Classroom Management Course Research Articles

Determining the Needs for Classroom Management Course in Associate Degree Child Development Departments

The aim of this study is to determine the needs for the classroom management course in associate degree child development departments. The research was conducted using the case study method. In this context, 5 experts were included in the study group using criteriyinon sampling technique, and 201 students were included using appropriate sampling technique. Data were collected through a semi-structured interview form developed by the researchers and the classroom management competency scale. Additionally, studies conducted nationally and internationally on the subject were also reviewed for data collection. The data were analyzed using content analysis, percentage, frequency, and mean analyses. According to the results of the research, the classroom management competencies of child development department students are at a moderate level. Experts state that since graduates mainly work in the education sector, there is a need for a classroom management course in these departments. Moreover, experts mentioned that in addition to professional knowledge such as planning, knowing classroom management strategies, knowledge of methods and techniques, using instructional technologies, and designing materials, students also need to have personal characteristics such as being open to development, friendly, empathetic, and having communication skills to succeed in their professional lives. The findings obtained from the research can be used for program development or updating studies for the classroom management course in associate degree child development departments.

Developing Learning Tools with Case-based Learning and Project-Based Learning for Digital Classroom Management Course

The semester lesson plan is a learning tool used in higher education. The semester lesson plan was designed by applying case-based learning (CBL) and project-based learning (PjBL) models, which aim to achieve the target of course graduates. The digital classroom management course is new in the MBKM curriculum implemented in study programs. Therefore, it requires learning tools to support the implementation of lecture activities. This study aims to develop a semester lesson plan by applying valid and effective case-based learning (CBL) and project-based learning (PjBL) models in the learning activities. This research is development research with the ADDIE model. The subjects in the study were five lecturers and 30 students. The research produced a valid and effective semester lesson plan for digital classroom management courses.

Social presence as means to humanizing online classroom

PurposeThe previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.Design/methodology/approachThe current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.FindingsThis study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.Research limitations/implicationsThis study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.Practical implicationsTheoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.Originality/valueCurrent studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.

Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments

A pretest-posttest control group design with switching replications was used to examine the effectiveness of a one-time, 75-minute behavioral skills training (BST) package. Fifty pre-service elementary general educators enrolled in a classroom management course were shown a video depicting challenging behaviors and were asked to collect antecedent-behavior-consequence (ABC) data. Using the data collected, participants from two instructional groups were asked to hypothesize the function of the problem behaviors. Results suggest a statistically significant increase in correct responses for both instructional groups from pretest to posttest following BST. A series of ANCOVAS suggested that, when controlling for initial pretest performance, BST significantly improved correct responding in posttest when compared to performance on the second pretest. However, participants did not reach an optimal level of performance following a one-time administration of BST. Practical implications for teacher education contexts, limitations, and future research directions are thoroughly addressed.

Indonesian undergraduate students' perceptions of problem-based learning implementation in an ELT class: A small-scale survey

This study aimed at identifying Indonesian undergraduate students’ perceptions of Problem-Based Learning (PBL) implementation in an English language education department at a private university in Indonesia. Using total population sampling, 74 students who were taking a language classroom management course in which PBL was implemented through collaborative work were involved in this survey study. The data were collected using a 21-item questionnaire from Jaeger and Adair (2014) that was based on Senocak (2009). The data were then analyzed statistically to identify the participating students’ perceptions of PBL implementation by interpreting the patterns of the data. Based on the results of this study, the participants tended to perceive that PBL helped them become more self-directed. However, many of them felt that the collaborative work implemented in PBL was more a difficulty than an ease. The implication of this study is also discussed.DOI: 10.26905/enjourme.v7i2.9032

Towards a New Learning Ecology: A Critical Participatory Action Research for a Transformative Mission

The aim of this study is to serve as a self-transformative process targeting undergraduate students’ professional perspectives, sayings, doings and meaning makings on the conventional classroom management thought by introducing them to the possibilities of Web 3.0 technologies. The study was designed as a critical participatory action research (CPAR) and conducted with the participation of 46 undergraduate students (29 female, 17 male) from English Language Teaching department during the first term of 2019-2020 academic year (just before the COVID-19 closures) in Gaziantep University. To guide participants, a Video Clip Assessment Rubric was developed collaboratively. Critical self-reflections and in-class discussions were the sources of data. A great majority of the participants reflected that flipped learning could be a promising alternative over conventional pedagogies. They also declared the need for a comprehensive preparation and professional guidance in video clip casting for flipped classes. The most outstanding actionable knowledge, on the part of participants, produced by this CPAR would be the internal transformation enabled through reinterpretation of the facts and first hand learning experiences they encountered. Some further suggestions are made for the redesign of conventional classroom management courses at undergraduate level.

