Classroom Management Styles Research Articles

Classroom Management for Early Childhood Music Settings

Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and practice mindfulness. For each strategy, I share examples and considerations drawn from early childhood music classes from a variety of settings. Music teachers often teach many levels of students, and it is important to calibrate our classroom management style to our learner’s developmental level.

Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th - Grade Students

Introduction. Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students’ opportunity to learn.Method. The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher’s classroom management, teacher’s perceived time spend with misbehavior, teacher’s self-efficacy, and teacher’s perceived classroom misbehavior. A conditional process analysis of the relation between teacher’s classroom management and teacher’s perceived classroom misbehavior with mediator and moderator variables was tested.Results. Generically the results show that (1) teachers who perceive themselves as more controllers of students’ behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior.Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students’ misbehavior.

Key performance indicators for excellent teachers in Malaysia

PurposeThe purpose of this paper is to create a key performance indicator (KPI) that can be used as the benchmark tool for teaching performance and practices of both excellent teachers (ETs) and non-ETs and to investigate the possible interrelationships between the five thinking domains (teachers’ teaching philosophy, teaching objective, pedagogical content knowledge, teachers’ expectations and management style).Design/methodology/approachThis study uses a quantitative approach with a sample of 306 ETs from eight states including the Federal Territory. Exploratory factor analysis was used to validate the instrument and confirmatory factor analysis for model fit.FindingsThe findings showed that an excellent classroom management style was the most significant domain for KPI with the highest factor loading, followed by ETs’ teaching philosophy and objectives. It revealed that there was no significant relationship between ETs’ expectations and their classroom management style and that the relationships between the other domains were weak.Originality/valueWith this research creating a KPI model for excellent teaching practices, it is suggested that an in-depth review should be conducted concerning the standardization of the classroom management and the national teaching objectives in Malaysia. Perhaps representatives from the Ministry of Education and the school principals could go into the field to determine whether the excellent and non-ETs are fulfilling the national education objectives and meeting the expectations. This could lead to setting KPIs for achieving teaching objectives among the ETs.

Facilitation in popular music education

Abstract This article explores the evolving role of facilitators in popular music education contexts, building on research in music education related to a range of topics such as calls for reform, informal learning, experiential learning, popular music and technology based music learning contexts. A popular music education facilitator employs constructivist learning approaches through student-centred experiential processes. A series of case studies were conducted at various schools including middle schools, high schools and post-secondary contexts. Participants’ classroom management styles ranged from from low-control to high-control facilitation. Student perspectives indicated that facilitation promoted democracy, autonomy, diversity, hospitality, differentiation, exploration, creativity, collaboration and inclusivity. The findings and implications of this research apply to the music education profession, calling into question foundations of student-centred learning, autonomy and increased student agency in music learning contexts.

초등영어 전담교사의 학급경영 사례 연구

The aim of this study is to identify effective classroom management. For this study, the researcher observed each class four times and conducted oral interviews with two native English teachers and two Korean English teachers. The data gathered is from classroom observation, in-depth interview, and existing documents. According to the results of the analysis, several of the problems facing English teachers in elementary schools were moving room to room, mixed level classes, large class size, use of the mother tongue, and cultural differences. Secondly, English teachers try to manage their classrooms effectively according to their beliefs and experiences. Lastly, the research participants recommended effective classroom management. With respect to these findings, this study is expected to give English teachers in elementary school a chance to reflect on their own classroom management styles and improve them.

Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school

This exploratory case study examines the experiences of one first-year, Black female English language arts teacher and her Advanced Placement Language and Composition students. Through an exploration of her relationship with her Black students, the data reveal how she faced challenges when finding balance in her classroom management style, encountered cultural dissonance, developed teacher-student relationships, and struggled with how White, middle-class values may have shaped her classroom interactions with her students. The results of this study inform the field of teacher education and have potential implications for pre-service and inservice teachers worldwide working with students from diverse racial/ethnic backgrounds.

