Dimensions Of Classroom Management Research Articles

Implementasi manajemen kelas pada kurikulum merdeka di kelas 1 sekolah dasar

<p><strong>Abstract</strong>. <em>This research is entitled Implementation of Class Management Phase A in the Independent Curriculum at Bumi 1 Public Elementary School Number 67 Surakarta in the Academic Year 2022/2023. The purpose of this study is to describe the implementation of phase A class management in Bumi 1 public elementary school Number 67 Surakarta for the 2022/2023 academic year which is reviewed based on principles, approaches, basic teaching skills, and dimensions of classroom management. This research uses a qualitative approach with descriptive methods. Data collection techniques using observation, interviews, questionnaires, and documentation. The results of the study show that educators have implemented classroom management which consists of principles, approaches, basic teaching skills, and dimensions of classroom management. However, educators do not apply the threat approach. The conclusion from this study is that educators have implemented phase A class management in the Independent Curriculum.</em></p>

Exploring the Relation between Teacher Candidates’ Emotional Intelligence and their Educational Practices: A Case Study in Greece

Classroom management is a difficult task for teacher candidates and a significant barrier to being an effective teacher. The aim of this study was twofold: a) to examine the relation between student teachers’ emotional intelligence and their educational practices and b) whether emotional intelligence significantly predicted classroom management. The instruments used for data collection were TEIQue, a self-report questionnaire that measures trait emotional intelligence, and TEP-Q, a self-report questionnaire assessing three dimensions of classroom management: communication, organization, relationship. The sample of the study was comprised of third year undergraduate student teachers in the Department of Pedagogy and Primary Education at the National and Kapodistrian University of Athens, who had their first experience with teaching practice at primary schools. Descriptive statistics and correlational models showed that there is a statistically significant correlation between the factors. In fact, student teachers’ emotional intelligence predicted classroom management. Research results have pedagogical implications, while the impact of the research on practice and policy highlights the urge of social and emotional interventions during teachers’ both initial and ongoing education as well as the need to promote an educational design that embraces the goals of social and emotional learning at schools.

The role of teachers' intelligence conceptions, teaching beliefs and self-efficacy on classroom management practices

Substantial evidence has been collected over decades of research on the relationships between optimal classroom management and student learning. In addition, there is a growing body of research on teachers' beliefs, in which their relationships with teachers' practices is viewed as significant. This study investigated classroom management practices in a sample of 1,056 Italian teachers working from pre-primary to secondary school, to analyse the differences by school level and teaching experience, and their associations with three categories of teachers' beliefs: self-efficacy, teaching beliefs and intelligence conceptions. Three dimensions of classroom management were considered: educational relationships, active strategies and emotion regulation. The results show that teachers differ in their practices in relation to school level and years of experience, with associations between different categories of beliefs highlighted. Classroom management was positively linked to self-efficacy, constructive teaching beliefs and constructive intelligence conceptions, and negatively linked to traditional teaching beliefs and innate intelligence conceptions. Hierarchical multiple regression analyses that considered the three dimensions of classroom management as dependent variables highlighted the concurrent contribution of: innate and constructive teaching beliefs for educational relationships; school level, intelligence conceptions, constructive teaching beliefs and self-efficacy on classroom management for active strategies; and school level for emotion regulation. These results confirm the strong relationships between classroom management and teachers' beliefs and conceptions. Thus, it is important for teachers to develop reflective processes of their own practices.

Ethical Knowledge and Ethical Sensitivity of Turkish Teacher Candidates on Classroom Management / Öğretmen Adaylarının Sınıf Yönetimi Konusunda Etik Bilgi ve Etik Duyarlılıkları

Classroom management could be regarded as one of the fundamental components of the educational process. While managing classrooms, teachers could need guidance, especially in dilemmas and complex events. Ethical knowledge and ethical sensitivity could assist them in these situations. In this study, the aim was to determine the ethical knowledge and ethical sensitivity of prospective teachers regarding classroom management, which includes management of the physical environment, behavior management, time management, and relationship management, as well as curriculum management. The participants comprised 172 prospective teachers attending the pedagogical formation program at the Faculty of Education at Akdeniz University, Turkey. This study was carried out using a case study model, which is a qualitative research method. The data were collected through a structured interview form, consisting of five scenarios related to five dimensions of classroom management. Both moral and immoral situations were included in each scenario developed by literature review and taking expert opinion. Content analysis and descriptive analysis methods were used in the analysis of the data. As a result, most of the prospective teachers had ethical sensitivity that enable them to identify moral and immoral behaviors in the scenarios. It was observed that most of the prospective teachers identified moral and immoral situations in the given scenarios, but a few of them justified their statements by using ethical concepts. The other justifications were based on emotional expression. It was concluded that some prospective teachers didn’t have ethical knowledge because they left unanswered why these behaviors are moral or immoral. In addition, they made the most moral evaluation in the scenario related to program management, and the least moral evaluation in the scenario related to the management of the physical environment. Except for scenario 2, they mostly identified immoral situations. It is suggested that the prospective teachers should take a professional ethics course, which should include case studies, discussions, workshops, and seminars.

THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT AND LEARNING: A SYSTEMATIC REVIEW

In the contemporary classrooms, teachers need to be creators of productive learning environments in which students can develop necessary skills and competencies to thrive in the 21st century. Establishing a productive and positive learning environment is a challenging task for the teachers as there are various factors affecting actual classroom activities that may result in effective or ineffective teaching (Hardin, 2011; Weinstein & Novodvorsky, 2015). How effectively the students learn and improve their skills, and how well they behave are affected by a teacher’s ability to manage different aspects of the classroom (Oyinloye, 2010). Within this framework, the main purpose of the present study was to synthesize the research studies on classroom management conducted between 2009 and 2019. It was also aimed to investigate the relationship between classroom management and students’ learning by examining the current perspectives and practices of classroom management. In order to synthesize the qualitative data on classroom management and to generate common themes with respect to learning and classroom management, content analysis of main findings of the analyzed studies was carried out. The synthesis of the reviewed studies indicated that different dimensions of classroom management and learning were studied extensively in relation to four themes “positive learning environment”, “physical environment in the classrooms”, “management of learning tasks and instructional activities”, and “motivation and academic engagement”. A synthesis of current perspectives and practices of classroom management in the literature may contribute to provide solutions for the educational/learning problems, if any, stemming from ineffective classroom management implementations. Results may provide teachers practical insights to improve the quality of teaching and learning in their classrooms.
 Keywords: Classroom Management, Positive Learning Environment, Instructional Activities, Motivation, Academic Engagement.

A STUDY OF FOUR DIMENSIONS OF CLASSROOM MANAGEMENT TOWARD MODEL FORMATION OF PRESCHOOL CLASSROOM MANAGEMENT

The purpose of this study was to develop a preschool classroom management development model based on four dimensions of classroom management. The four key dimensions that focuses on preschool classroom management model are physical classroom management, planning management and implementation of programs/activities, classroom behaviour management and relationship and interaction management. The physical environment and layout of the preschool classroom managed by the preschool teachers still do not encourage children's learning. The learning materials provided are also not suitable and not used for teaching and learning purposes. Therefore, the study aims to identify the needs of preschool teachers in managing preschool classrooms. The needs analysis will enable the development of a classroom management model based on four dimensions of classroom management. This study uses design and development research approaches involving the needs analysis phase, the design and model development phase and the usability evaluation model phase. The findings of the interview in needs analysis phase shows that the preschool classroom environment was managed in its own way and no guidance or model was used. In conclusion, the researcher recommends needs analysis to be conducted toward KEMAS undergraduate teachers, Unity (Perpaduan) kindergarten teachers and also those who are coming from private kindergartens.

Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context

<p>The main purpose of this study was to get an insight about teachers’ classroom<br />management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model<br />Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management<br />than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. </p><p><strong>Keywords:</strong> gender, differentials, classroom management, strategies</p>

Making It Count: Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers’ Classroom Management

Understanding a problem is as important as solving it to understand the meaning of mathematics. It is a widespread view that problem-solving skills help individuals to overcome the problems easily in their daily lives. An individual with problem-solving skills is a self-confident, creative and independent thinker. It can be explicable that the societies formed by these individuals can easily solve the problems. In this vein, this study is aimed to determine the relationship between the acquisition of problem-solving skills that play an important role in mathematics alongside two dimensions of classroom management which are time management and plan-program management. It is thought that there is a close relationship between these two dimensions; problem-solving skills. The types of problems are divided into two; routine and non-routine. The aim is to get opinions about how these problems will be taught by mathematics teachers, at what level they will be used in class and what methods they will use for them. The study was conducted by doing a content analysis of qualitative research methods. The sample group which is randomly determined from five provinces of North Cyprus is composed of mathematics teachers who teach at the 9th grade level. The data was collected through semi-structured interview forms. Content analysis technique was used in the evaluation of the obtained data. As a result, it was found out that the mathematics teachers who work in the Ministry of National Education and teach at the 9th grade, have been given importance to problem-solving skills such as, problem-solving duration and problem-solving methods in their classes. In addition, the teachers pointed out that the time given is not sufficient at schools and they could not give enough importance to plan-program activities. They also pointed out that although the annual and monthly plans specified by the Ministry, the desired variety of questions could not be provided by different methods.

Perceptions of Pre-Service Teachers’ of Atatürk Teacher Training Academy regarding Classroom Management

The aim of this study is to evaluate pre-service teachers’ perceptions regarding classroom management, which consists of five dimensions. The study was also associated with the current literature. Consisting of qualitative research and scanning technique, this study aims to understand the five dimensions of classroom management by asking five open-ended questions, all of which were prepared with the help of experts’ opinions. The data was gathered through face-to-face meetings by the participation of 4th grade Primary School Teaching students (n = 5) from Ataturk Teacher Training Academy. Content analysis was done to support the collected data. The findings were also compared with the department memos and the earlier findings regarding the five dimensions of classroom management. Consecutively, the problem sentence was found and it is widely acknowledged that contents of this study may help future studies on this subject.

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

ABSTRACTThe purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics.