Classroom Management Strategies Research Articles

Classroom management strategies and disruptive behaviour among pupils in Calabar Municipal, Cross River State, Nigeria

This study was determined to investigate the influence of Classroom management strategies and pupil’s disruptive behaviour in Calabar Municipal, Cross River State, Nigeria. The sample for the study consisted of two hundred and forty (240) pupils who were randomly selected from primary five classes in all the fifteen (15) schools in the study area. The research adopted ex-post facto research design; data were collected using Pupils’ Classroom Management strategies and Disruptive Behaviour Questionaire. To guide the study, three research questions were raised and three research hypotheses proposed and tested at 0.05 levels of significance using Independent t-test and Pearson Product Moment Correlation Co-efficient analysis. From the analyzed data, results indicated that there was significant relationship in all the three variables of the classroom management in schools. In view of the findings above, it was revealed that poor or lack of classroom management can affect or bring about disruptive behaviour among pupils in school. It was recommended among others that effective management styles and positive supportive discipline climate should be encourage in school to in order to help pupils overcome the problem of disruptive behaviours in school.

A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies

Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers’ perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers’ perspectives remain critical and researchable.

Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions

As evidence-based interventions (EBIs) become more widely disseminated, fidelity of implementation (FOI) often wanes. This study explores the association between FOI and malleable variables within classrooms that could be targeted to optimize resources without compromising FOI as school-based EBIs are disseminated across real-world settings. We utilized process evaluation data from a national dissemination project of the Botvin LifeSkills Training (LST) middle school program, a universal prevention intervention shown to reduce substance use. The sample included 1,626 teachers in 371 schools across 14 states. Hierarchical linear models examined the relationship between observational measures of implementation factors and three domains of fidelity (e.g., adherence, student responsiveness, and quality of delivery). Findings suggest that curriculum modifications, student misbehavior, and shortage of time to implement the LST middle school program were factors most associated with lower FOI. Class size, access to program materials, and whether LST was delivered in a traditional classroom setting that is well-suited for instruction (versus in a less structured environment such as the school cafeteria) are less predictive. In scale-up of classroom-based universal interventions targeting behavioral health outcomes, our findings indicate that carefully vetting modifications, supporting classroom management strategies, and ensuring sufficient class time for implementation of highly interactive EBIs such as LST are important considerations. Since changes to EBIs are inevitable, efforts are needed to guide facilitators in making adjustments that improve program fit without compromising the essential intervention activities deemed necessary to produce desired outcomes.

Teaching behaviours under observation: an instrument for assessing teaching quality In Spain (La observación del comportamiento del profesorado: un instrumento para evaluar la calidad docente En España)

ABSTRACT Teachers constitute a key point in the educational process. Therefore, having information about their behaviours inside the classroom can give us very useful data when the intention is to improve teaching effectiveness. This study aims to describe teaching behaviours observed in 344 teachers in 56 public and private schools in Asturias (Spain). Descriptive analyses and analysis of variance have been run in order to answer the research questions. A stepwise regression has been performed too, to identify which teaching skill domains are more important in promoting student engagement. Results have shown positive, significant relationships between all the domains and student academic engagement. Activating teaching, efficient classroom management and teaching-learning strategies seem to be the main teaching skills for increasing student engagement. Interesting differences have also been found in student engagement depending on the standard of teachers’ teaching behaviour.

STRATEGI PENGELOLAAN KELAS DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK PENINGKATKAN PRESTASI BELAJAR SISWA

The Islamic Religious Education (PAI) teacher at the Amanatul Ummah Islamic Boarding School Mojokerto-Based Middle School is the class manager. In practice in the field, PAI teachers face many obstacles in managing the classroom. The Amanatul Ummah Islamic Boarding School-Based Middle School in Mojokerto has tried to carry out classroom management strategies well and maximally. This is proven by several achievements in academic and non-academic fields. The purpose of this study is to describe classroom management strategies in improving student achievement in Amanatul Ummah Islamic Boarding School Mojokerto-Based Junior High School, and to describe the obstacles and solutions to overcome the obstacles faced. This research is a field research The findings in this study are the classroom management strategy in Islamic Religious Education learning in improving student achievement at the Amanatul Ummah Islamic Boarding School Mojokerto-Based Middle School which includes 4 (four) activities, namely structuring the learning environment, teaching methods for teachers (educators), class administration, and setting behavior and giving motivation to students. Barriers faced by teachers in implementing strategies classroom management consists of internal factors and external factors. Internal factors include motivational factors and students' psychological conditions. External factors include time and media allocation constraints. The inhibiting factor, namely the diversity of characteristics of students, teachers / homeroom teachers who have different understandings in classroom management.

