Classroom Management Practices Research Articles

Musicians of the Titanic: An EFL teacher’s classroom management experiences during Covid-19 pandemic

This single-subject case study dwells on the classroom management (CM) practices during emergency remote teaching (ERT) that resulted from the COVID-19 pandemic. The participant is an English teacher, teaching young learners (aged 6-8) during the time of the study. Under the qualitative research framework, the strategies and views upon CM practices were derived from observation of 20 lessons, 4 weekly reflection reports, and a semi-structured interview. The data were transcribed, analyzed using in-vivo and descriptive coding methods, and interpreted with relating to the existing literature. As a result, it was found out that there were many factors interwoven in this subject matter, giving rise to an intricate network of developing strategies, perceptions, and roles. In this vein, various teacher roles/resources, dynamic learners’ roles, a toolkit for dealing with CM issues, the intervening surrounding factors affecting the course of CM during ERT were presented and discussed within the related literature. Accordingly, practical implications upon ameliorating this process and recommendations for enhancing the understanding of the subject matter were provided.

Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study

AbstractThis pilot study investigated the effects of immersive virtual reality (VR) training on the classroom management ability of preservice teachers, the addition of real‐time audio feedback as reinforcement and whether preservice teachers could apply their training in an actual classroom setting. We employed the Breaking Bad Behaviours' immersive VR system to design a training situation. Managing students' challenging behaviours was the training target, and 10 preservice teachers were invited to participate (five men and five women; age range, 20–26 years). The results revealed that the immersive VR training experience improved the speed and effectiveness of the participants' management of challenging behaviours in students and enabled the participants to transfer their learning to an actual classroom setting. After the training, the teachers were more confident in halting challenging behaviours by approaching the students, taking appropriate actions and using oral commands. Real‐time audio feedback had a positive but weak influence and gave the participants a feeling of encouragement and affirmation regarding their actions; the influence of real‐time feedback is expected to be stronger if the target of the reinforcement is focused on specific classroom management strategies. Finally, more interactive student avatars should be added to the immersive VR system to enhance classroom management communication, thus making the system a more effective teacher training tool. Practitioner notesWhat is already known about this topic Virtual reality (VR) provides a high degree of realism that increases the effectiveness of teacher training simulations. Desktop VR technology has been applied in professional development for classroom management; few studies have used immersive VR for classroom management training. What this paper adds The immersive virtual training experience could improve preservice teachers' ability to handle students' challenging behaviours, and the classroom management ability learned through immersive VR can be transferred to a real classroom. Real‐time audio feedback can encourage preservice teachers and provide a feeling of achievement and affirm their actions. Implications for practice and/or policy Immersive VR simulations can be used as a training tool to provide preservice teachers with authentic classroom management practice experience. Through careful design, real‐time audio feedback can be incorporated into the immersive virtual simulation process to reinforce the target behaviours.

Teacher Classroom Management Practices in an Inclusive Virtual Setting

The main purpose of this study is to explore the special education teacher’s classroom management strategies engagement in an inclusive virtual setting among the selected teachers in Region VII and one City in Region VIII during remote learning. Five respondents from two regions of Visayas were chosen using convenience and purposive sampling techniques. The researchers of this study used Descriptive Qualitative research design following Colaizzi’s method in thematic analysis. An online interview questionnaire was distributed to the respondents through Google forms and thematic analysis was used to analyze the data. The results indicated that teacher classroom management strategies undeniably played a vital role to maximize students’ engagement in an inclusive virtual classroom. On this basis, it is recommended that teacher classroom management practices should also investigate the variables that limit students' willingness to participate, as well as the importance of the entire class population in students’ engagement. And since our study solely identifies best practices and strategies to maximize student engagement, further study is needed to emphasize assessing teachers’ ICT skills, the parental factors, and appropriate assessment methods to give a greater understanding of the nature of why student engagement is declining in this new mode of learning.

Challenges of Colleges of Education Internship Programme in Ghana: The Case of Gbewaa College of Education

The study sought to determine the challenges interns go through during internship, focusing mainly on curriculum resources, professional and academic issues, mentoring and supervision. The instruments for collection of data were mainly questionnaires and observations. These instruments were used to gather data from a sample size of 231 interns for the study. The main findings revealed that inadequate curriculum resources in the schools of internship, ill-funded internship programme, library facilities and ill-equipped classroom furniture militate against successful implement of the programme. The study further observed that interns lacked the skills of reflective practice, teaching of core subjects in the basic school curriculum and effective classroom management practices. Recommendations were made on the need to increase funding for curriculum material to schools by the Government, Donors, Non-governmental Organisations (NGOs) and the Community concerned. A mechanism should also be put in place for interns to evaluate the system. As it stands now, interns, who are key stakeholds do not take part in evaluating the programme directly.

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

AbstractUsing data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted young students' social competence and was inversely related to negative child outcomes, irrespective of teachers' behavioral and instructional classroom management practices. In contrast, teachers' negative emotional expressiveness positively predicted students' anger/aggression, but only when teachers reported using controlling and teacher‐centered approaches to classroom behavioral management. At the same time, teachers' negative expressiveness predicted low levels of student anger/aggression when teachers reported more child‐centered instructional management approaches. Findings contribute to the understanding of the intersection of teachers' expressiveness and their classroom management practices for explaining children's social‐emotional and behavioral competence in early childhood classrooms.

CLASSROOM MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN RUBAGA DIVISION, KAMPALA-UGANDA

This research gives a snapshot of how classroom management practices impact on learners’ academic achievement. The research evaluated three sub constructs of classroom management namely classroom organization, classroom discipline and classroom instructional methods as predictors of leaners’ academic achievement. To attain the goal of this research, two hundred fifty-five (N=255) respondents randomly chosen from two public secondary schools participated in this study, Data was collected from the volunteer using 29 items adopted and adapted from the previous studies analyzed on this subject. A five- point Likert scale oscillating from strongly agree (1), to strongly disagree (5) was employed in this study. Simple and multiple linear regression technique was used in data analysis. The research findings generated from the empirical cross-sectional survey using simple linear regression indicated that classroom organization offered a prediction rate of .041% on learners’ academic achievement hence no significant relationship (.514). However, the other two sub variables namely classroom discipline and classroom instructional methods were significant (.000). Classroom discipline contributed .59% and classroom instructional methods was .56% towards learners’ academic achievement. Using multiple linear regression, the results further revealed that the model of classroom management and learners’ academic achievement deemed fit for the data and represent the intention of the study well.

Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students

Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual students. Using a participatory, dialogic research design, we draw on data from team meetings, teacher interviews, and classroom observations to describe how NTs reflected on and enacted the CP Building a Positive Learning Environment in their daily work and how it helped humanize their practice. Findings indicate that NTs positioned multilingual students as individuals with complex academic, social‐emotional, linguistic, and behavioral strengths and needs; and enacted classroom management practices that were consistent, clear, culturally and linguistically responsive, and social‐emotionally supportive. We discuss how CPs may help NTs attend to these aspects of classroom management for multilingual students and develop practices that are humanizing.

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

Classroom Management Needs of Novice Teachers

Despite decades of research in classroom management, issues contributing to novice teachers feeling unprepared to manage classrooms have not been fully explored. Teachers reported uncertainty with classroom management practices and requested clear expectations and additional support in classroom management (Cooper et al. 2018; Mireles-Rios, Becchio, and Roshandel 2019). This study’s purpose was to describe how feelings of unpreparedness were shaped by teacher preparation in classroom management including suggestions for teachers and teacher mentors. Constructivism, social constructivism, and instructional scaffolding showed that active learning and practice with gradually reduced support increased classroom management autonomy (Bruner 2009; Piaget 1932; Vygotsky 1978). The qualitative descriptive case study utilized interviews with eight novice teachers from the California Bay Area and an analysis of transcripts and course descriptions to describe classroom management needs. Findings identified a lack of practical approaches, poor preparation for behavioral issues, and minimal evidence-based classroom management training. Researchers suggested actionable solutions for teachers and teacher mentors.

Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy

Teachers’ proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers’ self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers’ effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers’ self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire and semi-structured interviews. The sampling included 80 Saudi teachers of English as a foreign language (EFL) participated in the survey and eight teachers participated in the interviews. The results showed that EFL teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers’ effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies. System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers’ predispositions concerning e-tools), teacher-related obstacles (lack of understanding of the discipline plan), and student-related obstacles (unmotivated students). The final finding cited the positive association between teachers’ high self-efficacy and proactive classroom management application.

CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS

Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.

The Relationship Between Teachers’ Efficacy and Classroom Management

Teacher efficacy takes a key role in improving quality education in every nation. Efficacious teachers are more likely to stay in their teaching professions, spend more time teaching, make greater efforts in classroom management. Myanmar (known as Burma) is situated in mainland Southeast Asia and the population is about 54 million. Education standard in Myanmar is falling since there is an inadequacy of teacher training programs and other professional development programs for teachers. Lack of research focusing on measuring teacher efficacy and its impact on teaching learning situation in Myanmar context provided inspiration to conduct this study, which focused on investigating the relationship between teachers’ efficacy and classroom management practice. The purpose of this research is to study the relationship between teachers’ efficacy and classroom management practice of primary teachers in Monywa Township in Myanmar. Monywa is a capital city and the largest city in Sagaing Region, located in the north-western part of the country. It has a good reputation in its education practices. A survey research design is used in this study. Participants included 151 primary school teachers from basic education primary schools. The Teachers’ Sense of Efficacy Scale (TSES) designed by Tschannen-Moran, et al., (2001) was also employed to examine their efficacy beliefs and Little-Akin (2007)’s items for classroom management was revised and validated to measure classroom management practices. Results of the survey indicate that if teachers’ efficacy is high, their classroom management practices will be high. Highly efficacious teachers are more likely to learn and use new approaches and strategies for teaching, use effective management techniques. Keywords: Teacher efficacy, Classroom management, Engagement, Instructional strategies DOI: 10.7176/JEP/12-26-03 Publication date: September 30 th 2021

High school teacher perceptions of implementation of evidence-based practices for classroom management

ABSTRACT Evidence-based practices for classroom management are well established and predominantly preventative in nature. However, use of reactive practices by teachers has been widely reported internationally, particularly in middle and high school settings. Teachers (N = 587) throughout government high schools in Queensland, Australia responded to a survey about their experiences and confidence with classroom management and their use of 14 evidence-based classroom management practices. Participating teachers reported being confident classroom managers and frequently using the majority of the presented practices. Practices related to teaching and reinforcing expected behaviours were reported to be more intermittently used. Contextual factors which help account for these findings are discussed.

Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training

ABSTRACT Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.

Relationship between Teachers' Classroom Management Practices and Academic

The purpose of the study was to explore the relationship between teachers' classroom management practices and academic motivation. An information questionnaire was used to observe the relationship between teachers' classroom management practices and academic motivation. The sample of the study consisted of 300 (public and private sector) elementary students. In order to analyze the relationship between the teacher's classroom management practices and academic motivation at elementary level school combined instrument was developed by the researcher for this study. Data was collected personally by the researcher. Percentage and frequencies were calculated. Major findings of the study contain that there is a high level of association between the teacher's classroom management practices and academic motivation at elementary level schools.

Classroom Management Practices of Secondary School Teachers in District Swat

The study aimed to investigate teachers' classroom management strategies atsecondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachersand suggest strategies for effective classroom management atsecondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers through simple random sampling for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of teachers as interactive discussion before classes, in the beginning,development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in their classes.It identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management. Keywords:classroom management, district Swat, practices, secondary schools teachers

Classroom Management Practices of Secondary School Teachers in District Swat

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class, identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

Üniversite Öğrencilerinin Anadili İngilizce Olan ve Türk Yabancı Dil Öğretmenlerinin Sınıf Yönetimi Uygulamalarına Dair Algıları: Kültürel Bir Bakış Açısı

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

Sustaining Higher Education Institutions: Enhancing School Climate, Leadership and Faculty-Efficacy

The study sought to analyze school climate, leadership, and faculty-efficacy towards sustaining effectiveness in the private Higher Education Institutions (HEIs) in the City of Meycauayan, Bulacan for the School Year 2015-2016 using descriptive method and questionnaires as specific techniques.The study was geared to describe the school climate of the HEIs as perceived by the faculty and school heads. It investigated the leadership of the heads in terms of School Management Team (SMT) composition, significant responsibility, and involvement in school tasks. It was undertaken to find out the faculty’s efficacy level in student engagement, classroom management, and instructional practice. It intended to explore the significant difference between the perceptions of school heads and faculty in school climate as to school staff’s relationship, capacity to provide quality instruction, and school climate issues. Major findings revealed that HEIs fostered good relationship status. Heads and the faculty perceived that HEIs’ capacity in providing quality instruction is only “moderately good.” The findings showed that HEIs utilized SMT composition and a School Governing Board (SGB). Heads’ major tasks include determining course content both national and regional curricula, appointing, or hiring teacher, and establishing student disciplinary policies and procedures. Heads allocated most of their time in administrative duties, like curriculum and teaching-related tasks while least of their time was spent on interactions with students, parents, local, regional, and business industries. On faculty-efficacy, the data confirmed that teachers were “highly efficacious” in student engagement and “very highly efficacious” in instructional practice and classroom management. The perceptions of the heads and faculty on school climate as to relationships among school staff do not differ significantly. In contrast, the perceptions of heads and faculty differ significantly on the school climate in terms of school’s capacity to provide quality instruction school climate issues.

Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices

ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.