Classroom Managers Research Articles

Coach-Style Management Practices of School Heads in Relation to Human Competence of Classroom Managers in Public Elementary Schools

This study was conducted to determine the relationship between the coach-style management practices of school heads and human competence of classroom managers in public elementary schools of Tugbok District, Division of Davao City. The study used the non- experimental quantitative research design utilizing correlational method. The respondents of this study composed of 107 teachers using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation or Pearson r and Regression Analysis. The findings revealed that the school heads achieved a high level on coach-style management practices. Meanwhile classroom managers established a high level in human competence in public elementary schools. There was a significant relationship between coach-style management practices of school heads and human competence of classroom managers in public elementary schools. The domains of coach-style management practices of school heads were significantly influenced to human competence of classroom managers in public elementary schools. It is articulated in this study that human competence of classroom managers in public elementary schools should be raised in a very high level. It was concluded that the high level of coach-style management practices of school heads would also increase to the human competence of classroom managers in public elementary schools.

Peran Guru dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pelajaran IPAS Kelas IV di SDN 1 Beluk

This study aims to describe: (1) The role of teachers in enhancing students' critical thinking skills in the IPAS (Integrated Science) subject at SD Negeri 1 Beluk, and (2) The factors influencing the role of teachers in improving students' critical thinking skills in the IPAS subject at SD Negeri 1 Beluk. This qualitative research employs a descriptive analysis method and was conducted over three months, from March to May 2024. Primary data sources include fourth-grade teachers and students at SD Negeri 1 Beluk, collected through observations and interviews. Data credibility was tested using triangulation. The data analysis technique follows the interactive model of Miles and Huberman, consisting of data collection, data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) Teachers play roles as educators, demonstrators, classroom managers, facilitators, mentors, motivators, and evaluators in enhancing students' critical thinking skills in the IPAS subject. The effective use of lesson plans (RPP) and evaluation instruments by teachers is observed to significantly improve students' critical thinking skills. (2) The factors influencing students' critical thinking skills include psychological factors, physiological factors, learning independence, and anxiety.

Hidden Curriculum in Learning: Exploring the Inclusion of Islamic Values in The Classroom

Hidden curriculum is an implicit curriculum that implies the behaviour, wisdom, and attitudes that are taught unconsciously as part of everyone's life through words and practices. Teachers, being the classroom manager, should play their significant role in instilling the hidden curriculum in their teaching. This study examines the inclusion of Islamic values as a hidden curriculum in the classroom. It focuses on the teachers’ teaching styles as the medium for the inclusion. A total of 106 respondents were involved in the survey and the data were analyzed quantitatively. The findings revealed that the teachers perceive their teaching style in the classroom as having a high priority for their students’ individual progress and well-being. The teachers also value the integration of Islamic values in their classroom teaching. This research provides valuable insights into the idea that it is important to provide teachers with professional development opportunities to enhance their teaching styles and include the incorporation of Islamic values in their teaching.

Examination of High School Physics Teachers’ Professional Identity: A Case Study

This study aimed to explore physics teachers’ professional identity through multiple-case methodology. The goal of physics teacher education is to enhance teachers’ professional development to address the suggestions of reform-based science education. Science teachers’ professional identity has been explored at different grade levels: science teachers defined themselves as content teachers, classroom managers, or isolated workers. In this study, physics teachers’ professional identity is analyzed and explained through Wenger’s (1998) theory of learning. The participants were three male high school physics teachers. Data were collected through interviews, reflections, lesson plans, and classroom observations and analyzed through thematic analysis. The results showed that participating teachers had different identity characteristics in that they were defined as question-oriented, project-oriented, or lecture-oriented teachers. The question-oriented teacher focused on questioning to elicit students’ ideas on different types of questions, the project-oriented teacher tended to encourage students to explore the real-life physics through projects, and the lecture-oriented teacher aimed to explain the content through following a smart notebook including all content explanations and sample questions. The analysis through Wenger’s theory showed that the relationship between teachers’ beliefs and practices was linked to physics teachers’ professional identity. The study has important implications to understand development and characteristics of teacher professional identity.

