Classroom Management Strategies Research Articles

Cultural Sensitivity and Classroom Management of Teachers

The diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers. The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.

Online Classroom Management and Motivation

Teaching online has become a considerable challenge for many educators. Everybody is talking about the revolution digital classroom has brought into the education world. Keeping the generation engaged, teachers need to find innovative and versatile methods, to use technology and manage the class online. Whether learning in a physical classroom or online, effective classroom management is the key component to a productive environment. Although, students are not all present in a single room, teachers must be intentional about managing student behavior and engagement in an online setting. Some challenges can be anticipated, and online classroom management strategies effectively overcome those challenges. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.

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.

Pedagogical Approaches for an Effective Classroom Management

This study aimed to find out the pedagogical approaches for effective classroom management. The study is also undertaken to explore the teacher's opinions on effective classroom management. The study has addressed the research question ''how teachers can effectively manage a classroom with a wide range of learning abilities and styles, in a student-centered way''. It is adopted the qualitative research design. Qualitative data were taken from in-depth interviews. Thematic analysis and verbatim analysis have been done. Data were analyzed on the themes of student-centered classroom management, reactive and proactive classroom management strategies, cooperative discipline, culturally responsive teaching teacher’s role, and classroom management. The study's findings entail that a well-managed classroom is a powerful motivator for students’ learning. Reactive and proactive classroom, cooperative and collaborative learning atmosphere, culturally responsive teaching and learner-friendly teaching by the teacher, has been identified as the pedagogical approaches for effective classroom management. Based upon the findings, it can be suggested that the school principals should constantly organize seminars and workshops for teachers to get them aware of effective classroom-management techniques. The study further implies a constant need to introduce and use new-classroom-management behaviors from the side of teachers.

MODEL PENGELOLAAN KELAS INKLUSI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Inclusive class is a class that managed to serve learners with diverse characteristics, normal children and children with disabilities.This study aims to analyze the characteristics of students with special needs who study in SDN Sumbersari 1 Malang and SDN Junrejo 01 Batu, and to analyze the strategy of inclusive class management and the implication of inclusive classroom management modelon the success of Islamic Education Learning in the inclusive classroom SDN Sumbersari 1 Malang and SDN Junrejo 01 Batu.This study used a qualitative approach case study type with multi-site design. The findings showed that: 1) Characteristics graders inclusion in the SDN are: a) Students who are normal and b) Students with disabilities, consists of autism, mental retardation, ADHD, physical impairment, dyslexia, emotional disturbances and slow learner. 2) Based on the characteristics students, the inclusive classroom management model applied in the second SDN is a model of regular classes and special classes full models. But for SDN Sumbersari 1 Malang regular class models using pull put. The strategies GPAI manage regular classroom is the method of direct instruction in the classical and the provision of duty is differentiation according to the students' abilities. While the full special classroom management strategies conducted by GPK with the delivery of content and administration tasks that are specific to ABK. In addition to providing GPK from school, parents also play a role in the provision of shadow (companion) for students ABK in schools so that learning is effective, and 3) Implications of the inclusive classroom management model have a positive impact on learning outcomes, in addition students are also accustomed to apply Islamic religion values in real life, able to adapt, communicate and socialize well to each other.

Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy

The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers’ Selected Behaviors in a Music Integration Course

The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.

Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment.

The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend is the use of hyflex instruction, which involves teachers providing instruction to students simultaneously in the classroom and online. This form of instruction provides unique challenges for teachers, including establishing expectations and managing classroom behaviors. Teachers must utilize the same best practices in classroom management in the hyflex environment that they typically use in the face-to-face setting, including (a) teaching expectations, (b) modeling the desired behavior, and (c) providing timely and explicit feedback to support students, especially young children and those with disabilities, to follow the guidelines for physical distancing and to keep students, teachers, administrators, and their families safe at this time. This article provides a brief overview for general and special education teachers to apply these strategies in the hyflex instructional environment to support young children and maintain protocols required due to the COVID-19 pandemic.

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.

MENGEKSPLORASI STRATEGI MANAJEMEN KELAS BAHASA INGGRIS DI SEKOLAH DASAR INKLUSI

This research aims at: (1) exploring classroom management strategies used by English teachers in inclusive elementary school in Banyumas regency, (2) exploring English teachers’ reasons in using the strategies in their inclusive classes, (3) exploring how English teachers accommodate various needs of students with special needs in the classroom. This is a descriptive qualitative research. The primary data was gathered through classroom observation while secondary data was collected through interviews. This research was done in two inclusive elementary schools in Banyumas regency. This study shows that English teachers in the school have good understanding on classroom management. However, the practice in the classroom indicates that there are still rooms for improvement.

Factors influencing Indonesian teachers’ use of proactive classroom management strategies

ABSTRACT Despite policy initiatives to ban use of corporal punishment, some teachers still use punitive classroom management strategies in countries like Indonesia. With the urgent need for teachers to use evidence-based strategies to address challenging behaviours, it is important to understand the factors that may predict teachers’ likelihood to employ proactive practices. This study examined the influence of teacher attributions for student behaviour problems, teacher self-efficacy in classroom management, and teachers’ background variables in their likelihood to use proactive classroom behaviour management strategies in a sample of 582 primary school teachers in Indonesia. Data was collected using self-report questionnaires. Regression analysis indicated that teacher self-efficacy in classroom management, teacher attribution to family-related factors, and teachers’ participation in teacher professional learning programmes predicted Indonesian teachers’ reported use of proactive strategies in managing student behaviour. Implications for future research and teacher professional learning programmes for Indonesian teachers are discussed.

Exploring teachers’ inclusive education strategies in rural Indonesian primary schools

ABSTRACT Background Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds. Purpose This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education. Methods Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively. Findings Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size. Conclusions This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.

What's in a diagnosis: The effect of externalizing and internalizing students' behaviour on pre-service teachers' classroom management and interaction strategies.

All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. Together, these findings highlight the importance of providing pre-service teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms.

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

Lesson Planning and Proactive Classroom Management Strategies for Teaching English at Tertiary Level in Pakistan

There is scarcity of research on classroom management and lesson planning at tertiary level, so the current research investigates these dimensions at tertiary level in Pakistan’s context. This research article is an investigative attempt of understanding lesson planning and proactive classroom management strategies for teaching English at tertiary level in Pakistan. In this regard, the current research analyses primary data collected from the research participants. Moreover, this research paper is qualitative, because it answers open-ended questions using cross-sectional survey as a data collection tool. The investigator has made use of purposive sampling for selecting research participants from different sections of Pakistan’s tertiary level education institutions. The researcher has also employed thematic analysis method to study the collected data. The study reveals that many teachers set objectives, such presentation stage, production stage, and practice stage while planning their lessons. Similarly, the teachers at tertiary level employ behaviour and discussion-based strategies to bring forth proactive classroom management. These findings contribute to the understanding of educationists and bring about further research work at tertiary level from different dimensions. Overall, this research contributes to the pool of knowledge as a qualitative attempt of studying pedagogical management and planning at tertiary level.

The Influence of Micro-Teaching in Enhancing Teaching Competences of Pre-Service Teachers: A Case of Saint Augustine University of Tanzania

The study examined the influence of micro-teaching in enhancing teaching competencies of pre-service teachers at Saint Augustine University of Tanzania. The objectives of the study were to: assess teaching skills pre-service teachers acquired during micro-teaching practices, asses the perception of pre-service teachers on the contributions of micro-teaching in improving their teaching skills and examine the efficacy of micro teaching in enhancing teaching competencies among pre-service teachers. The study used mixed research approach. A sample size of 140 pre-service teachers was used to generate data through questionnaire and Focus Group Discussions (FGDs). The study findings revealed that micro teaching provides an opportunity for pre-service teachers to gain basic teaching skills such as scheme of work preparation, lesson plan preparation, classroom management and motivation strategies as well as time management skills. It was also found that pre-service teachers gained some experience during micro teaching which helped them to gain insights on instructional process that may help them during the actual teaching practice. Conclusively, micro teaching is an excellent way of improving teaching competencies of pre-service teachers. It is therefore recommended that teacher educators in higher learning institutions should plan and implement micro-teaching as part of teacher training in order to improve pre-service teachers’ teaching competencies.

Teachers’ Use of Specific, Contingent, and Varied Praise

Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education ( n = 12), inservice general education ( n = 13), and dual special education/general education preservice ( n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.

A cross-cultural comparison of the self-efficacy of middle-school mathematics teachers across Turkey and the United States

ABSTRACT This study aims to compare teachers’ self-efficacy across Turkish and American in-service middle-school mathematics teachers. The samples consist of 379 Turkish and 245 American in-service middle-school mathematics teachers. The self-efficacy questionnaire of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) scale was used in the study. The exploratory factor analysis revealed two dimensions of the self-efficacy measures across the American and Turkish teachers, such as classroom management and student support strategies. The measurement invariance property of the scale was evaluated before comparing the means of the groups. Despite the differences between the education systems, teachers’ efficacy beliefs function quite similarly across the countries. The statistically significant mean differences in the subscale scores of efficacy measures between Turkish and American samples have no practical value. In both countries, teachers reported high level of confidence in efficacy beliefs in classroom management and student support strategies.

Communication, interaction and management in a classroom

This article deals with the main activities such as communication, interaction and management in a classroom effective education refers to the degree to which schools are successful in accomplishing their educational objectives. This definition concentrates on the responsibility of the teacher and relates the use of classroom management strategies to multiple learning goals for students. Following this definition, effective classroom management skills seem to focus on preventive rather than reactive classroom management procedures. It is increasingly characterized by student-centred approaches to learning as opposed to teacher-centred, with a large emphasis on students' metacognitive skills and cooperative learning.