PERCEPTION OF STUDENTS ON END-OF-COURSE EVALUATION OF PHILIPPINE NORMAL UNIVERSITY – NORTH LUZON CAMPUS

INTRODUCTION:Teaching is a multifarious profession. It demands efficiency, effectiveness, and commitment because every teacher is mandated to develop holistically the learner. The learner must go out of the classroom equipped with lifelong knowledge, skills, attitudes, and values for complete and productive living. Anything the teacher does and fails to do in the classroom redound to the learners.Teachers implement the curriculum to students. However, there are some teachers whose pedagogic competence and practices vary with students' learning styles, needs and interests and which may cause learning difficulties, problems and worse, failure in learning. To improve results of instruction, school heads supervise teachers at work. Also, stakeholders in the persons of non-academic personnel and parents evaluate curriculum implementation. However, it is claimed that learners are the most reliable evaluators of the outcomes of instruction, they being the direct observers and recipients of teaching practices and classroom management styles of teachers. This makes evaluation a collaborative enterprise.Evaluation is the systematic process of collecting and analyzing data in order to determine the current status of the subject of evaluation, to compare this status with a set of criteria, and to select an alternative solution from two or more data in order to arrive at a sound decision. Also, Zulueta (2007) defined evaluation as a continuous process of inquiry about the study, assessment and improvement of all variables of the educational enterprise. Mckenna (1979) claimed that the primary purpose of evaluation is to gather feedback about instructional outcomes which are concretely seen from students' performance; whether they are achieving or not the course objectives teachers set for them to accomplish at the end of instruction.Marsh, et al (1979) contended that there are teachers who support the importance of evaluation to improve teaching outcomes. But there are also education people who negate the involvement of students in evaluation or they question students' evaluations to be included in coming up with important decisions by the school management. This might be the attitude because they see student evaluators as lacking in integrity and reliability. But taking all things equal and important towards making educational opportunities wholesome and complete for students, they (students) have the very strong right to evaluate teacher's performance, as they are the most reliable evaluators of curriculum delivery inside and outside of the school campus.The teacher performance review are administered primarily to: 1) maximize student learning and development; 2) improve learning outcomes through delivering quality instruction; 3) contribute to successful realization of the goals and objectives as mandated in the vision, mission, and goals of the institution; 4) provide a basis for instructional improvement through teacher productive appraisal and professional growth; and 5) implement a performance evaluation system that promotes collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job performance (http://mcpsweb.org/wpcontent/uploads/Teacher-Evaluation-Performance-Standards-and-Indicators.pdf.).Moreover, the following are the comprehensive features of teacher performance review: 1) focus on the relationship between professional performance and improved learner academic achievement; 2) sample performance indicators for each of the teacher performa nce standards; 3) a system for documenting teacher performance based on multiple data sources; 4) a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in t he evaluation process; and 5) a support system for providing assistance when needed (http://mcpsweb.org/wpcontent/uploads/Teacher-Evaluation-Performance-Standards-and-Indicators. …

Relationship between Academic Optimism and Classroom Management Styles of Teachers—Case Study: Elementary School Teachers in Isfahan

<p class="apa">The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant.</p>

Student Teaching in Diverse Settings

Accepted: 22.07.2015 This study explores the cases of teachers who had overseas field experience. In this study, it is aimed at hearing what teachers say about their experiences and announce their reflections for others in order to contribute others’ learning that have not had cross-cultural experiences. In order to reach the aim of this study, the researchers have addressed the following research questions throughout this research: 1. Do participants perceive cross-cultural teaching as an aid to selfdevelopment?, 2. Do participants believe overseas experiences lead them to gain global perspectives?, and 3. What kind of learning has occurred within overseas experiences? In order to grasp the feelings and ideas of the teachers, semi-structure interview has been used. The respondent group of this study is four teachers. The findings of this current study obviously reveal that the participant teachers have benefited positively as a result of overseas experiences. These benefits include both personal and professional development. The participant teachers explained that they have learned much about instructional methodology, how to access children, and various classroom management styles based upon interaction with teachers in host nations and classroom observations. Also, by living in a different country, the participant teachers have reported that they have learned first-hand information about culture, tradition, folklore, history, and social condition of host nations. Learning these experiences help them, as teachers, to gain a meaningful perspective on other cultures, figure out the deepest ideas, assumptions, ideologies, which create that culture and it allows being aware of their own place in the world.

Preservice Physics Teachers’ Beliefs Regarding Their Teacher Efficacy and Classroom Management

The purpose of this study is to investigate the teacher self-efficacy and classroom management beliefs of preservice physics teachers and to examine the relation between those beliefs. This study was carried out with 115 preservice physics teachers. As instruments of this study, Teacher Sense of Efficacy Scale (TSES), Attitudes and Beliefs on Classroom Control-Revised (ABCC-R) Inventory were used. The results of this study showed that those preservice physics teachers’ teacher self-efficacy beliefs were high and their classroom management attitudes and beliefs are interventionist on the instructional management- and non-interventionist on the people management. The relation between preservice physics teachers’ self-efficacy and classroom management styles was discussed.

Managing the Classroom for Creativity

Enhancing student creativity is an educational goal, and increasingly, a global imperative. In the current educational context of the United States, this is a formidable task. I have struggled with this issue as an MA student, and as an educator. As an MA student I examined learning environments that support and enhance creativity, and received my Masters in Creative Thinking. As an educator at an academically rigorous N-12 grade school, I endeavor daily to encourage deep thinking, academic excellence, and great creativity in my students. This paper expresses the voice of the researcher, and the voice of the passionate educator. This paper suggests it is possible to establish creativity-enhancing learning environments. It offers an understanding of creativity and its inherent connection to learning. Teresa Amabile’s highly regarded workplace assessment inventory, KEYS, is presented and explored as a classroom management style that encourages creativity and achievement. Her theory suggests we, as educators, have the power to enhance our students’ creativity by positively impacting our classroom environment. I map her approach onto two highly successful creative learning approaches—El Sistema and Reggio Emilia, and then interrogate and reflect upon the presence of KEYS in my own practice. Finally I offer suggestions for pre-service and in-service professional development to support educators as we work to empower our students to grow their creativity now and in the future.

