Classroom Management Techniques Research Articles

ÖĞRETİM SÜRECİNDEKİ SINIF YÖNETİMİ MODELLERİ, ÖĞRETİM YÖNTEMLERİ VE ÖLÇME-DEĞERLENDİRME YÖNTEMLERİNE İLİŞKİN GÖRÜŞLERİN DEĞERLENDİRİLMESİ

The purpose of this research is determining the level of awareness about classroom management models, teaching methods and techniques, measurement and evaluation methods of students and teaching staff at the university. However, it was examined which of the commonly used models and methods within the scope of research. This research is a quantitative research descriptive survey model. This research is a quantitative research. The descriptive survey model used in the study. The research group consists of studying the fall semester of 2014-2015 academic year 89 students at Cumhuriyet University and 32 faculty members working in the same university. The findings regarding student and faculty staff's opinions are presented in three subhead which classroom management, teaching methods and techniques, assessment and evaluation. As a result of research, classroom management models, teaching methods and techniques, assessment and evaluation methods, awareness levels of students and faculty staff's teaching have been found to be similar.

Pre-Service Teachers’ Responses to Student Behavior in a Mixed-Reality Environment

This study examined whether student gender and the type of student misbehavior affected the classroom management techniques of pre-service teachers. Participants were pre-service teachers who interacted with avatar students controlled by an actor in a mixed-reality environment. Avatar students’ behaviors were systematically coded along with their gender. Pre-service teachers’ responses were organized into four categories: coercion, retreatism, normative, and remunerative. Pre-service teachers’ use of proximity and tone of voice were also recorded. Data were analyzed using chi-square and ANOVA tests. Significant differences in pre-service teacher responses were found for type of avatar student misbehavior but not avatar student gender. Results and implications for future research are discussed.

Teachers as Leaders: The Impact of Adler-Dreikurs Classroom Management Techniques on Students’ Perceptions of the Classroom Environment and on Academic Achievement

In response to growing interest in universal school-based interventions, we taught Adlerian-Dreikursian classroom management techniques to teachers and investigated how these techniques impacted both the students’ perception of the classroom environment and the students’ grades. A quasi-experimental design with pretest and posttest control groups was employed. The sample consisted of 30 Iranian elementary school female teachers and 745 students (407 girls, 338 boys) aged 7 to 12 years. The 30 teachers were randomly assigned to experimental and control groups. The teachers in the experimental group received Adlerian-Dreikursian classroom management training in 10 two-hour sessions. Students were assessed using the My Classroom Scale (Burnett, 2002). Analyses revealed that students’ perceptions of “satisfaction with the classroom environment” and “relationships with teacher,” as well as their academic achievements, were enhanced in the experimental group for all grade levels. We show that Adlerian-Dreikursian classroom methods can improve classroom effectiveness by increasing students’ satisfaction and academic achievement.

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

Coping Styles with Student Misbehavior as Mediators of Teachers’ Classroom Management Strategies

The purpose of the present study is to identify how teachers’ use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques – punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results obtained from correlation analyses indicated that coping styles mediated the relationship between teachers’ concerns about student misbehavior and their use of classroom management techniques. The findings obtained from the data analyses indicated that teachers who use passive avoidant strategies employ more aggression and punishment techniques towards student misbehavior. Conversely, teachers who use more social problem solving and relaxation strategies use more inclusive management techniques such as recognition and reward, discussion, and hinting. Implications of these findings are discussed.

Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

This study reports students’ perceptions of the classroom management techniques utilized in fourteen classrooms at eight junior high schools in one province in Vietnam. It examines data from 498 students in fifteen high schools in one district in Vietnam in grades 10 to 12 to identify how teachers’ use of various management techniques, and the extent to which these relate to outcome variables - student misbehavior, responsibility and distraction from schoolwork. The results indicate that Vietnamese teachers use least punishment and aggression, and most discussion, recognition, and hinting. The results obtained from multiple regression analyses also show that techniques of the classroom management as predictors of student misbehavior, responsibility and distraction from schoolwork. Of the five classroom management techniques investigated, students’ perceptions of teachers’ use of punishment, aggression, discussion, and recognition had the most powerful effect on outcome variables. Among school management techniques, punishment and aggression negatively related to student responsibility, while discussion, recognition, and hinting positively related to student misbehavior and distraction from schoolwork. Implications of these findings are discussed.

Albanian Teachers’ Approaches to Classroom Management

One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.

The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education

This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this paper explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, 18 lecturers from different colleges (one large multi-campus college in Scotland and another in Wales) provided narrative accounts about their professional background, training and qualifications prior to initial lecturer training and their route into teaching in further education. Respondents then engaged in semi-structured interviews about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. Recommendations are made to colleges to increase the practical and vocational focus and content of teacher training for lecturers whilst acknowledging the importance of allowing novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching.

Effective Classroom Management Skills in Physical Education at Institute of Teacher Education

This study was about effective classroom management skills in physical education at institute of teacher education (ITE). The purpose of this study was to review effective classroom management skills in physical education for student participation at ITE. Besides, this study is implemented to identify how to deal with classroom management strategies with the focus on communication, behavior challenges, and discipline at ITE. It is important to identify how to keep our young students involved in physical education at ITE. It is not only important for their future but for the instructor to have control of such a large class. The research design was quantitative using a set of questionnaire. Then, it was analyzed by using SPSS 24.0. Next, the participants in this study were 112 physical education lecturers from 17 ITEs. All subjects were chosen according to their field of expertise and grade level. Participants agreed to be observed teaching and to also fill out a survey. Based on the findings, most of the lecturers responded that they strongly agree with the positive classroom management techniques and strongly disagree with the negative classroom management techniques at ITE. In conclusion, the study results showed that lecturers who utilized positive classroom management techniques were more likely to solicit cooperation from their students and felt less job stress.

Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?

ABSTRACTThree types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers’ attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior.

Classroom management strategies and techniques: A perspective of English teacher trainees

1 IntroductionThe ever changing landscape of education nowadays calls for a re-thinking of teaching profession itself, and therefore of teacher education and professional development. Teachers need to take on new roles and responsibilities in a mobile world, they need to teach multicultural classrooms, they need to integrate ICT 's in their instructional strategies, they have to integrate students with special needs, take active part in assessment and accountability processes, build a learning community together with students' families and social environments. All governments, especially in Europe, are making efforts, at least at policy-making level, to implement provisions of European Union with regard to modernising education. Expectations regarding teachers are changing too, so that teachers are nowadays required to teach besides content matter and traditional competences, transversal competences, i.e. ways of thinking (creativity, critical thinking, problem-solving, decision-making and learning); ways of working (communication and collaboration); tools for working (including information and communications technologies); and skills around citizenship, life and career and personal and social responsibility for success in modern democracies (Schleicher 2012).As concerns teacher education landscape in Romania, status quo is old system of a separate module, independent of and concurrent with curriculum of undergraduate and postgraduate degree studies; i.e. Module I for undergraduate students (30 ECTS), and Module II for postgraduate degree students (30 ECTS). Upon successful completion of first module, teacher trainees are entitled to teach at primary and secondary level (compulsory education, up to 10th grade), and upon successful completion of 2nd module, teacher trainees are entitled to teach at all levels of primary and secondary education (including upper secondary). Despite fact that new Law of Education, 1/2011, which provided for dissolution of concurrent teacher education modules, which were to be supplanted by a Master of Education programme, organised by nationally accredited universities and study programmes, this provision never materialised. The M.Ed. programme was to provide initial, theoretical training for duration of 2 years (4 semesters, 120 ECTS), followed by an induction (probationary) teaching period for duration of one school year, carried at in educational institution under supervision of a qualified mentor. We have yet to see if such a system could be more efficient than current one. At present, however, we need to make efforts in order to increase students' readiness and willingness to enter teaching profession, and moreover, to increase their motivation to remain in system (c.f. Serbanescu, & Popescu 2014).2 Literature ReviewOne of main goals of European Commission is to ensure, among others, adequate policies for providing new teachers with high quality initial teacher education, and encouraging current teachers to continue developing and extending their skills and competences throughout their careers. The Communication 'Rethinking Education' of The European Commission (EC 2012) brought forth recommendation that Member States:... revise and strengthen professional profile of all teaching professions (teachers at all levels, school leaders, teacher educators). Key actions are reviewing effectiveness as well as academic and pedagogical quality of initial teacher education, introducing coherent and adequately resourced systems for recruitment, selection, induction and professional development of teaching staff based on clearly defined competences needed at each stage of a teaching career, and increasing teacher digital competence.Much long same lines, Report to UNESCO of International Commission on Education for Twenty-first Century Learning: The treasure within stresses fact that the importance of role of teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today (Delors 2000:119), as teachers find themselves looking for new perspectives. …

Teachers Don’t Always Do What They Think They Should: A Preliminary Validation of the Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire

The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed.

