Effective Classroom Management Research Articles

Exploring the relationship of elementary school teachers’ virtual community participation on classroom management by using knowledge sharing as a mediating effect

ABSTRACT In recent years, virtual learning environments play a significant role in teaching and learning. However, a lack of studies addresses the potential roles played by virtual community participation and knowledge sharing in effective classroom management from teachers’ perspective. In this study, we explore the relationship of virtual community participation and knowledge sharing to classroom management for elementary school teachers. A total of 383 questionnaires of elementary school teachers in Taiwan are analysed by using a two-stage disjoint approach of partial least squares structural equation modelling (PLS-SEM). We show that virtual community participation alone may not have a significant impact on classroom management. In addition, teachers’ knowledge sharing has a mediating effect on the relationship between virtual community participation and classroom management. Therefore, effective knowledge sharing can play an important role in improving teachers’ knowledge from online communities for classroom management. These findings can help practitioners and researchers understand more insights into how teacher virtual community activities and knowledge sharing can enhance classroom management.

Mengenal Kesulitan Tenaga Pendidik dalam Manajemen Kelas di sekolah MIS Seroja Dua Sei Rotan

Efforts to improve the quality of learning in schools are a form of challenge that educators must have experienced. One of the main factors that has quite an influence on the quality of learning is the strategy in carrying out classroom management which is still felt to be ineffective. This research aims to identify the difficulties of teaching staff or teachers in classroom management at MIS SEROJA DUA SEI ROTAN. The research method used in this study is a descriptive qualitative research approach. The problem of difficulties in managing classroom management will be an area of ​​our work to be able to dig up information regarding problem analysis and also provide appropriate solutions to the root of the problem. The research results show that implementing effective classroom management strategies helps provide a positive impact on learning. This research offers important implications for teachers, school principals, and educational policy makers. Teachers need to receive training and assistance in implementing effective classroom management strategies.

AN INVESTIGATION ON CLASSROOM MANAGEMENT CHALLENGES FACED BY TEACHERS AT PRIMARY SCHOOL LEVEL IN PUNJAB

Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment & manage challenges faced by primary school teachers.

INVESTIGATING PRIMARY SCHOOL TEACHERS’ PRACTICES ABOUT CLASSROOM MANAGEMENT: A QUANTITATIVE APPROACH

The classroom management in educational institutions comprises carrying out management strategies and goals while keeping students' progress in mind. Classroom management promotes interaction in both directions and reciprocal comprehension among students and teachers. This quantitative study examined the classroom management practices of the primary school teachers in Punjab, Pakistan, aiming to describe the importance of classroom management and to identify differences in practices based on gender and district. Thus, a sample of 300 teachers from Lahore and Multan districts was surveyed using a questionnaire. Data analysis involved t-tests and ANOVA. The findings revealed significant differences in practices between male and female teachers, with female teachers indicating more effective strategies. Additionally, teachers in Lahore exhibited better practices compared to those in Multan. No significant differences were found based on the teacher qualifications. The study concludes that effective classroom management is crucial for enhancing student learning & recommends professional growth for teachers, along with policy considerations for class size and technology integration.

The Case of Probationary Teachers in Teaching Senior High School Students

One of the challenges that new teachers face in the Philippines is the probationary period. Probationary teachers are those who are newly hired and are subject to a probationary period of usually one to two years. During this time, they are expected to demonstrate their competence and effectiveness as teachers, and their performance is closely monitored by school administrators. This study strived to determine the experiences of Probationary Teacher in teaching senior high school students, how they overcome their obstacles and their coping mechanisms. This qualitative study employed case study research to determine experiences of Probationary Teacher in teaching senior high school students, how they overcome their challenges and their coping mechanisms, involving ten Probationary senior high school teachers of the Schools Division of Ilocos Sur who participated voluntarily. The data was gathered through each informant’s voice-recorded narrative and analyzed thematically. Findings showed that Probationary teachers experienced most with Academic and Behavioral Dynamics, Age-related challenges in handling behavior, Student attitudes and lack of respect, Challenges in adjusting to higher-order thinking skills, Sensitivity to student feelings and compliance issues, Transition and Adjustment Period of adjustment from elementary to SHS teaching, Challenges in adapting teaching methods from elementary to SHS, Emotional challenges and feelings of uncertainty, Pedagogical Challenges - Teaching loads and complexities of SHS curriculum, Perception of spoon feeding and need for adaptation in lesson delivery, Challenges in delivering unfamiliar subjects or lessons, Student attitudes towards learning and compliance, Disruption caused by students' lack of focus and disrespect, Student reliance on gadgets and games for engagement. Despite the experiences encountered by these Probationary teachers, they describe how the overcome the obstacles in teaching senior high school learners by Creating an Inclusive and Supportive Environment, Engaging Teaching Methods, Engaging Teaching Methods, Effective Classroom Management, Adapting Instruction to Individual Needs, Utilizing Technology and Trends, Continuous Assessment and Feedback, they also describe their coping mechanisms as Challenges in Teaching Senior High School Learners, Maintaining Professionalism and Positivity., Stress Management and Self-care, Passion for Teaching and Professional Development, Emotional Regulation and Self-Reflection Probationary teachers’ resiliency and determination is evident during these difficulties. Hence, administrators are encouraged to provide adequate support for Probationary teachers to keep their effectiveness in teaching senior high school learners.

Strategi Pengelolaan Kelas dalam Meningkatkan Kedisiplinan dan Efektivitas Belajar Siswa pada Masa Covid-19

The COVID-19 pandemic is affecting the education sector, including in Indonesia. The government implemented social policies and distance education to prevent the virus. However, distance learning produces challenges for teachers and students, especially in terms of learning discipline and classroom management. This study aims to collect and analyze a number of different classroom management approaches that can be used during the COVID-19 pandemic to improve student discipline and increase learning efficiency. This study discusses how students can learn better, especially about environmental studies, with good classroom management. It also emphasizes the role of teachers in creating a good learning environment and encouraging students to learn independently. The study found that student learning outcomes are influenced by effective classroom management; to improve student behavior and engagement, classroom design and socialization should be improved. The COVID-19 pandemic shows the importance of engaging classroom management strategies.

Determinants of Classroom Management as Perceived by Female Students at the Secondary Level

Effective classroom management is directly associated with a positive class environment and positive outcomes. In this study, we examined the different determinants of the classroom management. This study was conducted in four secondary schools (private) in the District of Faisalabad in Punjab province. Students from class 10th were considered as the population, thus from each selected school, the total number of students was 350 which served as the population of this study. All the participants were female students. Of the total population, 25 students were chosen from each selected school, thereby the total sample size of the study was 100 female students. A questionnaire was administered for the data collection and was analyzed using Statistical Package for Social Sciences (SPSS). Results revealed that perceived challenges faced by students in the classroom, with mental illness, lack of self-confidence, personal issues, and poor listening emerging as the most prominent concerns. Whereas, factors perceived to significantly affect classroom management, highlighting disabilities, lack of interest, and self-esteem as primary considerations for educators and administrators. Investing in teacher training programs that focus on aspects of classroom management can enhance their ability to create a positive and conducive learning environment.