Effective Teacher Characteristics in Higher Education from Students’ Perspective: An Exploratory Factor Analysis

Teachers are an important resource in any educational system and such is true to all levels of education, thus, what characteristics are associated with effective teachers in higher education? Said question prompted the conduct of this study. Specifically, this study identified characteristics associated with effective teachers in higher education which can later be used in the conduct of researches on teaching effectiveness. Extant literature on effective teacher characteristics published between the years 2000 to 2009 in the Philippines and abroad were reviewed and served as bases for the development of a 107-item questionnaire. The items in the questionnaire were initially grouped into six major themes identified during the literature review: Personality, Subject Matter Expertise, Relational Competence, Professional Competence, Teaching Style, and Classroom Management Style. The questionnaire was administered to 497 college students in a state college in the Philippines. The responses of the 497 college students in the 107-item questionnaire were subjected to Exploratory Factor Analysis. It was revealed that effective teacher characteristics in higher education can be further reduced into four major themes which were labeled as Teaching related Behavior, Relational Expertise, Subject Matter Expertise, and Personality. Labeling was done based on the common themes of items in each cluster. Keywords - characteristics, effective teachers, exploratory factor analysis, higher education, state college, students’ perspective

Protocol for Classroom Management Styles Assessment Designing

Classroom management refers to all teachers’ actions aimed to create safe and stimulating learning environment. Many studies emphasize teacher's classroom management style as the most important factor related to students’ school achievement. Purpose of this work is to present the instrument designed for objective evaluation of teachers’ classroom management styles, according to Martin and Baldwin's (1993) understanding of the concept. The instrument distinguishes three styles: interventionist, non-interventionist and interactionist, and also covers three broad dimensions of classroom management - personality, teaching and discipline. Protocol presented in this paper, shows good reliability and could be recommended for research purposes.

Teacher self-efficacy and classroom management styles in Jordanian schools

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.

Classroom management styles, classroom climate and school achievement

Classroom management is related to all teachers actions aimed to establish the stimulative learning environment. As stated by Martin and Baldwin (1993), three teachers’ classroom management styles can be distinguished: interventionist, non-interventionist and interactionist. The purpose of the study is to examine the relations between teachers’ classroom management styles, satisfaction with classroom climate and students’ school achievement. Data analysis shows that both teachers and students are the most satisfied with the classroom climate which is created by teacher-interactionist. Students’ achievements were at its highest when the teachers practiced interactionist style, and at its lowest when the teachers were interventionists.

Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the data. Research findings were analyzed to help undergraduate programs and educators revise their program or practicum experiences to enhance preservice teachers' conceptual understanding of classroom management for successful teaching.

Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start

Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Start program. Assessments included teacher and parent reports of child behavior and independent observations at home and at school. Construct scores combining observational and report data were calculated for negative and positive parenting style, parent-teacher bonding, child conduct problems at home and at school, and teacher classroom management style. Following the 12-session weekly program, experimental mothers had significantly lower negative parenting and significantly higher positive parenting scores than control mothers. Parent-teacher bonding was significantly higher for experimental than for control mothers. Experimental children showed significantly fewer conduct problems at school than control children. Children of mothers who attended 6 or more intervention sessions showed significantly fewer conduct problems at home than control children. Children who were the "highest risk" at baseline (high rates of noncompliant and aggressive behavior) showed more clinically significant reductions in these behaviors than high-risk control children. After training, experimental teachers showed significantly better classroom management skills than control teachers. One year later the experimental effects were maintained for parents who attended more than 6 groups. The clinically significant reductions in behavior problems for the highest risk experimental children were also maintained. Implications of this prevention program as a strategy for reducing risk factors leading to delinquency by promoting social competence, school readiness, and reducing conduct problems are discussed.

Managing monkeys in the ELT classroom

The value of adopting a learner-centred approach to ELT classroom management is nowdays widely accepted. However, one important means of achieving this, namely effective ‘monkey management’, or the correct assignment of responsiblity for the next step in a problem-solving process (Blanchard et al.1990), does not appear to have received the attention it deserves. This article attempts to show how the monkey concepts can provide teachers with useful insights and practical procedures for developing a more learner-centred classroom management style. First of all, I outline the monkey concept, illustrate the typical behaviour of the monkey in ELT, and indicate some of the problems it can cause in the classroom. I then go on to consider why these problems occur. Finally, I discuss several strategies for coping successfully with ELT classroom monkeys and thereby facilitating a more learner-centred approach to ELT classroom management.

Using computers in the mathematics classroom: The role of the teacher

This paper examines the issues involved in assisting teachers in their implementation of computers in the mathematics classroom. It documents them in the light of a year-long New Zealand study involving teachers using computers in their mathematics teaching. Our results suggest that putting a computer in the mathematics classroom is unlikely to result in changes in learning or teaching unless the personal philosophy of classroom practice held by each teacher undergoes a major transformation. Further, the teachers’ transition to a positive view of computer use needs to develop from their experiences and this requires time. The paper describes some of the factors influencing this change, including different classroom management styles and a new view of the role of the computer, and explains these as the product of a change of mindset on the part of the teachers.

Classroom Environment and Student Affective Performance: An Effective Profile

Abstract In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master's expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students' self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective ...