior to the 6 - 12 grades group with regard to: PD Seven Abilities, Student: Well-Being, and Approach to Learning (ATL) Skills. In this context, the researchers recommended raising awareness between administrators, teachers, and parents in coordination with the various administrative authorities to spread the idea and principles of positive discipline, creating a common vision between stakeholders, adopting a strategic governance model that allows continuous monitoring, evaluation, and review of strategies and action plans, creating a positive learning environment, and building the capacity of all the parties involved to enable them from the implementation process.

Teaching Grammar in Intermediate English Grammar Class: What is Happening beyond the Classroom?

Teaching grammar is a very complex task to do since the lecturer does not only teach the rules but also teach other aspects of language. As language component, grammar will always play a significant role within the English skills such as listening, speaking, reading, and writing. In relation to this regard, this study exposed the practice of teaching grammar at intermediate grammar class as a part of grammar courses in State University of Malang and seek for the issues of what was happening beyond the classroom which encompassed lecturer’ role, students’ role, classroom management strategy, approach, technique, materials, tasks, language used, lecturer-students interaction, and students’ participation in teaching and learning process. This study used both qualitative and quantitative research approach where the results were described quantitatively in numbers and qualitatively in words describing the phenomena taking place. The results suggested that the teaching and learning process of intermediate grammar at State University of Malang manages to meet almost all of the indicators and criteria within the aspects measured in the observation checklist. The teaching and learning process manages to meet 86.2 % of the indicators which means it meets 50 indicators out of 58. Thus, the teaching ang learning process can be considered as excellent.

Assessment for Equity: Exploring How Secondary Educators Utilize Classroom Management and Assessment Practices to Sustain Student Identities

Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race, disability status, and the use of punitive discipline at a national level, less is known about the ways in which teachers’ approaches to classroom management and classroom management assessment influence these trends at the classroom level. This article addresses this by exploring findings from a qualitative study examining classroom management approaches across five focus groups consisting of 25 educators to identify how educators’ management and assessment practices sustain the identities of their students. Based on these findings, recommendations for future research and practice are discussed.

How Teachers Develop Professionally: Effectiveness of Trainings Programs on Teaching Attitude and Performance of Science Teachers

Teachers training found to be very effective in the teaching profession and proves useful to bringing changes in the major aspects of teaching like attitude and performance regarding their professional development. Therefore, this study was conducted to find out the perception regarding teaching attitude and performance of trained and untrained science teachers. The study aim to explore the teaching attitude regarding effectiveness of training and their professional development. Semi-structured interviews were used to collect data from 15 trained and 15 untrained teachers those joined lately. The study found that the trained teachers show positive attitude because of their training, building up expertise in the field. Though, the untrained teachers like teaching because they viewed it respectable profession but need to improve further. Also it was found that training makes teachers performance better than the untrained teachers cannot perform well initially. Moreover, male and female teachers have different attitude towards teaching profession. Also the private teachers perform well in different aspects then public school teachers. Overall the study concludes that both trained and untrained teachers have positive attitude towards teaching with a difference in performance. There is a difference between trained and untrained teachers on their classroom management and pedagogical approach. This study suggests that there should be opportunity of continuous professional development provided to the new teachers as well as senior teachers.

Perceived Effects of Classroom Management Strategies on Students’ Diversity Conditions

School classroom management aims at encouraging and establishing students’ self-control through a process of promoting positive student achievement. This study determined the perceptions of the students on the classroom management strategies of the teachers. The descriptive Survey Method of Research was used as the study design in which 81 college students chosen via complete enumeration were the respondents. Results revealed that most of the respondents were female, belonging to an average household size of 4 to 7, with a family income ranging from 5,000 to 9,000 Philippine pesos. The students’ perceptions of the teacher’s classroom management strategies in terms of managing the learning environment and individual differences as influenced by varied learning groups are merely Satisfactory. The children believed that the teachers’ classroom management tactics had a “significant impact” on their health, maturation, thinking and learning styles, and interpersonal interactions. According to the findings, students’ interpretations of teachers’ classroom management approaches in terms of managing the educational environment and personal qualities as influenced by different learning groups are only Satisfactory. The students claimed the teachers’ classroom management tactics had a “major impact” on their fitness, maturation, thought and learning styles, and social relationships. Teachers’ classroom management has a significant impact on kids’ health, maturation, thinking/learning style, and interpersonal relations.

Mathematically productive relationships (MPRs): a potentially effective classroom management approach

Positive teacher–student relationships are considered essential for effective classroom management. Thus, focusing efforts to understand better and strengthen teacher–student relationships in order to improve student outcome metrics is prudent. This study examined seven elementary teachers’ descriptions and enactment of mathematically productive relationships (MPRs), a type of teacher-student relationship, and their influence on classroom management practices. Teachers’ descriptions of MPRs incorporated four themes: (a) creating safe, mistake-friendly environments, (b) developing trust and respect between the teacher and the students, (c) establishing and maintaining clear and high expectations, and (d) ensuring that classrooms remain safe spaces. However, these features did not always appear in the teachers’ classrooms. The enactment of MPRs varied across cases, with the participants’ classroom management priorities lying along a continuum from behavioural management to cognitive engagement. Implications of MPRs and the influence of different classroom management practices on students’ learning opportunities are discussed.

Classroom Management and Facilitation Approaches That Promote School Connectedness.