Perspectives of Teacher-Education for Prospective School Development

Teacher education has a significant role in promoting school development. The essence of school development is the performance of theteachers in schools. The more they perform, the better they perform, the more the status of the schools is upgraded. Teachers have multipleroles to play as an educator, psychologists, as well as a classroom managers, a teacher has an intrinsic potential to be a social reformer. In themodern age, the responsibilities of teachers have increased in number like managing mid-day meals, conducting field-work and excursions,tracking scholastic and non-scholastic developments of the learners, managing parents’ queries related to the teaching profession learners’performance, and also maintaining different administrative prerequisites, reporting duties to District Inspector of schools and Sub-Inspectorof schools regularly. This article focuses on the needs and importance of teachers’ attending resource-development sessions and short-termtraining programmes so that scholastic improvement happens simultaneously with non-scholastic activities. This study adopts an Intensivesurvey method to look up Central and State Government-conducted survey on the dissemination of Teacher-Education programmes andconsequent development in School education. It is concluded that school development is a coordinated effort of the teachers, learners, andcurriculum transaction that can be mastered well by undergoing teacher-education programmes

External assessment of teachers’ roles during children’s free play and its relation to types of children’s play

Teachers in early childhood education and care (ECEC) assume various roles in children’s free play, such as tutor, classroom manager, co-player, and director. Recent research has shown that teacher-related characteristics such as work experience and classroom-related characteristics such as children’s age are significant predictors of teachers’ roles. However, these roles have mostly been assessed through self-report rather than external observation using standardized scales. Furthermore, it is unclear how teachers’ roles depend on the types of children’s play, such as construction play and dramatic play. To address these research gaps, we observed 80 teachers during 291 observation cycles in childcare centers and kindergartens in Switzerland. We developed a standardized observation scale to simultaneously assess both teachers’ roles during children’s free play and the types of children’s play. Additional teacher- and classroom-related predictors were assessed with an online questionnaire for teachers. The results of a multilevel regression analysis showed that the roles observed differed in the type of play in which children engaged. However, teacher- and classroom-related predictors were more relevant and explained more variance in teachers’ roles than the types of children’s play. The findings may stimulate self-reflection by ECEC teachers on the roles they assume during children’s free play.

PERAN GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS IV

This study is entitled The Role of Teachers in Improving the Motivation of Grade IV Students at SDN Sudimara 6 Ciledug Tangerang City. The purpose of this study was to determine the Role of Teachers in Improving the Motivation of Grade IV Students at SDN Sudimara 6 Ciledug Tangerang City. This research uses descriptive and qualitative research. The subjects in this study were grade IV homeroom teachers. This research was conducted at SDN Sudimara 6 in 2023. The data collection techniques used in this research are observation, interview, and documentation techniques. Data analysis techniques used in this research are data reduction techniques, data presentation, and conclusion drawing. The results of the research that has been done show that the role of the teacher as a demonstrator is that the homeroom teacher IV teaches the material in accordance with the ATP and syllabus. The role of the teacher as a classroom manager is to ensure that the homeroom teacher IV knows the situation and is able to handle students while in class. The role of the teacher as a mediator or facilitator is that the homeroom teacher IV adjusts the media from the lesson plan. The role of the teacher as evaluator is to ensure that the homeroom teacher has provided authentic assessment and collected data from the results of summative evaluation, formative evaluation, and daily assessment. The role of the teacher as a motivator is that the homeroom teacher IV provides learning encouragement to students by telling inspirational stories.

Peran Guru Dalam Meningkatkan Kemampuan Anak Memecahkan Masalah Di Sentra Bahan Alam Kelompok A

It applied a qualitative approach with a descriptive method and employed data collection techniques such as observation, interviews, and documentation. The study's subjects were the teachers and children at the research site. The data analysis involved describing the relevant findings obtained in the field regarding the aforesaid problem. The research findings indicated that teachers play a crucial role in the process of developing problem-solving skills in the context of the Natural Materials Center. Teachers need to employ engaging and experimental teaching methods that align with children's interests to fulfill this role. In conclusion, the teachers have successfully enhanced children's problem-solving abilities by acting as facilitators/informants, mediators, and classroom managers