Meeting Student Needs in the Freedom Writers Movie

The study described in this paper explored the understanding pre-service teachers’ have of PK-12 student needs (i.e.Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of InvitationalEducation. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a mid-sizedSoutheastern university in the U.S, learned about the Circle of Courage. This included viewing the movie Freedom Writers tofocus of on how this philosophy was incorporated in the movie. Following the viewing, the participants wrote an essay aboutthe significance of meeting these student needs. This activity enabled the participants to link theory to practice, as it promptedthem to take a reflective stance, identify some of the strategies they witnessed in the movie, and evaluate how these mightbenefit their future students.

Classroom Management: A Prerequisite to Pre-Schoolers Motivation and Affection Toward Learning and School in Edo South Senatorial Districts

Early education of children in Nigeria has been of great concern to both the parents, educators and other stake holders in education. This has led to a high investment in the educational sector, bus less progress is made in the pre-primary level. A lot of questions have risen as to why this low progress is been made. Some attributed this low progress to the issue of classroom management, teacher motivation and many more. This study therefore examined classroom management as a prerequisite to pre-schoolers motivation and affection toward learning and school in Edo south senatorial districts. The study was a descriptive design and four research questions were raised to guide the study.  The target population comprised classroom teachers in both private and public pre-primary schools in Edo South senatorial district of Edo State. The sample for this study was five hundred (500) teachers, who were drawn from private and public pre-primary schools in the senatorial district. The research instrument used for this study was a questionnaire designed by the researchers; it was a four-Likert scale. It had two sections; Section A consists of the demographic data of the respondents while Section B contained the questions that elicited responses from the respondents with response options like, Strongly Agree, Agree, Strongly Disagree and Disagree. The face and content validity of the instrument was determined by three experts in the field. Cronbach alpha method was used to ascertain the reliability of the instrument. It gave an alpha value of 0.89 which indicated that the instrument was reliable. Data gathered through the questionnaire were analysed using mean and standard deviation, chi-square and multiple regressions. A criterion mean of 2.50 was used for the acceptance of the items while an interpretative norm of 7.50 which was the product of the criterion mean and the number of items in each cluster was used to ascertain the extent of teachers’ classroom management and motivation on children's affection for school. The findings proved that classroom management affects children's motivation and affection for learning and school, however, teacher motivation was not significant. It was therefore concluded that classroom management is a significant factor in facilitating pupil motivation and affection to learning and school. The study therefore recommended that School teachers should be made to go for periodical in-service training on classroom management courses and Education stakeholder should invest more in learning environment and make it more attractive to learners by providing all necessary learning facilities.

Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers

Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their plans. However, self-efficacy increased indicating that participants believed they were better able to manage classroom behavior than they did prior to the intervention. Implications of these outcomes are discussed with an emphasis on how adequate opportunities to practice acquired classroom management skills are included in budget-challenged teacher preparation programs.

EDUCATION FACULTY STUDENTS’ CLASSROOM MANAGEMENT SKILLS: IMPLICATIONS FROM AN APPLICATION

The purpose of this study is to examine classroom management skills of education faculty students. This study is a qualitative one designed as a case study. The study took place in classroom management courses at a faculty of education of one of the state universities in Turkey in the academic year of 2020-2021. The participants were identified through purposive sampling method. 3rd grade education faculty students taking the classroom management course were selected as participants. The application took nearly three months. The data were collected through a rubric developed by the researcher, field notes and participant feedbacks. The data were analyzed through content analysis. the data from the observation notes and participant feedback interviews were coded and the results, including the results from the scoring of the rubric, are presented with frequencies and percentages. The results showed that education faculty students have difficulty especially about introduction to lessons, using the space in the classroom and some issues concerning communication skills like speaking, speaking in public, intonation, breath and voice control. Beside these the students performed between poor and average about motivating and engaging students, making eye contact, using body language, interacting and establishing effective communication with the class and providing feedback. They also had difficulty with using the time efficiently.

Evolution of Pre-service Teachers’ Perceptions about Classroom Management and Student Misbehavior in an Inquiry-based Classroom Management Course

ABSTRACT This study investigated how pre-service teachers’ perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service teachers regarded the major goal of classroom management as establishing discipline in the classroom through deploying reactive disciplinary strategies prior to taking the course. Their conceptualization of classroom management changed, and they mostly started to include proactive strategies to create a learning environment fostering meaningful learning and enhancing students’ social and emotional development. Their approach to student misbehavior became more nuanced and informed with more elaboration in terms of a) the context in which it would appear, (b) its frequency of happening, (c) its severity, and (d) its possible effects on students, wider audience, and teaching-learning processes.

Towards the development of teachers for the future

The purpose of this research was to examine student teachers’ views on the kind of teachers they would like to be. The participants were 51 student teachers at the primary education department of a state university. The views of these student teachers were collected from unstructured reports that they submitted following a one-semester classroom management course in the 5th semester. The qualitative data gained from the reports, specifically the attributes that the student teachers associated with themselves, were analysed in terms of classroom management according to Korthegan’s Onion Model using a qualitative content analysis method. The data demonstrate that the participants expressed their opinions mostly regarding classroom environment, behaviour and competency. The reports also present their views about the kind of teachers they would grow into and the teacher behaviour they would like to adopt. The results of the study reveal that the student teacher participants were at the levels of interventionist and interventionist/interactionist control; 2 different approaches to dynamic assessment and classroom management styles. They also used authoritative, educational, behaviour-based, and democratic approaches. The study suggests that, in order for the student teachers to express themselves about their teaching in the layers of belief, identity and mission (inner layers) of the Onion Model, they must be provided with opportunities and experiences.

Managing classroom management preparation in teacher education

ABSTRACT Classroom management preparation has long been insufficient and stagnant, creating issues that disproportionately impacts beginning teacher success. I propose the CM PReP framework to guide teacher educators towards redesigning courses to appropriately prepare pre-service teachers to manage the needs of current students. By fixating classroom management courses around culture, methods, practice, relationships, and partnerships, teacher education can implement incremental yet substantive changes to strengthen a pedagogical skill where many beginning teachers have persistently struggled. This article is most pertinent to teacher educators and teacher preparation programmes, but also offers recommendations for future research.

Türkiye'deki okul öncesi öğretmenliği hazırlık programları: Sınıf yönetimi modellerinde değişkenlerin çok düzeyli analizi

This quantitative study aimed to address variables related to six classroom management models used by 1323 preservice preschool teachers: behavioral change theory, Dreikurs, Canter, Glasser, Kounin, and Gordon models. Data were collected using a demographic characteristics form and the Classroom Management Strategy Determination Scale. Data were analyzed using hierarchical linear modeling. Results showed that the classroom management course taught by experts helped preservice preschool teachers choose the right models. Gender played a role in Dreikurs’ social discipline model, while undergraduate education played a role in Canter’s assertive discipline model.

Preservice Teacher Education Programs, Novice Teachers, and Classroom Management Preparation

Classroom management is one of the biggest challenges first-, second, and third-year (referred to as novice) teachers face. Research has shown novice teachers feel unequipped to manage their classrooms due to inadequate preservice training. In this study, 96 novice elementary school teachers from school districts throughout South Carolina completed an online survey that addressed preservice classroom management experiences and teachers’ beliefs about classroom management preparation. It was found that although 80% of participants did receive preservice classroom management training, some of these participants felt unprepared to manage their classrooms. Over 90% of participants agreed that a preservice classroom management course in college is beneficial for future teachers. The results indicate a need for strong preservice courses in classroom management that offer both strategies and classroom experiences, as well as inservice professional development opportunities, to provide educators with the tools necessary to successfully manage their classrooms.

The implementation of flipped classroom on classroom management course

In Flipped classroom, the sequence of the learning process is inverted. The activity that is traditionally conducted in classroom is done at home; while the activity that is traditionally completed at home, is done in class. This qualitative research aimed at introducing how the implementation of flipped classroom into an English language class affected the learning experience of pre-service English teachers based on Self-Determination Theory framework. In this study, a flipped classroom was implemented on Classroom Management course. A total of 28 prospective English teachers learned the material from e-book and articles, watched videos, and read their friends’ power point presentation online at home. In-class time was devoted to the presentation of the group in charge, question and answer session, discussion, role play, problem-solving, or project accomplishment. The participants of the study were given open-ended questions to gain insight into their responses of flipped classroom implementation. Through content analysis, finding showed that there were four themes emerged which were in line with Self-Determination Theory framework. Pre-service English teachers responded positively to the three basic psychological needs namely competence, autonomy and relatedness during the flipped classroom. The implication to English language teaching is also discussed in this study.

Öğretmen Adaylarının Sınıf Yönetimi Yeterliğinin Belirlenmesi ve Geliştirilmesine Yönelik Öneriler