Strategy of teacher in Improving the Learning Outcomes of Public Junior High School Students

One of the factors influencing learning outcomes is the ability of teachers to implement teaching strategies effectively. A monotonous teaching process can lead to decreased student motivation and lower learning outcomes. This study aims to investigate the teaching strategies used by Catholic Education teachers to enhance student learning outcomes at SMP Negeri 2 Namorambe. The research adopts a qualitative approach, where data obtained is analyzed through data reduction, data presentation, and drawing conclusions. The findings reveal that teachers utilize various strategies to improve student learning outcomes, such as employing instructional models involving syntax, principles of social system response, supportive systems, and instructional impact. Following the implementation of these strategies, student learning outcomes in Catholic Education subjects show improvement across cognitive, affective, and psychomotor aspects. The effective classroom management skills of teachers also positively impact student learning outcomes. Therefore, the participation and support of the school community, particularly the school principal, are crucial in facilitating the enhancement of teaching quality and mastery of instructional models among teachers

STRATEGI GURU DALAM PENGELOLAAN KELAS YANG EFEKTIF UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

This study aims to describe the teacher's strategies in the classroom that are effective in increasing student motivation. This study used a qualitative phenomenological approach with the research subject being a class III A teacher at SD Negeri No. 85/VII Semaran as much as one person. Data from this study were obtained through observation and interviews with class teachers and analyzed by classifying data, reducing data, presenting and drawing conclusions. The results showed that effective classroom management strategies implemented by teachers in increasing student learning motivation were reflected in optimizing effective classroom management, the desire and desire to succeed, the encouragement and need for learning, the hopes and aspirations for the future, the rewards for learning, there are interesting activities in learning, and there is a conducive learning environment. The research concludes that student learning motivation can be increased by the teacher's strategy in effective classroom management.

How is Reflective Practice in Learning? A Science Teachers Perspective

Reflective is a thinking process that can be carried out by teachers, leading to improvements in effective classroom management and quality and improving student performance, so that reflective practices are indispensable in teaching and learning practices. This study aims to describe the reflective practice of science teachers in junior high schools. Primary data were collected based on the teacher’s experience in teaching science learning, highlighting three aspects including reflective action, the form of reflective action, and follow-up to reflective activities. This qualitative study was conducted through the distribution of online questionnaires. The results indicate that reflective action in learning by science teachers is always carried out, but the form of reflective action has not yet involved many peers, principals, and supervisors. Most often done by teachers themselves, to accept other people’s thoughts, learn, or share good practices have not fully occurred. The follow-up of reflective activities has not been followed by changes to the design of further learning in the lesson plan, but teachers are more focused on changing the teaching process that they do in class independently. Keywords: reflective practice, science teachers, perspective

Instructional Planning Proficiency of Instructors in the Vocational College as a Predictor of Teaching Performance

This study investigates the correlation between instructional planning proficiency and teaching performance in the context of vocational education at Neijiang Vocational and Technical College, China. The research, conducted with 240 respondents, explores the demographic profile, instructional design competence, consideration of student background, teaching performance and engagement, and classroom management and adaptability. Findings indicate a commendable level of instructional planning proficiency among instructors, with positive correlations to teaching performance, engagement, and effective classroom management. The study employs Cognitive Load Theory as a theoretical framework, emphasizing the significance of managing cognitive load in vocational education. Implications underscore the need for targeted professional development to further enhance instructional planning capabilities, fostering continuous improvement among instructors. The research contributes valuable insights for policy development, decision-making, and faculty development initiatives in vocational education.

A Quantitative Study on the Intersection of Personal Competence and Classroom Efficiency in Dance Teaching: A Case of Middle and Primary Schools in Dongchangfu District, Liaocheng City, Shandong Province, China

Dance education plays a vital role in fostering creativity, self-confidence, and overall well-being among students. Effective dance instruction requires a deep understanding of the intersection between personal competence and classroom efficiency among dance teachers. However, this intersection remains relatively unexplored, particularly in the context of Dongchangfu District, Liaocheng City, Shandong Province, China. To address this gap, this quantitative study examines how dance teachers' personal competence influences classroom efficiency in terms of student engagement, learning outcomes, and overall teaching effectiveness. A sample of 93 dance teachers from 45 primary and secondary schools in Dongchangfu District participated in the study. The findings reveal that dance teachers generally perceive themselves as competent and effective in their teaching practices, with high levels of technical skills, pedagogical knowledge, adaptability in teaching methods, communication effectiveness, and engagement in professional development activities. Moreover, teachers reported high levels of classroom efficiency, including student participation and engagement, achievement of learning objectives, effectiveness of teaching methods, classroom behavior management, and overall satisfaction with teaching outcomes. The study underscores the importance of continuous professional development, student-centered instructional strategies, effective classroom management, and support for novice teachers in enhancing dance education practices. The implications of the findings for practice, policy, and future research are discussed.

Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar

In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.

Classroom Management Effectiveness Assessment Model of English Teaching Based on Gustafson-Kessel Clustering Based Takagi-Sugeno Fuzzy Model with Wild Geese Algorithm

The classroom's evaluation of the teaching effect English has a demanding workload, complex statistics, among other factors. The assessment of classroom instruction quality plays a crucial role in creating a supportive environment that encourages and guides the improvement of university administration and services, as well as in igniting teacher enthusiasm, boosting their efficacy as teachers, and raising the standard of talent development. Strong ambiguity, fuzziness, and inexactness are the main questions that come up while thinking about the case of teaching quality evaluation. The Gustafson - Kessel Clustering Based Takagi-Sugeno Fuzzy (GK-TSF) model along with wild geese algorithm (GKTSF-WGA) method is proposed for classify the skills, attitudes, and verbal, classifications to improve the above issues. Initially, the data’s are gathered via the dataset of teaching assistant evaluation dataset. Afterward, the data’s are fed to pre-processing. In pre-processing segment; it removes the noise and enhances the input data’s utilizing adaptive robust cubature kalman filtering. The feature extraction section receives the output of the preprocessing. Fluency is extracted as a feature using the One - dimensional quantum integer wavelet S-transform in this case. After that, the extracted features are given to the GK-TSF model with wild geese algorithm for effectively classify skills, attitudes, and verbal. The proposed ET-GKTSF-WGA approach is implemented in MATLAB. The proposed ET-GKTSF-WGA method attains 23.05%, 28.95%, and 26.56% higher accuracy for skills; 23.12%, 25.43%, and 27.45%, higher accuracy for attitudes; 25.86%, 27.73%, and 21.04%, higher accuracy for verbal. The computational time performance of the proposed method attains 70.85%, 45.7%, 60.12%, and 35.34%, lower computation. The proposed ET-GKTSF-WGA method is in contrast to the current techniques like ET-FCE, ET-q-ROFs, and ET-K-MC, respectively.

The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa

Purpose: This study explores the challenges teachers face in their classroom management roles which are essential for fostering a supportive learning environment. It investigates teachers' roles in implementing management strategies and the obstacles hindering their effectiveness in high schools.
 Design/Methodology/Approach: The present study used semi-structured interviews to collect data from twelve Grade 10 teachers in three selected secondary schools located in the Ekurhuleni North District of Gauteng Province, South Africa. The data were interpreted using a phenomenological research design and interpretive paradigm. The study was based on ecological systems theory. Thematic analysis was used to make sense of the data.
 Findings: The study revealed that key roles of teachers in effective classroom management include appropriate classroom language, acting as managers and self-criticism and evaluation of performance. However, challenges such as insufficient teaching and learning resources and the low academic ability of learners impede the fulfilment of these roles.
 Conclusion: The study finds that continuous self-criticism and evaluation are critical for improving teaching and learning processes, although teachers play a critical role in monitoring classrooms and resolving difficulties imposed by low academic competence.
 Recommendations: Recommendations include comprehensive training and support for teachers, the implementation of diverse teaching strategies and a holistic consideration of the ecological system encompassing both learners and teachers.