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Technological advances have made virtual classroom teaching a reality. Although research into online classroom management is critical, current research in this area, particularly in higher education classroom management, is insufficient. The study determined which online classroom management strategies teachers believe are most beneficial to students at various levels of academic performance. A questionnaire based on the online classroom management mode framework was used to collect data from 74 teachers and 491 undergraduate students. A Chi-square test revealed that the preferences of teachers and students for online classroom management behaviours were statistically significant (p<0.05). Analysis of variance revealed that teachers of various teaching ages have the same views on online classroom management modes, and undergraduates with varying GPAs have the same preference for the online classroom management mode. Online classroom managers of all teaching ages believe that a slightly interventionist style of interaction benefits students' academic performance the most. Undergraduates, on the other hand, prefer the interactive online classroom management mode, regardless of academic level. Students prefer teachers who offer more interaction, communication, collaborative decision-making and motivation when learning online. The findings further suggest that, while the online environment is unique, the effective classroom management strategies in the online environment are the same as those considered effective in the face-to-face classroom. It should be noted that classroom management strategies encompass a multitude of factors. Therefore, relying solely on the dimensions of personality, teaching, and discipline may not provide a comprehensive assessment of the overall effectiveness of online classroom management. Further research should focus on refining and expanding the evaluation framework for online classroom management modes to address these limitations, and enhance the understanding of this field.

Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class

Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.

University teachers as versatile masters: Evaluating the effectiveness of a professional development programme on student-centred teaching competencies

In the ever-changing higher education climate, university teachers often rely on traditional, teacher-centred educational practices. While universities worldwide attempt to improve teaching quality by investing in professional development, many university teachers do not receive formal teaching training – even though teaching is often the largest part of their job responsibility. This study explores the effects of an evidence-based professional development programme dealing with student-centred, active learning on the teaching competencies of university teachers. A total of 189 Polish university teachers participated in a five-day study visit at Ghent University (Belgium). The university teachers were invited to complete a pre- and post-questionnaire. The results reveal that, after the study visit, the participants do not only feel more capable in their roles as (a) educational designer, (b) classroom manager, (c) assessor, (d) educational technologist, (e) differentiator, (f) lifelong learner/innovator, and (g) quality guard, but also effectively plan to change their behaviour regarding these roles and believe significantly more in their importance. The results show that professionalisation initiatives have the potential to change university teachers’ behaviour, capabilities and beliefs concerning more student-centred teaching for the better. The article concludes, however, by implying that contextual factors, such as the institution’s professionalisation policy, too impact the success of professional development initiatives.

3Ms Model Classroom: Make-up and Make Way for Managing Classrooms in Times of COVID – 19

The current distance learning due to COVID-19 reshapes the description of classrooms. This strategy is developed in response to – how a classroom should look like when students are not yet around. The time of setback during COVID-19 has come to the point of revamping the classrooms. This strategy generally aims to make-up and make way for aesthetic classrooms. Moreover, it is purpose to make over the classrooms in response to current health situation and prepare anytime students will return in school. The class advisers are considered participants in this study. A tool was also developed for school-based classroom monitoring with the following criteria: a.) information dissemination and management, b.) health and wellness, and waste management, c.) disaster risk prevention and management, and d.) teacher as a classroom manager. Both quantitative and qualitative data are interpreted. Results of this study suggest that 3Ms Classroom Model is effective in improving the designs and structure of classrooms. It is supported by the entire faculty as shown by the improvement in all year levels. Teachers are empowered as classroom managers as they find comfort in their classrooms amidst the learning challenge. Continuous improvement of the strategy should be explored since it is a good practice.

A Phenomenological Research Study of Classroom Managers Technological Pedagogical Content Knowledge in Emergency Remote Learning

This study investigated the classroom managers' technological pedagogical content knowledge (TPACK) during the implementation of remote schooling. It is especially interested in learning about their changing roles and experiences with the TPACK model. This study employs a descriptive phenomenological approach. Through purposive sampling, ten (10) elementary educators participated. Teachers' personal experiences were collected through in-depth online interviews via Google Meet and Messenger. Colaizzi's data analysis approach was utilized in analyzing the gathered data. The results revealed that the changing role of educators employs positive and negative results in the materials, process, feedback, students, and parents. Also, educators enhance their role by being effective goal-setters, efficient communicators, implementers and planners, lifelong learners, and assessment experts in coping with diverse challenges. Lastly, it shows the status of TPACK integration, which helps elementary educators to be efficient. Moreover, educators used TPACK as their roles changed during the COVID-19 Pandemic. It is then an implied training proposal for adequate technological, pedagogical, and content knowledge in minor emergencies to build up educators' knowledge and further study to identify issues and barriers for educators to teach in a pandemic effectively.