When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and re-establish a sense of connectedness among students and between students and adults in school. We conducted a systematic search of peer-reviewed literature that reported on US-based research and were published in English from January 2010 through December 2019 to identify classroom management approaches that have been empirically tied to school connectedness-related outcomes in K-12 school settings. Six categories of classroom management approaches were associated with improved school connectedness among students: (1) teacher caring and support, (2) peer connection and support, (3) student autonomy and empowerment, (4) management of classroom social dynamics, (5) teacher expectations, and (6) behavior management. Prioritizing classroom management approaches that emphasize positive reinforcement of behavior, restorative discipline and communication, development of strong, trusting relationships, and explicitly emphasize fairness has potential to promote equitable disciplinary practices in schools. Classroom management approaches most linked to school connectedness are those that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement of behavior and restorative disciplinary practices, and emphasize equity and fairness.

Effective Learning Environments in Physical Education

Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems.
 Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment.
 Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia.
 Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct.
 Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.

Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills

It is strongly needed to enhance teacher training programs via extensive course content more specifically to improve classroom management skills of teacher candidates. In the current study, we aimed to evaluate effectiveness of an elective course grounded on various strategies and vital aspects of preventive interventions about classroom management competencies, professional beliefs, and emotion regulation skills of preschool teacher candidates. The research is a quasi-experimental field study with pretest–posttest, intervention-comparison groups design including combination of qualitative and quantitative datasets. The participant group consisted of 76 females and 4 males registered in a 4-year university degree preschool teacher training program. The intervention group received training including key aspects of social and emotional intervention programs widely used in preschool settings while the comparison group received training covering inclusive education principles and relevant practices. Findings showed a significant increase in proactive approaches and positive behavioral support rates in the intervention group, while the frequency of reactive approaches was lower than the comparison group. Contrary to expectations, we could not find any influence of the content on emotion regulation skills and teaching beliefs of the intervention group. Results show clear influence of elective course content on improved skills of preschool teacher candidates about classroom management approaches.

Fungsi Manajemen Kelas dalam Pembentukan Karakter dan Motivasi Belajar Siswa

This study aims to find out how the classroom management implemented and implicated in shaping students' character and learning motivation at MA Plus Nurul Islam Sekarbela. The research method used is descriptive qualitative. The subjects in this study were Mathematics subject teachers and class X students, totaling 54 students which were divided into 2 majors, namely Science and Religion majors. Data collection techniques used were observation, interviews and documentation. The results of the study reveal that: 1) The classroom management in shaping students' character and learning motivation at MA Plus Nurul Islam Sekarbela was implemented by mathematics teachers starting from managing the classroom environment, enforcing classroom discipline, controlling students' behavior, carrying out conflict management in the classroom. in the classroom, applying classroom management approaches, and doing literacy habits for 15 minutes. During the Covid-19 pandemic period, the teachers also made teaching materials in the form of PDF and PPT files, simulation videos or tutorials. The teachers also utilize Google Classroom application, Group WA and Telegram to convey information and interact and apply entertaining methods. 2) The implication of the implementation of classroom management in shaping the students’ character and learning motivation is that their character appears to be increasingly disciplined, independent, hard working and has a high curiosity. The students become more enthusiastic in participating in the learning process, do not give up easily, like to solve problems and are independent in completing assignments. Students look focused and enthusiastic during the learning process.

English Language Teaching at Kindergarten: What Happens in The Classroom

This study aims to describe the English teaching and learning process for young learners in kindergarten. It used the descriptive qualitative research method. An observation checklist and field notes were used as the instruments to collect the data. The observation covers aspects of language teaching activities such as the students’ role, the teacher’s role, classroom management strategy, approach, technique, materials, tasks, language used, teacher-student interaction, and students’ participation. This study suggested that the English teaching and learning process at Pertiwi Kindergarten can be considered sufficient. It has satisfactorily met 62% of the aspects measured. Some of the highlights of this study are that the TPR method and songs are highly recommended as teaching techniques. Moreover, understanding the characteristics of the young learners is very important for the success of the teaching and learning activities.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

The Relationship between Interpersonal and Intrapersonal Intelligences and Classroom Management Strategies among Instructors of English for Medical Sciences

Background: The current study strived to unfold the relationship between interpersonal and intrapersonal intelligence types and classroom management strategies among the instructors of teaching English toward the students of medical sciences. The study further tried to see if there was any significant difference between language and content instructors in terms of their classroom management strategies in their classes.Methods: A convenient sample of 80 EAP instructors from state universities of Tehran, Tabriz, Isfahan, and Mashhad provided responses to the excerpted items related to personal intelligences from McKenzie’s Multiple Intelligences Questionnaire and Behavior and Instructional Management Scale (BIMS). A Pearson product-moment correlation test was run to determine the possible link between the participants’ personal intelligences and their classroom management strategies. Moreover, an independent sample t-test was used to find out the possible difference between language and content instructors in terms of their classroom management strategies.Results: The results revealed a significant relationship between the instructors’ interpersonal and intrapersonal intelligences and their classroom management strategies. Furthermore, a significant difference was found between language and content instructors in terms of their classroom management approaches in English for the students of medical science courses.Conclusion: The findings can raise the EAP instructors’ consciousness to enhance their interpersonal and intrapersonal intelligence types in order to improve and promote their classroom management strategies. In addition, the results may enhance the policymakers’ perception of the required considerations for in-service teacher training courses of English for medical science instructors.