Closed Management System Relationship to Students’ Performance: Basis for a Sustainable Classroom Management Program

Learning styles vary for effective classroom management depending on the appropriate contexts, activities, proper structure, and student empowerment. In China, leadership in schools and universities manifested the closed management requirement during the pandemic, which affected students’ academic performance. This policy causes various effects due to the volume of tasks, mixed feelings, and unstable social interaction. The purpose of the study is to explore the factors of a closed management system and how they affect students’ academic performance towards effective learning and teaching.
 This study employed a descriptive research design with a quantitative approach using PLS-SEM. There are 341 students’ participants chosen purposefully at Qingdao Vocational College of Aviation Technology. The findings indicate that well-being significantly affects students’ performance. Factors like, fear of being delayed, student participation, family support, and instructor support do not have a substantial direct effect on academic performance. It can be improved by enhancing and facilitating learners’ environmental conditions and promoting well-being.
 Today, there are limited studies on the impact of the closed management system on students ‘academic performance. Existing studies concentrate on the political and cultural variables that influence the educational system rather than focusing on a particular mechanism. This aspect requires a systematic plan to create a learning environment that prioritizes students’ emotional and academic performance; thus, recommending programs for sustainable classroom management is encouraged.

Pedagogical tact in the English language teacher education programme

AbstractThis study fills a major gap in English as a Foreign Language (EFL) teacher education by examining the integration of pedagogical tact (PT) in an EFL teacher education programme in Turkey. Through an in‐depth examination of the programme and semi‐structured interviews, this study investigated to what extent PT, including empathising with and motivating learners, effective classroom management, differentiated instruction and support for meaningful decision‐making, is integrated. The qualitative content analysis of the programme demonstrated that many courses in the EFL teacher education programme are consistent with aspects of PT. However, there were a few areas where the programme could be further enhanced to better include all aspects of PT. This includes offering courses on effective communication and decision‐making. The interviews conducted with 21 pre‐service EFL teachers also revealed that most of them acknowledged that the programme is based on their potential teaching needs and challenges. However, they offered suggestions to improve the programme such as adding more technology courses and practice‐based implementations. Throughout the study, recommendations are provided regarding how EFL teacher education programmes could be developed and implemented with more emphasis on PT. Hence, the study's findings have important implications for teacher education programme developers in Turkey and international contexts.

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austria. The instrument consists of the three dimensions Adaptive Teaching Scale (ATS), Relationship Scale (RS), Behavior Management Scale (BMS). Confirmatory factor analyses revealed good reliable values (CFI = 0.97, TLI = 0.96, RMSEA = 0.06, SRMR = 0.04) for the three-factor InClass model and could confirm the theoretically developed scales. The latent correlations were between r = 0.74 and r = 0.63. Teachers in elementary schools also showed latent correlations between the three dimensions and their assessment of the implementation of inclusive education in the school ranging from r = 0.51 to r = 0.84. In order to meet the individual needs of all students, with and without special educational needs (SEN), novice teachers in particular should be supported in dealing with heterogeneous learning groups and in using effective classroom management. Instruments such as InClass help student teachers evaluate and reflect on instruction and therefore have an important contribution to teacher education.

Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention

AbstractEffective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.

Unraveling the Dynamics: Understanding the Process of Students Learning in Classroom Management at Balkh University

The paper's primary focus revolves around the pivotal role of effective classroom management in creating an optimal learning environment for students within the English department of an education faculty. Employing field research and a questionnaire, the researchers sought to gauge the significance of classroom management, drawing insights from the experiences and background knowledge of 105 students in their third and fourth years. The study identified key components for successful classroom management, encompassing curriculum and instructional aspects, teacher behavior, and the integration of management technology. The findings underscore the students' recognition of the critical importance of managing the classroom to ensure the smooth execution of learning activities and foster positive learning outcomes. The research advocates for teachers to prioritize various elements such as rule enforcement, strategic lesson planning, and active involvement in assessment processes. The paper concludes by asserting that language teachers must be attentive to the nuances of effective classroom management in their teaching practices, with the hope that the research's outcomes will serve as a valuable resource for language educators seeking to enhance their teaching methodologies.