Classroom Management Practices Research Articles

Virtual Classroom Management Best Practices of Grade School Teachers of St. Paul University Surigao: A Phenomenology

This hermeneutic interpretive phenomenological study explored the lived experiences of grade school teachers managing virtual classes during the COVID-19 pandemic at St. Paul University Surigao. Eleven teachers from various grade levels were interviewed, and data was analyzed using interpretative phenomenological analysis (IPA). Five emergent themes were identified: 1) Teachers’ perception of classroom management, 2) Teachers’ authority and management of virtual classes, 3) Benefits of online classes, 4) Challenges in conducting virtual classes, and 5) Best virtual classroom management practices. The study found that teachers demonstrated resilience and adaptability in transitioning to online teaching, while highlighting both the benefits (e.g., flexibility, cost savings) and challenges (e.g., internet connectivity, student engagement) of virtual classrooms. Based on these findings, a "Simulacrum" model of best practices for virtual classroom management, aligned with the university’s vision and values, was proposed. The study offers valuable insights for educators navigating online teaching and emphasizes the importance of continued support and professional development in this evolving landscape.

School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis

School-based consultation or coaching may be used to promote teachers' use of various classroom management practices and interventions. An important aspect of school-based consultation and coaching is ensuring teachers generalize their use of evidence-based practices that were trained through consultation. However, the extent to which teachers generalize practices trained through consultation or coaching is somewhat unclear. As such, the purpose of this meta-analysis was twofold: (a) synthesize the existing school-based consultation literature to determine the extent to which teachers generalize practices they learned through consultation and coaching and (b) make a call to action for researchers to collect generalization data in consultation and coaching research. Seventeen studies were identified for review, in which results indicated school-based consultation and coaching to be effective for promoting teachers' generalization of EBPs (LRRi = 0.82) as well as target outcomes (LRRi = 1.15). Specific implementation supports (i.e., in situ training and behavioral skills training) significantly contributed to teachers' generalization, with specific practices (i.e., behavior specific praise) being more generalizable. Furthermore, moderation analyses were conducted to delineate aspects of consultation and coaching that are more likely to promote teachers' generalized outcomes. Limitations, future directions, and implications for research and practice are described.

Using Visual Activity Schedules to Improve Transitioning for Students With Emotional and Behavioral Disorders

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions.

Impact of Classroom Management Techniques on Students' Learning Effectiveness in Public Primary Schools: A Study in District Sanghar, Sindh

This study search into the critical features of classroom management techniques and their impact on students’ effective learning at public primary school level in district Sangahar Sindh. Effective classroom management is a base to lead high quality learning environment to assist student engagement that grow academic achievement. The research work to survey the present condition of classroom management implementation in public primary schools in district Sanghar analyze their impact on students learning outcome. This research employs a quantitative approach and analysis methods. A survey questions was conduct from primary school teachers in district Sanghar to collect data on their classroom management practices. The outcomes of this study analyze the most frequently used classroom management techniques by primary school teachers in district Sanghar examining the impact of these techniques on students’ academic achievement, engagement, behavior and analyze the relationship between classroom management practices and student learning outcome. The findings will be prepared precious awareness for teachers, policy makers, and education collaborator to make better classroom management process increase student learning and assist academic excellence in district Sanghar. The impact of classroom management techniques on students’ effective learning has significant relationship towards the development of active body of knowledge and result suggested authentication about these practices that support student success in all manners.

Look both ways before crossing: Using a triangulation of artbased methods to transform student – staff relationships as it relates to school climate (online first)

By engaging in an art(s) based action-research case study, youth from a Montréal school considered student-staff relationships as they relate to school climate. Three arts-based data collection methods (timeline, relational map, and photovoice) were used to gain awareness on how relationships with staff constituted the primary determinant of student behavior, student engagement, and a robust school climate. Positive relationships were found to be facilitated by staff who authentically engage with students’ lives outside the classroom, demonstrate equity and discretion in classroom management practices, and allow for redemption following rule infractions or conflicts.With the goal of enacting sustainable change in the school environment, participants collaborated in drafting a Call to Action addressed to the school’s administration, advocating for the creation of a student council as a space to voice their positions, build better communication with staff, and foster a healthy school climate. The paper thus illustrates how art(s) based action-research can contribute to transforming school environments.