Preparing teacher candidates to be culturally responsive in classroom management

Classroom management continues to be a struggle for both teacher candidates and practicing teachers. Lack of understanding of diverse cultural responses to behavior can contribute to this challenge, particularly when the identities of the teacher are vastly different from those of their students. This study employed activities that engaged teacher candidates in reflecting on the diverse cultures in the classroom aimed at preparing teacher candidates to be culturally responsive classroom managers. Teacher candidates' reflections on classroom management following the interventions revealed an integrated classroom management practice associated with effective culturally responsive classroom management.

Socio-Psychological Health and Stress Management of Teachers amidst Pandemic: Basis for Coping Development Program

The psychological condition and stress level of teachers are two important factors that help them to develop holistic classroom managers and education front liners teachers are the shock absorbers of the Department of Education (DepEd). This study aimed to determine the socio-psychological health and stress management of teachers the light of COVID-19 pandemic at East Isulan District. The researcher utilized the descriptive- correlational method. The researcher utilized the one hundred (100) teacher respondents to answer the data gathering tool on the level of socio-psychological health and stress management of teachers. The socio-psychological condition of teachers in terms of social, emotional and behavioural was rated high. Teachers manifested extraordinary socio-psychological condition by socially engaged in different activities that boasted their positivity amidst the pandemic. They have high level of stress management activities that utilized like social support, leisure activities, professional training and healthy living. Teachers engaged in different social activities and strategies like spending wisely, and attending various social gatherings as part of their stress management mechanisms. It is recommended that the school management may provide effective support mechanism to overcome anxiety, burnt out and excessive workloads.

Becoming an Effective Classroom Manager: Preservice Teachers’ Perceptions of their Classroom Management Education and Self-Efficacy Beliefs

It is very important that preservice teachers are provided an effective classroom management education so that they can develop the knowledge, attitude, and practices expected from an effective classroom manager. This study explores the preservice teachers’ perceptions of their classroom management education. This is a qualitative study using a hermeneutic phenomenology research design. Eleven participants from a private university were interviewed using a semi-structured interview tool. The findings suggest that preservice teachers are provided with multiple skills, from emotional support to moral reinforcement and diversity management, so that they can become skillful classroom managers. The significance of preservice teachers, their training, and different aspects of how a classroom should be, have been discussed in the research. Overall, it’s qualitative research, and it elaborates on preservice teachers’ perceptions of multiple domains of classroom management education in an education department.

CONTEMPORARY ACTIVE ENGLISH LANGUAGE TEACHING METHODS: THEORETICAL REVIEW AND PRACTICAL ASSIGNMENTS

The most important goal of education is improving the quality of teaching. There are severalmodern teaching methods that can be used in teaching and learning. These methods are focused on students ́active work. In our research we have studied theoretical along with practical grounds of some of thesemethods. The effectiveness, motivation and problems of these methods were broadly described and verifiedin the survey. Outcomes of this reasearch are discussed in this paper. In our research several interactiveteaching methods were explored. We have concluded that: interactive teaching methods can help us to teachEnglish for understanding; it is necessary to change the role and position of the teacher in the classroom;the English language teacher in the 21st century have to be a classroom manager; the teacher has to be anexpert not only in English language, but also in pedagogical science; traditional teaching methods are noteffective; the goal of the innitiative is to apply new methods based on the constructivist learning theory.The research results have witnessed that the learning and teaching process is more effective, when studentscan construct their knowledge by their own.We have described the method of physical response (total-physical response). In the frame of our researchwe have outlined main features and rules of communicative approach. Methods and techniques within thecommunicative approach were presented as well.The novelty of the paper on the actual issue related to the introduction of modern methodology in theeducational process is characterized by the description of some methods, such as: contextual method, theintegrative method, role play, chainstory, the method of interval repetitions, Mueller's method, expressmethod оf Ilona Davydova, Pimsler's method, Methods of Dmitry Petrov, Elijah Frank's Method. Moreover,the practical significance of the research is supported with the group of seven creative assignments that canbe actively used in the English teaching process with various topics.