Professional development for inclusive education: insights from India

ABSTRACT This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of 24 interactive workshops conducted over six days once a month, along with coaching to support implementation, resource packages, a professional learning community, and visits to the host’s and participants’ settings. Data from questionnaires and audio-visual evidence suggest that participants were able to apply a range of strategies including attention grabbers, energisers, classroom management, and reading fluency strategies to their classrooms. Participants most appreciated the hands-on strategies and contextually relevant resources that were made available at no additional cost as part of the PDP. The paper highlights the need to create and share open education resources (OERs) that all teachers can contribute to and extend the scope of PD programmes to provide follow-up support.

The Influence of Teacher Efficacy on 21st Century Pedagogy

This paper explores the influence of teacher efficacy in classroom management, student involvement, and teaching strategy on 21st century pedagogical practice. A total of 201 teachers from schools implementing the International Baccalaureate-Middle Year Program (IBMYP) and schools implementing the Secondary School Standard Curriculum (KSSM) in Perlis, Kelantan, and Penang were selected through cluster sampling and purposive sampling. Data were collected using an instrument adapted from the Teacher’s Sense of Efficacy Scale (TSES) with 24 items that measure three dimensions of teacher efficacy, namely classroom management, student involvement, and teaching strategy. Teachers’ 21st century pedagogy in this study was measured using the West Virginia 21st Century Teaching and Learning Survey, which has been modified into five main dimensions with 22 items. These are critical thinking, collaboration, communication, creativity and innovation, and information technology. Data collected were analyzed using Smart Partial Least Squares 3.0 and Statistical Package for the Social Sciences 22.0 software. Analysis showed that the effectiveness of teachers’ teaching strategy influences 21st century pedagogy significantly. In contrast, teacher efficacy in classroom management and student involvement does not significantly influence 21st century pedagogical practice. This study shows that the effectiveness of classroom management, that is the ability to control student behavior and manage the classroom according to lesson planning, does not contribute to 21st century pedagogical practice. Similarly, student involvement does not contribute significantly to 21st century pedagogical practice, possibly due to the dense curriculum and the large number of students in the classroom.

Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study

ABSTRACT Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that have a strong influence on their classroom management. However, little is known about the relationship between mathematics teachers’ latent emotions and their classroom management strategies. This paper reports on findings from an exploratory, video-based single case study in an urban secondary school in Germany. One mathematics double lesson (95 minutes in total) was videotaped to conduct a depth-hermeneutical analysis of identified classroom management strategies and the corresponding latent teacher emotions. The results suggest that mathematics teachers use classroom management strategies not only to establish orderly lessons but also to regulate intense latent emotions that arise during classroom teaching.

Validation and Use of the Measure of Effective Attributes of Trainers in School-Based Implementation of Proactive Classroom Management Strategies.

In-service training is a critical and frequently utilized implementation strategy to support the adoption and delivery of evidence-based practice (EBP) across service settings, but is characteristically ineffective in producing provider behavior changes, particularly when delivered in single exposure didactic events. EBP trainers are in a strategic position to leverage their trainee-perceived characteristics to influence trainees’ attitudes, motivation, and intentions to implement, and ultimately increase the likelihood of successful uptake of skills. The purpose of this study was to extend research on the measure of effective attributes of trainers (MEAT) by examining its underlying factor structure and reliability in the context of in-service EBP training for teachers (i.e., structural validity). This study also examined the predictive validity of the MEAT by examining relationships with a measure of teacher intentions to implement EBPs following a standardized training experience (i.e., predictive validity). An exploratory factor analysis (EFA) was employed to determine the latent factors (i.e., subscales of characteristics) that underlie the data. Additionally, a forward selection, stepwise regression was conducted to determine the extent to which trainer attributes could explain variance in intentions to implement. Results indicated that the MEAT was a valid and reliable measure to examine trainer attributes in school settings. Moreover, findings suggested that trainer attributes, particularly those related to trainee perceptions of the trainers’ welcoming disposition (i.e., related to trainers’ warm, positive temperament and internal character traits), were significantly associated with trainees’ intentions to implement the trained upon EBP.