A Structural Equation Modeling of the Impact of Teacher Self-Efficacy on Teachers' Teaching Practice in Saudi Arabia: Evidence from TALIS 2018

This paper intends to investigate the causal relationship between teachers' self-efficacy and teacher teaching practices in Saudi Arabia using Structural Equation Modeling (SEM) based on the public database of the Teaching and Learning International Survey (TALIS 2018). In this study, 2744 teachers responded to the survey, representing lower secondary in mainstream public and private schools in Saudi Arabia. Based on the literature review and the exploratory factor analysis presented in the TALIS 2018 technical report, three constructs represent teacher teaching practices including (clarity of instructional, cognitive activation, and classroom management practices). Teacher self-efficacy includes two constructs (classroom management efficacy and instruction efficacy). After applying structural equation modeling, the main finding indicates a positive influence of teacher self-efficacy on the clarity of instructional practices, cognitive activation practices, and classroom management practices.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

Supportive Learning Environment and Assertive Classroom Management Strategies as a Contributing Factor of the Academic Resiliency of T.L.E. Students

This study investigated the effects of supportive learning settings and assertive classroom management tactics on students' academic resilience. Using a descriptive-correlational research methodology, 254 junior high school students from a public secondary school in the Division of Davao del Norte were chosen using stratified random sampling. Using three adopted questionnaires and statistical tools such as mean, Pearson r, and regression analysis, the study demonstrates a very high degree of supportive learning environment, with high levels of assertive classroom management strategies and academic resilience. Significant correlations were discovered between numerous components of supportive learning environments and assertive classroom management practices, which influenced students' academic resilience. The study emphasizes the critical role of supportive learning settings and assertive classroom management practices in developing academic resilience, particularly in technical livelihood education. Recommendations include developing targeted interventions based on strengths observed in supportive learning environments, providing professional development opportunities for educators, implementing specialized interventions targeting specific qualities associated with academic resilience, and fostering a culture of continuous review and development within educational institutions.

Self-Efficacy and Job Satisfaction of Primary School Teachers

This study presents an in-depth investigation into the predictors of job satisfaction among primary school teachers in China. The study is grounded in the theoretical framework of self-efficacy and job satisfaction theories, providing a comprehensive understanding of the factors influencing job satisfaction in the unique socio-cultural context of China. The research employs a descriptive-comparative correlational research design, utilizing a comprehensive questionnaire survey to collect data from a representative sample of primary school teachers in Wuhan, China. The questionnaire covers demographic information, self-efficacy in student engagement, instructional strategies, classroom management, and job satisfaction levels. Based on these findings, the study concludes that enhancing teacher self-efficacy, providing a supportive work environment, and improving classroom management practices are key to improving job satisfaction among primary school teachers in China.

Mundane white supremacy: considering everyday dynamics of race, space, classroom relationships, and the need for a cooperative classroom management

ABSTRACT This paper examines how mundane forms of white supremacy unfold within everyday classroom interactions, and how they extend from the way that classroom spaces are oriented to specific relational norms. Drawing upon a qualitative study of classroom relationships, relational philosophy and phenomenologies of space, race, and gender, this paper argues that normative spatial orientation in classrooms corresponds with white students being afforded a racialising access to being at ease in the classroom while students of colour are exposed to forms of existential enclosure. In response, this paper argues that classroom management practices need to directly consider strategies for reorienting classroom spaces away from mundane forms white supremacy. To do so, teachers must move away from traditionally individualising classroom management approaches that are rooted in a racial capitalist paradigm, and towards relationally explicit and ontologically dynamic approaches that are fundamentally cooperative.

INVESTIGATING PRIMARY SCHOOL TEACHERS’ PRACTICES ABOUT CLASSROOM MANAGEMENT: A QUANTITATIVE APPROACH

The classroom management in educational institutions comprises carrying out management strategies and goals while keeping students' progress in mind. Classroom management promotes interaction in both directions and reciprocal comprehension among students and teachers. This quantitative study examined the classroom management practices of the primary school teachers in Punjab, Pakistan, aiming to describe the importance of classroom management and to identify differences in practices based on gender and district. Thus, a sample of 300 teachers from Lahore and Multan districts was surveyed using a questionnaire. Data analysis involved t-tests and ANOVA. The findings revealed significant differences in practices between male and female teachers, with female teachers indicating more effective strategies. Additionally, teachers in Lahore exhibited better practices compared to those in Multan. No significant differences were found based on the teacher qualifications. The study concludes that effective classroom management is crucial for enhancing student learning & recommends professional growth for teachers, along with policy considerations for class size and technology integration.

Assessing the Influence of Peer Collaboration, Classroom Management, and Assessment Practices on Student Motivation in Secondary Education

Assessing the Influence of Peer Collaboration, Classroom Management, and Assessment Practices on Student Motivation in Secondary Education

Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate

<p style="text-align:justify">Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.</p>

Engaging teacher’s mental health self-care early through a trauma-informed microcredential

PurposeThe purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.Design/methodology/approachUsing a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.FindingsA total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).Originality/valueNew teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

Language Creativity in Presenting Hindu Religion Material

Teachers are required to be creative in packaging learning activities in various ways. One of the creativity carried out by prospective teaching students is modifying familiar songs into songs containing learning material about Hindu religion. Therefore, it is important to conduct this research to describe language creativity in presenting Hindu religious material and the obstacles faced in modifying songs. Creativity in presenting material is very important in order to achieve effective communication in learning activities. This research is classified as qualitative research with an empirical approach. This research was carried out by collecting a number of songs containing Hindu Religious Education material developed by students of the Pendidikan Agama Hindu Study Program, STKIP Agama Hindu Amlapura in classroom management practices and interviewing students regarding the difficulties or obstacles experienced when being creative in modifying songs so that they contain Hindu religious material. The results of this research show that there are several songs that students tend to create and modify in classroom management, namely children's songs whose rhythms are very familiar, such as the songs Balonku, Pelangi-Pelangi, Lihat kebunku, Naik Becak, Satu-Satu Aku sayang Ibu. From the rhythm of these songs, they were modified into songs containing Hindu religious material, namely Panca Yadnya, Panca Sraddha, Tri Pramana, Three Basic Frameworks of Hindu Religion, Tri Kaya Parisudha, Holy Books and Holy Places Hindu religion. When carrying out this creativity, students also experience various difficulties or obstacles, such as using diction, adjusting rhythm, packaging material, and limitations for complex material.

The work adjustment of expatriate teachers employed in Chinese internationalised schools: a pedagogical perspective

ABSTRACT Traditionally serving expatriate elites, international schools now increasingly cater to local middle-class families in developing countries. With the industry’s explosive growth, attention turns to the role of expatriate teachers in preserving the institutional legitimacy of non-traditional international schools. However, expatriate teachers’ pedagogy has received little attention. The purpose of this hermeneutical phenomenological study was to understand the pedagogical work adjustment of expatriate teachers in Chinese internationalised schools. The study employed a diverse sample of 16 expatriate teachers who worked in Chinese internationalised schools for at least one school year. Three data collection methods aided in gathering in-depth descriptions of participants’ lived experiences: individual interviews, written protocols, and focus groups. An analysis of participants’ lived experiences led to the construction of three overarching themes: adjusting to the school context, adjusting to the students, and growing as a teacher. Participants adjusted to their schools’ contexts by rejecting the local ways, tuning in to student needs, and adapting to the local ways. Adjustments to students included motivating them, struggling with their names, getting more sensitive about them, and changing classroom management practices. Participants perceived their schools’ in-service training as insufficient, which led them to pursue professional development on their own terms. The study’s novel contribution lies in its systematic identification of expatriate teachers’ adjustment strategies, particularly in dealing with students and their misbehaviour. Implications for expatriate teacher training and discipline policies in Chinese internationalised schools are discussed.

Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar

In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.

A Comparative Study of Classroom Management of Preschool Teachers in the Philippines and Singapore

This comparative study examines classroom management strategies among preschool teachers in the Philippines and Singapore. Employing a Descriptive-Comparative Research Design, the study aims to identify similarities and differences in the classroom management techniques used in both countries. A total of 100 preschool teachers, 50 from each country, were selected using a random sampling technique. To compare classroom management practices, an adapted survey questionnaire with a 4-point Likert scale was utilized, and data analysis was conducted using statistical methods such as Chi-square tests and regression analyses. This analysis also included assessing responses’ distribution and the responses’ heterogeneity through Standard Deviation. Significant differences and relationships were found between the classroom management practices in the two countries. Based on these findings, the study proposed specific programs and strategies for improving classroom behavior management, teaching techniques, parent-teacher collaboration, and planning and support in both the Philippines and Singapore. The study recommends further research with a broader scope, possibly using qualitative methods and a larger sample size, to gain deeper insights into the factors influencing preschool classroom management. It also suggests that educational institutions in both countries consider implementing these well-researched proposals to enhance the effectiveness of preschool teachers’ classroom management techniques. Keywords: comparative study, classroom management, preschool teachers, Philippines and Singapore

Coaching as an Implementation Strategy: The Perceived Alliance Between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use

Building an alliance is a well-documented and critical therapeutic process. Considerable evidence has established a significant relationship between the quality of the alliance among a therapist and their client and changes in clients’ behavior. Like the therapeutic alliance, school-based coaches and teachers navigate their working relationship with the goal of modifying or altering practices in the classroom to promote youth’s healthy functioning. Yet, little is known about the coach-teacher alliance. Using data from two randomized controlled trials examining the efficacy of classroom management coaching interventions, this study explored whether the alliance between teachers and the coach in the studies predicted teachers’ implementation of classroom management strategies. Results from 83 teachers working with one coach indicated that the coach, but not teachers’, report of the overall quality of the alliance significantly predicted teachers’ use of proactive classroom management practices. The findings add to the existing literature on the importance of the coach-teacher alliance in the coaching process. Limitations of the study and implications for research and practice are discussed. Impact Statement Coaching is a commonly used in schools to support teachers’ implementation of new practices. This study found that the alliance between one coach and teachers during coaching for classroom management significantly predicted teachers’ use of effective strategies. This study highlights the importance of focusing on relationships when school-based coaches (e.g., school psychologists, school personnel) are working with educators to adopt and use interventions.

Improved classroom and child outcomes through mental health consultation in New York City subsidized early care and education programs.

This paper describes the evaluation of one year of infant/early childhood mental health consultation (IECMHC) in subsidized early care and education settings provided by the New York City Early Childhood Mental Health Network. The evaluation examined direct and indirect outcomes of IECMHC including (1) improved classroom practices by ECE teachers, and (2) improved social, emotional, and behavioral outcomes among children in the classroom. The study also reviewed child attributes that might have moderated outcomes. An analysis using paired t-tests of pre-and post-assessment data found significant improvements over time in the classroom environment and management practices, as well as in teachers' perceptions of the degree of difficulty presented by children's classroom behaviors. There were significant improvements in protective factors and problem behaviors among the subset of 138 children who received assessments. Improvements were greater for Black/African American children and for all children with pre-assessment scores in the concern range. Males showed greater improvement in protective factors whereas females showed greater improvement in behavioral concerns. IECMHC is a powerful intervention to improve teachers' classroom management and their perceptions of children's behavior and is important in the context of biases that place marginalized groups at risk of punitive actions by teachers and administrators.