The purpose of this article is to identify pre-service teachers' classroom management competencies and reveal the perceptions of these teachers and the faculty members to develop the teachers' competencies in classroom management courses. In this regard, it aims at developing these teachers' classroom management competencies by making classroom management courses more functional. A mixed methods research was used to conduct this study. Explanatory sequential design, which is one of a mixed methods research, was employed. The research was conducted in two phases. In the first phase, "Classroom Management Competency" scale was applied to the pre-service teachers to identify to what extent they see themselves competent in classroom management through the quantitative method. In the second phase, the interviews were conducted with them to thoroughly understand in which aspects of the classroom management they are competent in the qualitative research. In addition, the interviews were implemented with the faculty members, who are expert on classroom management issue, to identify what could be done in classroom management courses to increase pre-service teachers' classroom management competencies in the qualitative research. The study group of the research consisted of the pre-service teachers who study at the Faculty of Education of Kilis 7 Aralık University. Demographic information form, classroom management competency scale and semi-structured interview form for the pre-service teachers and the other semi-structured interview form for the faculty members were used to collect the data. The research data were collected in the fall and spring semesters of 2018-2019 academic year. The quantitative data were analyzed through SPSS 21.0 software program. Arithmetic mean was calculated to determine the pre-service teachers' classroom management with regard to the general competency and sub-dimension competency levels. Content analyses were used in the analysis of the qualitative data. As a result of the analysis of the research, it was found that the teachers' classroom management competency is at a moderate level. It was revealed that the highest means for classroom management competency are relationship management, physical layout management and time management, respectively and the lowest means are behavior management and instruction management. It was identified that the pre-service teachers experience some difficulties stemming from themselves and their students in the school experience course. Besides, the pre-service teachers realize that their students get bored during their instruction and they are not competent in the intervention methods. As a result of the study, it was suggested that more practice should be conducted in classroom management courses and instructions should be implemented with dramas, case studies, micro instruction methods in these courses and the class hours of these courses should be increased to ensure them more useful for pre-service teachers.

Examining an English as a Foreign Language Teacher Education Program (EFLTEP)’s Curriculum: A Case Study in an Indonesian University

<p style="text-align:justify">This study aims to examine the English as A Foreign Language Teacher Education Program (EFLTEP)‘s curriculum of one state university in Jambi Province, Indonesia. This research employed a qualitative research design with case study involving 8 participants comprising of 4 beginner teachers and 4 teacher educators. This study used document analysis and interview as its instruments of data collection. The data revealed that beginner teachers perceived they need more practical aspects of pedagogical-related courses than theoretical aspects of teaching. Furthermore, a number of courses were overlapped and need to be redesigned, teaching and learning in large classes seems to be a crucial barrier to the effective implementation of the curriculum in the classroom, and the duration of the EFLTEP to completion is considerably longer than other pre-service teacher education programs. Based on the research findings, several recommendations have been provided. A curriculum should be able to balance the theory and pedagogical skill practice. Teachers, administrative, and other relevant stakeholders should deliberate and design the curriculum together considering other courses or credits to avoid overlapping subjects, eliciting the subjects, and integrated the similar subjects into one would be best choice to optimize the teacher education program, teachers and other stakeholders should allocate much time on Teaching English as Foreign Language (TEFL) practice and classroom management courses. At last, the curriculum should be in line with pre-service teachers’ needs to better prepare them with knowledge and skills for their teaching career in the future.</p>

Use of Educational Movies in Classroom Management Courses: A Metaphorical Study

The purpose of this present study is to determine the metaphorical perceptions of science preservice teachers on teaching classroom management courses through the educational movies. The method of research is qualitative. Phenomenological design was conducted. The study group of the research consists of 75 science preservice teacher taking the classroom management course during the fall semester of 2017 - 2018 academic year. The data were obtained through the metaphors of the preservice teachers teaching the classroom management courses through the movies declared by the Ministry of National Education in September 2017 seminar period. The preservice teachers were asked to fill in the sentence “Educational movies are like … for classroom management courses because…”. Data were analyzed through the inductive content analysis. Accordingly, 57 metaphors were grouped under 8 categories. These categories are place for learning and knowledge acquisition, guiding for situations not yet encountered, complementary for classroom management course, tool for presenting life experience, supportive for education, reflection of theoretical knowledge, preparation tool for the profession, a tool for being model. As a result, it can be mentioned that teaching classroom management courses through educational movies is positively reflected on the preservice teachers. It is thought that the study may contribute to the literature in the context of questioning the philosophical and theoretical foundations of the educational movies for classroom management and create a reference point for consecutive studies.

From Serial Monologue to Deep Dialogue: Designing Online Discussions to Facilitate Student Learning in Teacher Education Courses

ABSTRACTDespite the wide use of discussion in online courses, the quality of these exchanges varies. In this article, the authors draw on the community of inquiry (CoI) model to inform the design of what we call “first responder/connector” (FR/C) discussions, which are student-led asynchronous online discussions. The authors propose and describe four instructional design features of the online FR/C discussions that aim to create the conditions for social connections that support learning in teacher education. The authors illustrate these design features in an example of a FR/C discussion thread in a classroom management course. With these features of online discussion design, teacher educators can assist preservice teachers in moving away from superficial discussion responses to more meaningful dialogue and engagement with peers, ultimately leading to greater learning outcomes.