TRAINING THE TEACHER CANDIDATES A GOOD CLASSROOM MANAGEMENT TO IMPROVE THEIR PROFICIENCIES

Teaching Practice program (PPL) must be done by the students of English Education Department of Muria Kudus University as one of the requirements to finish their study of under graduate program in English Education. PPL implementation is done in some schools that have been determined before by the department. PPL is a training program for students which offer an opportunity for the students to apply the theory and their knowledge about education as well as the implementation of English teaching directly in front of the students at schools where they have to do the PPL. As teacher trainees, the English Education Department students, do not have sufficient experience in managing a class, especially in providing effective instruction in the classroom. Providing good instructions is one of the important aspects of the success of the learning process, so it is important for teachers to understand how to organize the lesson and provide classroom interaction in a proper and effective way. The focus of this study is to explain how the classroom management techniques applied by the teacher candidates (PPL) in teaching and learning and the improvements of the students during the lesson. As the PPL program manager, Department of English Education of UMK can use this study as an evaluation by understanding the weaknesses and problems experienced by students teacher during teaching practice program, so the Department will be able to make better achievement through the implementation of the program so that students will be well prepared to carry out the teaching process in the classroom.

Elementary School Interventions

This study exploits a randomized trial of two light-touch elementary school interventions to estimate long-run impacts on postsecondary attendance and attainment. The first is a classroom management technique for developing behavioral skills in children. The second is a curricular intervention aimed at improving students’ core reading skills. We detect no average impact of either intervention on the likelihood of college enrollment or degree receipt, but find heterogeneous effects by student gender and initial level of academic achievement. Assignment to the behavioral intervention increases the likelihood of college attendance for females, especially at 2-year institutions, but has little impact on males. We find suggestive evidence that exposure to the behavioral intervention benefits low-performing students more than high-performers, whereas exposure to the curricular intervention influences college outcomes more for middle- to high-performing students.

TEKNIK MANAJEMEN KELAS BAGI EFEKTIFITAS AKTIVITAS PEMBELAJARAN

Teaching in a typical classroom, teachers play at least three major roles: making choises about instructional strategies, designing classroom curriculum and making employing classroom management technique. Of the three roles, classroom management is arguably the foundation. Effective teaching and learning can not take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becames the norm. In these situstions, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom management does not just appear out of nowhere. It takes a good deal of effort to create, and the person who is most responsible it is the teacher. This article discusses some questions relating to the concept of classroom management, teacher’s role as a classroom manager, and procedure and discipline as the main aspects of classroom management including research and practice perspectives on which they are based.

The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms

This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.

Classroom Profiling Training: Increasing Preservice Teachers’ Confidence and Knowledge of Classroom Management Skills

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the DETE offers Classroom Profiling, a data driven, non-judgmental process to allow teachers to reflect on the classroom management strategies they employ. This qualitative study investigated whether Classroom Profiling training could increase preservice teachers’ knowledge and confidence in using ESCM. Fifteen preservice teachers in their final year of a Bachelor of Education degree in Far North Queensland participated in the study. Methods included surveys and a focus group discussion. Findings suggested that Classroom Profiling training improved preservice teachers’ perceptions of their knowledge and confidence in classroom management techniques including the ESCM.

Classroom management and teachers’ coping strategies: Inside classrooms in Australia, China and Israel

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia have recently found that teachers’ coping styles appear to predict the management techniques they utilize in classrooms. In this study, 772 teachers from a range of schools in Australia, China, and Israel completed questionnaires asking how frequently they use six classroom management techniques—hinting, discussion, involvement, recognition and reward, punishment, and aggression—and how often they use a range of coping behaviours. The analysis showed that some of the Australian findings were replicated only in Israel and others only in China, revealing national variations in the links between management techniques and coping styles, which have wider implications for investigations in this area. The implications of these findings are discussed, as are their potential ramifications for future research.

Classroom Management Techniques

Classroom Management Techniques

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = −0.17 (95%CI: −0.32, −0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.