Classroom Management Strategies Research Articles

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.

Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study

ABSTRACT The Incredible Years Teacher Classroom Management (TCM) programme is an evidence-based training with documented positive effects on teachers’ classroom management strategies and pupil mental health. However, programme effectiveness alone does not ensure sustainability. This study explored teachers’ views on the sustainability of the TCM programme. One year after attending the TCM training, 25 UK primary schoolteachers participated in three focus groups and ten individual interviews. Data were thematically analysed using the Framework Method. One year after the training, teachers were still using TCM strategies, adapting their use to their new cohort of pupils and still reported positive effects on children, teacher-parent relationships, and themselves. However, some school-level and educational policy changes hindered their intended use of TCM strategies. Teachers had shared the TCM strategies with their colleagues, with mixed responses from the latter. To ensure the sustainability of the programme, teachers endorsed refresher sessions and a whole-school training approach.

STRATEGI GURU DALAM PENGELOLAAN KELAS YANG EFEKTIF UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

This study aims to describe the teacher's strategies in the classroom that are effective in increasing student motivation. This study used a qualitative phenomenological approach with the research subject being a class III A teacher at SD Negeri No. 85/VII Semaran as much as one person. Data from this study were obtained through observation and interviews with class teachers and analyzed by classifying data, reducing data, presenting and drawing conclusions. The results showed that effective classroom management strategies implemented by teachers in increasing student learning motivation were reflected in optimizing effective classroom management, the desire and desire to succeed, the encouragement and need for learning, the hopes and aspirations for the future, the rewards for learning, there are interesting activities in learning, and there is a conducive learning environment. The research concludes that student learning motivation can be increased by the teacher's strategy in effective classroom management.

The stone left unturned: boredom among young EFL learners

Abstract The present study explores the under-researched phenomenon of boredom, its antecedents, and solutions, as well as the boredom-generating parts of English classes among 227 young learners of English in an Iranian context. Data were collected through an open-ended questionnaire, and semi-structured interviews were thematically analyzed using MAXQDA (Version 2022) to extract themes concerning the issues under study. Findings revealed that teachers’ lack of control over students’ behavior, lack of classroom management, lack of fun in teaching, excessive repetitions, teacher-centered teaching, and classroom physical environment were the main causes of boredom. As for solutions to learners’ boredom, introducing better classroom management strategies, making the class more effervescent, making teaching more learner-centered, and enhancing classroom physical environment were suggested. The findings also revealed that the middle of the English class was the most boredom-generating part for the young learners of English.

The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa

Purpose: This study explores the challenges teachers face in their classroom management roles which are essential for fostering a supportive learning environment. It investigates teachers' roles in implementing management strategies and the obstacles hindering their effectiveness in high schools.
 Design/Methodology/Approach: The present study used semi-structured interviews to collect data from twelve Grade 10 teachers in three selected secondary schools located in the Ekurhuleni North District of Gauteng Province, South Africa. The data were interpreted using a phenomenological research design and interpretive paradigm. The study was based on ecological systems theory. Thematic analysis was used to make sense of the data.
 Findings: The study revealed that key roles of teachers in effective classroom management include appropriate classroom language, acting as managers and self-criticism and evaluation of performance. However, challenges such as insufficient teaching and learning resources and the low academic ability of learners impede the fulfilment of these roles.
 Conclusion: The study finds that continuous self-criticism and evaluation are critical for improving teaching and learning processes, although teachers play a critical role in monitoring classrooms and resolving difficulties imposed by low academic competence.
 Recommendations: Recommendations include comprehensive training and support for teachers, the implementation of diverse teaching strategies and a holistic consideration of the ecological system encompassing both learners and teachers.

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>

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

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

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

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

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.

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.

Pola Manejemen Kelas Guru Sekolah Dasar Di Kota Surabaya Terhadap Persoalan Motivasi Belajar Siswa Rendah

Learning in elementary schools involves various challenges and problems, especially those related to students' developmental characteristics. Teachers are expected to be able to design and implement learning that is appropriate to students' cognitive, social and emotional development. Students' learning motivation in elementary schools can be a serious obstacle, affecting the achievement of learning outcomes. Classroom management is considered the key to creating an effective learning atmosphere and motivating students. This research aims to determine the classroom management patterns implemented by elementary school teachers in the city of Surabaya regarding the problem of low student learning motivation. This research is qualitative research with a multi case study type, using the Explanatory Survey method. The informants consisted of 23 elementary school teachers in the city of Surabaya, selected using a cluster random sampling technique. Data collection was carried out through interviews, and data analysis was carried out descriptively qualitatively. The research results show that the main obstacle in learning is students' passivity and noise which is triggered by low learning motivation. Some teachers apply a Student-Centered Learning (SCL) approach to overcome this problem, placing students as active subjects. Classroom rules, learning contracts, and inspirational stories are considered effective classroom management strategies. Teachers also provide interactive feedback and emphasize an emotional approach to increase students' sensitivity.

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

Twelve Strategies to Maintain Effective Classroom Management in Elementary Physical Education

Classroom management refers to the strategies and techniques that teachers use to effectively organize students, space, time and materials in order to create an optimal learning environment. Managing a physical education class can be a much more complex task than managing a traditional classroom for several reasons. This article outlines 12 strategies for effective classroom management in elementary physical education.

INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING

The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers’ professional learning needs and expectations.

KEMENARIKAN MEDIA PEMBELAJARAN BERBASIS TEACHMINT PADA MATA KULIAH MANAJEMEN PENDIDIKAN MAHASISWA PENDIDIKAN SEKOLAH DASAR

The aim of this research is to evaluate the feasibility, usefulness and efficacy of Teachmint-based learning resources in the Unimed PGSD Department of Educational Materials Management course using classroom management strategies. The ADDIE model—analysis, design, development, implementation, and evaluation—was used in this research and development project. In terms of product validity, the results of data revision and validation from media experts obtained a percentage of 84.35 in the very feasible category, while data validation findings from material experts obtained a percentage of 73.21% which was included in the feasible category. In terms of beauty, 91.60% of the results met the very attractive criteria. In terms of efficacy, students scored an average of 57.6 before the test and an average of 88.8 after the test. The results of the average value show that there are factors that influence the use of Teachmint-based learning resources.

Peran Guru dalam Menciptakan Lingkungan Pembelajaran yang Efektif dengan Cara Pengelolaan Kelas yang Menarik

Classroom management is a key element in achieving a successful learning process. Its significance lies in the substantial impact it has on students' learning achievements. This article aims to provide insights and practical guidance for creating a conducive, safe, and organized classroom environment. Key focuses include classroom management strategies such as implementing clear rules, providing positive feedback, and understanding individual student needs. Teachers are expected to motivate students, minimize disruptions, and enhance their academic achievements, leading to an overall optimal learning experience. The success of effective classroom management is considered a fundamental foundation for achieving successful educational outcomes.

Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence

Methods and materials in English Language Teaching (ELT) are influenced by the unique socio-cultural contexts of instruction. Nonetheless, English as a Foreign Language (EFL) teaching practices in the Arabian Gulf tend to adopt a one-size-fits-all approach when it comes to teaching methods and pedagogical approaches. This study investigates the influence of the Cambridge English Teacher (CET) professional development program on the classroom practices of EFL instructors in the Arabian Gulf and its role in facilitating the contextualization of teaching in alignment with Saudi cultural norms. The study involved 120 Saudi EFL university teachers as participants. Employing a convergent parallel design that incorporated a survey questionnaire and semi-structured interviews, the results demonstrated that the CET program empowered participants to contextualize their teaching methods and adapt their classroom delivery to the local teaching environment. Specifically, the findings revealed that participants perceived their learning experience in the CET program in four distinct dimensions: contextualizing teaching methods, localizing Communicative Language Teaching (CLT) principles, diversifying teaching methodologies and materials, and comprehending context-specific classroom management strategies. Moreover, the study highlighted the significant impact of contextually tailored in-service professional development programs in the process of "glocalizing" teaching methods. In conclusion, the research findings carry implications for EFL educators, professional development initiatives, and provide valuable directions for future research endeavors.

Preparing Teacher Candidates in Classroom Management Prior to Entering the Teaching Profession

The purpose of this quasi-experimental study was to evaluate the promise of a specialized curriculum designed to prepare general education teacher candidates to effectively implement classroom management strategies within a multi-tiered systems of support (MTSS) framework. Participants were 110 teacher candidates enrolled in a student teaching internship course. Fall participants (intervention group; n = 69) received the specialized curriculum that focused on implementation of classroom management strategies for students with emotional and behavioral disorders and attention-deficit/hyperactivity disorder (ADHD), in concert with their internship; spring participants (comparison group; n = 41) did not. All participants completed pre- and postquestionnaires, which included measures assessing knowledge of classroom management principles, knowledge of ADHD, and self-efficacy. Measures of satisfaction with the curriculum were also collected. Fourteen teachers (seven intervention group, seven comparison group) participated in follow-up observations in their first teaching semester. Results demonstrate significant differences in knowledge of classroom management principles and ADHD between groups from pre- to postinternship, and high levels of participant satisfaction with the curriculum. Preliminary observations reveal greater use of evidence-based classroom management strategies in the intervention group. Implications for further program development and educator preparation as well as suggestions for future research are discussed.

Exploring Challenges Hindering Teachers’ Implementation of Classroom Management Strategies in Gauteng High Schools, South Africa

This study explores challenges hindering teachers’ implementation of classroom management strategies in schools and suggests solutions thereafter. This study adopts the behaviourism theory, which aims to help learners unpack and emulate desirable behaviour, arguing that learning should lead to the adoption of constructive, observable conduct, such as what individuals say or do. The study is located within a qualitative approach using a case study design. The study consisted of purposively sampled participants comprised of twelve Grade 10 (FET Phase) educators from the three chosen high schools in Gauteng Province in the Ekurhuleni North District, South Africa. The collected data was analysed using content analysis. The findings highlighted large class sizes and insufficient parental involvement as key obstacles to effective classroom management. Setting clear expectations and fostering a positive environment were noted as crucial solutions. Recommendations include schools and educators actively promoting a supportive classroom atmosphere, establishing clear expectations, and encouraging parental participation in the learning process to overcome classroom management challenges and enhance high school teaching and learning experiences.