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.

EXPLORING THE RELATIONSHIPS BETWEEN EARLY CHILDHOOD IN-SERVICE TEACHERS' CLASSROOM MANAGEMENT AND SELF-REGULATION SKILLS

<p>Self-regulation skills allow individuals to control emotions, behaviors, and thoughts. Teachers' management of their behaviors, emotions, and thoughts could impact their classroom management too. Thus, teachers' self-regulation and classroom management relationships were analyzed in the study. To date, emotional regulation was studied, but self-regulation has not been studied in classroom management context. The study was designed as a quantitative study. Two hundred forty-four early childhood in-service teachers participated in the study. Correlation tests were used to analyze gathering data. The study result shows that self-regulation skills and classroom management are not correlated. On the other hand, there is a relationship between all three sub dimensions of self-regulation (self-monitoring, self-evaluation, self-reinforcement) and classroom management skills. The study result suggests that the early childhood teachers' self-reinforcement is positively correlated with classroom management skills. In addition, self-evaluation and self-monitoring are negatively correlated with classroom management. The study recommends that the teachers could increase their classroom management skills with internal or external rewards. Furthermore, the teachers can use some standard grade scales to observe whether they have misconceptions about classroom management strategies objectively.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

The Efficacy of the Class Management Applied in the Primary School of Bangladesh

Research Purpose: The overall goal of this research is to determine the effectiveness of primary school teachers’ classroom management strategies in controlling children in Bangladesh. Students’ evaluations will be used to assess the teaching approach and classroom management. This study will also aim to compartmentalize and gather data on the teaching methods and class management systems used by primary school teachers in Bangladesh. The effectiveness of the current teaching approach used with the pupils will also be examined in this study. Research Method: This research will use a statistically sound, collaborative, and feedback-driven method. This assessment will be conducted using a mixed-methods research design. There will include both qualitative and quantitative data. Secondary data acquired via literature studies will be the major data source for this study. Guardians, students, researchers, and educators will provide preliminary data. Research Result: The majority of instructors prefer traditional teaching approaches. Furthermore, teachers are not keen to encourage pupils. Most professors, on the other hand, consistently encourage pupils to pursue further education and offer appropriate academic tools. The study found out the teaching method’s current condition, and class arrangements. Research Conclusion: The study aimed to assess the efficacy of the classroom management adopted by primary school teachers over the students in Bangladesh. The method and the classroom management of teaching will be evaluated through the evaluation of students. The study worked on four types of variables: an overall assessment of the study from all of the respondents, data from teachers on teaching methods, data from the students, and data from the teachers from teachers on classroom management.

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.

From Practicum to Real Classroom: Does Experience Change Perceived Self-efficacy Beliefs of English Language Teachers?

The present study aimed to explore the changes in the perceived self-efficacy beliefs of English language teachers over a four-year period, from pre-service through in-service. With that aim in mind, the study aimed to shed light on the differences the actual teaching experience might create on the self-efficacy perceptions of EFL teachers. The data for the study were collected through The Turkish Version of The Teachers’ Sense of Efficacy Scale adapted from Çapa, et al. (2005). The scale was administered three times: before and after practicum and after four years of actual teaching experience. The findings of the study indicated a gradual increase in the participants’ efficacy levels in classroom management and instructional strategies over the course of time. However, the increase after four years of teaching was found to be more prevalent and remarkable.

Development and Validation of the School Counselor Classroom Management Inventory

School counseling classroom lessons provide all K–12 students with Tier 1 preventive supports. Educators use classroom management strategies to best deliver classroom lesson content to K–12 students, although the existing literature for school counselors in particular is sparse (e.g., Goodman-Scott, 2019; Runyan et al., 2019). We describe the creation and validation of the first known assessment on school counseling classroom management: the School Counseling Classroom Management Inventory, resulting in a five-factor model. Our discussion includes strategies for school counselors at the preservice, practicing, district, and counselor education levels to best use this inventory to serve students in K–12 schools.

Teachers’ Classroom Management Strategies And Islamic Studies Senior Secondary School Students’ Academic Performance In Ilorin East, Nigeria

Management is the bedrock of classroom effectiveness; without it, effective learning is usually disrupted. Therefore, to bring the fore the indispensability of management, the researcher investigated teachers' classroom management strategies and Islamic Studies senior secondary school students’ academic performance in Ilorin East, Kwara State, Nigeria. All the twenty-eight (28) public senior secondary schools in Ilorin-East were used for the study. A total number of four hundred and twenty (420) Islamic Studies students were sampled for the study. Random sampling technique was used to select fifteen (15) Islamic Studies students from each of the schools. Teachers' Classroom Management Strategies and Students' Academic Performance Proforma were used to collect data from the respondents. Four research hypotheses were formulated for the study and data collected were analyzed using Pearson Product-Moment Correlation Statistics. The findings revealed that there was a significant relationship between teachers’ classroom management strategies and Islamic Studies senior secondary school students’ academic performance. The challenges facing teachers’ classroom management strategies and Islamic Studies senior secondary student’s academic performance are identified. Based on the findings, it was recommended among others that Kwara State Ministry of Education and Human Capital Development should regularly provide instructional resources for senior secondary schools, while the principals should ensure that Islamic Studies teachers adequately utilise them to aid excellent performance of students in the subject. It is believed that this would assist in adjustment for effective and efficient out-Put. Schools should create management-teacher interactive forum, so that teachers can share ideas about effective ways of evaluating students during and at the end of the lesson.

Revisiting learner-centered ideology, management, and paradigm

As we know, the educational curriculum refers to academic content taught in schools or a collection of lessons, assessments, or a particular program or course taken on by students (Alanazi, 2016). Granting it is essential to note what a curriculum will achieve, what students will do and use to learn, and what teachers will use to teach the class; however, as to Crowley (2021), the curriculum is in no way neutral—it, at all times, mirrors ideological views. From a learner-centered ideology, it is presumed that education manifests itself in drawing out people's inherent goodness and capabilities for growth (Schiro, 2013, pp. 5–6). As a teacher wanting to operate in this ideology, I believe the learners have their own abilities for growth. This ideology is all about bringing out the competency within them. On the other hand, classrooms are busy public places; events are unpredictable (Ming-tak & Wai-shing, 2008, pp. 10–11). This requires the teachers to develop their range of classroom management strategies. Setting up a classroom is an essential part of teaching and learning. It involves designing the classroom atmosphere, rules, and expectations (Williamson, 2008, p. 3). Granting there is no sole way of managing a wide array of classrooms, fruitful classroom management is tied to student engagement and empowerment (Honigsfeld & Cohan, 2014).

Classroom Management Strategies and Academic Performance of Junior High School Students

Classroom Management Strategies and Academic Performance of Junior High School Students

The Influence of Interactive Classroom Management Strategies on Iraqi EFL Students’ Academic Performance at Secondary School

This study aims at identifying the strategies that increase interactive classroom management (henceforth ICL), including the students talking time instead of teacher talking time by reducing teacher centrality in the class and setting up students in organized place to share ideas and participate in class tasks. Also using technology strategy that provides diversity on the part of both the teacher and the student in accomplishing syllabus goals. The Teachers Classroom Management Proficiency Questionnaire (TCMPQ) was used to the sample that was randomly chosen in certian private schools in Misan, Iraq. Findings have shown that the main two hinders that mark fruitful classroom management are the students’ needs and characteristics and the students’ seating organization. For the popular class strategies, teachers claim they have to offer awareness for educational and teaching settings. Teachers believe that interactive classroom management is the process of creating and upholding a positive leaning atmosphere which can direct learners to flourish in classroom and their characters in class touches student’s educational achievement.

Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.