Science teacher as classroom manager in online classes

<span lang="EN-US">Exploratory sequential mixed research was conducted to characterize science teachers' experiences as classroom managers in their online classes. There were 15 science teachers from elementary and secondary schools in Cebu, Philippines, participated in the phenomenological study, and 30 teachers responded to the developed tool on their management and its effect on students’ performance. Thematic analysis of the interview results unveiled a series of stages, including a different start of the school year and reintegration of online management skills that eventually led to autonomy in online classes and satisfying academic outcomes. Further exploration of the quantitative aspect of the study revealed that they have very good management, which has led to a good effect on students' performance. The different innovations in classroom management strategies by science teachers led to effective online classes. Training on proactive management and positive feedbacking are recommended.</span>

Self-Efficacy Beliefs of Prospective Teachers Regarding Classroom Management: Evidence from Two Case Studies

Self-efficacy beliefs play an important role in the development of prospective teachers as effective classroom managers. The purpose of this study was to explore the self-efficacy beliefs of prospective teachers regarding classroom management. This study used a qualitative case study research design. Data were collected through semi-structured interviews with two prospective teachers studying in the teacher training program at a public university. They were selected through purposive sampling. Additionally, data were analyzed using the within-the-case analysis technique. The data analysis revealed that prospective teachers have strong efficacy beliefs regarding classroom management. They were more passionate and enthusiastic about teaching. However, one participant was not confident in implementing strategies related to diversity. Though this is a small-scale study comprising of only two brief case studies, it is hoped that the participants’ detailed descriptions in this study will provide some guidance to school principals, administrations, curriculum developers, teacher trainers, and policymakers.

HOME VISITATION MANUAL FOR CLASSROOM MANAGERS

This study was conducted to evaluate the developed Home Visitation Manual for Classroom Managers. The evaluation was accomplished by the Classroom Advisers from Pedro Guevara Memorial National High School, Santa Cruz, Laguna who served as respondents for this study. Specifically, it sought answers to the following questions: What procedure is followed in developing home visitation manual? What is the assessment level obtained for the objectives, contents and organization, structure and style and usefulness of the Home Visitation Manual? What is the mean level of assessment for the developed home visitation manual as rated by the advisers of Grade 7, Grade 8, Grade 9 and Grade 10? Is there a significant difference between the level of assessment made by the advisers from different levels on the Developed Home Visitation Manual? The study made use of descriptive method. A total of fifty (50) classroom adviser respondents from different grade levels of Pedro Guevara Memorial National High School, Santa Cruz, Laguna were involved. Questionnaires was the main tool used to gather data about the developed manual?s components. The over-all weighted means of 4.80, 4.81, 4.83 and 4.83 implied that the components of the manual i.e., objectives, contents and organization, structure and style and usefulness were evaluated as ?very evident?. The objectives of the developed manual got an average mean of 4.20 and standard deviation of 0.46 from the Grade 7 classroom advisers which was interpreted as ?somewhat evident?, while the average mean scores of 4.71, 4.81 and 4.99 respectively and standard deviations of 0.48, 0.52 and 0.48 respectively from Grade 8, 9 and 10 were all interpreted as ?very evident?. Its contents and organization got average mean scores of 4.79, 4.58, 4.92 and 4.89 respectively and standard deviations of 0.41, 0.56, 0.26 and 0.26 from the Grade 7, 8, 9, 10 respectively, which were all interpreted as ?very evident?. Further, its structure and style got average mean scores of 4.76, 4.69, 4.93 and 4.93 respectively and standard deviations of 0.46, 0.46, 0.24 and 0.24 from the Grade 7, 8, 9 and 10 class advisers. They were all interpreted as ?very evident? too. Finally, its usefulness got average mean scores of 4.83, 4.72, 4.92 and 4.86 respectively and standard deviation of 0.40, 0.45, 0.26 and 1.86 respectively from Grade 7, 8, 9, and 10. Likewise, they were all interpreted as ?very evident?. In conclusions, the components of the developed manual on home visitation as to its objectives, contents and organization, structure and style and usefulness got computed of F-values and p-values which were all greater than the alpha .05 level and interpreted as ?not significant?. This indicated that the developed manual was acceptable to both groups and can therefore be utilized as intervention material for home visitations. In view of the findings and conclusions of the study, the following recommendations are given: 1) Further validation study may be done through experimental design to evaluate the present study?s effectiveness, 2) Classroom advisers can contribute to the enhancement of this manual by recording their experiences and sharing their success in home visitation, 3) A follow-up study on the same conceptual framework may be conducted among other classroom advisers in the Division of Laguna, 4) Implementation on the use of the evaluated Home Visitation Manual may be done by classroom advisers, 5) Administrators may strengthen home visitation program among the faculty through seminars and trainings on how Home Visitation Manual should be adopted as mode of intervention material.