Effective Classroom Management Practices Research Articles

Effective Classroom Management Strategies to Improve Student Discipline and Engagement in Islamic Education Lessons at SDN 32 Rejang Lebong

Classroom management is an effort made by the teacher, including planning, organizing the class so that optimal conditions are created and maintained for the teaching and learning process in the classroom, which includes structuring students and existing facilities. This research intends to explore and assess effective classroom management practices that can increase student discipline and involvement in Islamic Religious Education (PAI) courses at State Elementary School (SDN) 32 Rejang Lebong. Using techniques from observation, interviews, and document analysis, the research methodology is qualitative. SDN 32 Rejang Lebong students and PAI teachers made up the research respondents. The research results show that implementing effective classroom management strategies, including interactive-based learning, use of technology, and providing positive feedback, has a positive impact on improving student discipline. Apart from that, this strategy also increases student involvement in PAI learning, creating a positive and dynamic learning environment. The implications of this study include recommendations for PAI teachers to pay more attention to aspects of classroom management that create a positive atmosphere and encourage student involvement in learning.

Effectiveness of Big Five Traits on Classroom Management in Teaching English Language in Palestinian Schools

Teachers have a critical influence on the success or failure of any educational institution. The effectiveness of teachers is thought to be the most important component in influencing pupils’ academic progress. This paper is intended to find out the effectiveness of Big Five Traits toward classroom management in English language teaching in Palestinian schools. This study used a fully quantitative method with a survey as its data collection method where the participants were 35 elementary school teachers. Out of the total number of the participants, 45.7% were females, 34.3% were aged between 23-30 or 31-40 years old, 85.7% had Bachelor’s degrees, and 37.1% reported having over 10 years of teaching experience. The result of this study showed that there was a strong positive correlation between the teachers’ big five personality traits and their effective classroom management practices.

Teachers’ classroom management practices as a determinant of pre-schoolers’ task persistence. Implication for early childhood development

Preschoolers’ task persistence during classroom instruction has become a thing of concern to parents, education stakeholders and the general public. This lack of task persistence by pre-schoolers during classroom instruction may be attributed to the teachers’ classroom management practices. This study was therefore carried out to determine the extent to which teachers’ classroom management practices can predict preschoolers’ task persistence. The purpose of this was to determine the predictive ability of teachers’ classroom management practices on preschoolers’ task persistence. The study employed both descriptive and correlational research designs. 5 preschool educators and 156 pupils were purposively sampled for the study. The instruments for data collection were developed by the researchers from literature reviewed. The research questions were answered using mean and Pearson Product Moment Correlation Analysis while the hypothesis was tested at 0.05 using Regression analysis. The result of the study showed that teachers’ classroom management practices is a significant factor in determining pre-schoolers’ task persistence. The study concluded that teachers’ classroom management practices is a significant predictor of pre-schoolers’ task persistence. It is therefore recommended that early childhood educators should always adopted an effective classroom management practices that will enhanced and promote preschoolers’ task persistence during classroom instructions. Keywords: Education, Classroom management, pre-schoolers, task persistence, childhood educators.

Redefining Classroom Management in Hybrid Education Setting from the Perspectives of EFL and German Language Instructors

This study aimed to investigate the perceptions of English and German language instructors regarding the opportunities and challenges for classroom management created by the hybrid education setting. The participant group included 21 instructors (17 EFL and 4 German). Participating instructors were employed at the School of Foreign Languages, and they were actively teaching in the hybrid education model developed by the school. A convenient sampling strategy was adopted while determining the participants. The study adopted a qualitative research design, and the data was collected through semi-structured interviews. The qualitative data was analyzed by following the content analysis procedures. The findings were presented through the emerging codes and themes. The results showed that the participating instructors faced varying challenges in terms of classroom management in the online classes. The study findings revealed a good deal of research evidence on the divergent training needs of instructors because the instructors found it hard to implement their traditional classroom management strategies in online classes. Planners and policymakers are provided insights for setting clear responsibilities and rules for learners during the online courses and providing in-service training opportunities for instructors as the new conditions call for innovative strategies to implement effective classroom management practices to contribute empirically, contextually, and policy.

Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families

ABSTRACT Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to “proximal classroom outcomes” (e.g., classroom emotional and managerial interactions between teachers and children) and teacher psychological factors (e.g., self-efficacy and stress) are still needed. This study assesses the efficacy of the IY-TCM program with Portuguese teachers of economically disadvantaged preschool children. Measures included a) classroom observation of teacher behaviors and b) teacher self-reports of their practices, confidence, self-efficacy, and job-related stress associated with inappropriate student behaviors. A wait-list randomized controlled study was conducted with 65 female Portuguese teachers reporting pre- and post-intervention assessments. Moderation analyses were conducted to explore differential benefits of teacher, classroom and children’s variables. Significant differences favoring intervention teachers were found in teacher reports of their classroom practices (positive and inappropriate). Observational findings showed a positive intervention effect on the use of labeled praise but not on other teacher classroom behaviors. Participating in the program did not impact the teachers’ confidence/self-efficacy and job-related stress. Moderation analysis were found to be non-significant. Practice or Policy: Providing the IY-TCM program to early childhood teachers can contribute to an increase of their reported use and usefulness of effective classroom management practices and their use of labeled praise, thus contributing to the quality of early childhood education across a population of children experiencing poverty.

Challenges of Colleges of Education Internship Programme in Ghana: The Case of Gbewaa College of Education

The study sought to determine the challenges interns go through during internship, focusing mainly on curriculum resources, professional and academic issues, mentoring and supervision. The instruments for collection of data were mainly questionnaires and observations. These instruments were used to gather data from a sample size of 231 interns for the study. The main findings revealed that inadequate curriculum resources in the schools of internship, ill-funded internship programme, library facilities and ill-equipped classroom furniture militate against successful implement of the programme. The study further observed that interns lacked the skills of reflective practice, teaching of core subjects in the basic school curriculum and effective classroom management practices. Recommendations were made on the need to increase funding for curriculum material to schools by the Government, Donors, Non-governmental Organisations (NGOs) and the Community concerned. A mechanism should also be put in place for interns to evaluate the system. As it stands now, interns, who are key stakeholds do not take part in evaluating the programme directly.

E-16 Classroom Management in the Perspective of Teacher’s Preparedness

The student`s unbearable behaviors can abrupt classroom environment and can avert Instruction of taking place. In an elementary school, instructors are of lack of content knowledge and classroom management skills, so, that they could be able to deal with the erupting individuals in the surrounding of the institution. The classroom management deemed to be managed with adequate skills, if the teachers` perspective of managing class is with Islamic ADAB and IKHLAQ, it may result in better outcomes.The reason to which this research study was conducted was to explore teachers’ perceptions about their classroom management preparation and to investigate professional development opportunities, that had a great influence in strengthening their skills in classroom management. For conduction of this research study qualitative case study was put into the favour to explore perceptions of six instructors. The research questions inattentively count on teachers’ perceptions and experiences with effective classroom management practices, their perceptions of administrators’ classroom management expectations that may increase teachers’ classroom management skills. Findings from the data were gathered with semi-structured interviews, online journals, and document analysis. Three evolving themes were recognized from the data from beginning to end open coding; it had implicated classroom management strategies, a clear prospect. The results were validated throughout triangulation and member checking.
 It was observed that consequential project comprised of a 3 days specialized development program, planned to boost teachers’ awareness of proactive classroom management approaches. the effectual conduct to organize classrooms. The project had a great contribution to have positive social differencing by provision that teacher`s with these strategically planed motive to advance classroom management skills. enhanced classroom management skills that would lead to classroom circumstances that allow all learners to learn without abruption. (Powell, 2014)

Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice

Effective classroom management practices have been associated with students' behavioral and academic outcomes, but some questions have been raised regarding the degree to which current classroom management strategies are responsive to the backgrounds of students of color in US public schools. Additionally, frameworks for culturally responsive classroom management have emerged, but little attention has been given to systematically measuring and examining these practices, particularly in conjunction with more traditional domains of classroom management. The current study used a person-centered approach with data from 103 middle-school teachers to explore how classroom management practices, including cultural responsiveness, co-occur in teacher practice, and how profiles of practices are associated with teacher and classroom characteristics and student behaviors. The latent profile analysis revealed three ordered profiles of classroom management practices (i.e., high, medium, low), suggesting that cultural responsiveness may operate as an extension of other classroom management strategies. Results also demonstrated that White students were more likely to be in classrooms with high levels of classroom management, and that students in classrooms with low levels of classroom management were more likely to demonstrate elevated levels of negative behaviors. The results suggest that a subset of teachers is in need of comprehensive professional development on a range of classroom management techniques, while all teachers could improve their practices reflecting meaningful participation and cultural responsiveness.

Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial

Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes. In the present study, teachers in an urban school district were randomly assigned to receive training in the Incredible Years Teacher Classroom Management program (IY TCM), a classroom management intervention. We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes – implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects on student outcomes were only found for teachers with initial high levels of affiliation.

Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District

This manuscript describes an implementation of a new model for integrated school mental health services. By incorporating trauma-informed practices with universal screening and teacher coaching, this study examined the processes and procedures necessary to deliver school-based mental health services across Tier I and Tier II within a Multi-Tiered Systems of Support. Developed through an iterative process, this decision-making framework was designed based on feedback from school-based partners, periodic and planned review of program effectiveness, and collecting of data to inform key decisional cut points. A middle school within a large, urban school district was selected as the demonstration site. Teachers received in-service training on both universal mental health screening and effective classroom management practices. Teachers screened students in the fall, winter and spring to assess class and school-wide risk levels. A group of coaches then conducted weekly observations of teachers and provided visual and written performance feedback facilitate development of teachers’ classroom management skills. Preliminary data suggests a significant reduction in suspensions and disciplinary infractions. Implications for school psychological services will be provided, as well as future implementation plans including data to inform Tier II intervention selection.

Evidence Based Classroom Management Practices : An Analysis Through Kano's Model

Managing a classroom is much more difficult than it seems. Often, it is mistaken as only creating discipline in the class, but it is about engaging students in a meaningful and effective learning environment through discipline. According to LaCaze, McCormick, and Meyer (2012), creation and maintenance of a productive classroom environment is what teaching competency primarily depends upon. Those teaching practices should be adopted/used that can make students learn effectively. In other words, teaching practices should be supported by evidence that they are effective. There are two major challenges here. One is to identify effective classroom management practices backed by evidence. Second is to categorize them in terms of their contribution towards learning. Categorization helps in chalking out a plan to effectively manage a classroom (Yadav, Jain, Shukla, Avikal, & Mishra, 2013). This paper identified effective classroom management practices through a thorough literature review followed by categorization of different classroom management practices' contribution in learning through Kano's model, which provides a two-dimensional view of service quality wherein components of service quality can be categorized in terms of contribution towards customer satisfaction, which is very significant as students do assess service quality (Gupta, 2016). This paper would help academia in improving learning of students in a typical business school classroom environment through categorization of evidence based classroom management practices.

Evaluation of Teachers' Opinions About Effective Classroom Management Practices

Evaluation of Teachers' Opinions About Effective Classroom Management Practices

Evaluation of Teachers' Opinions About Effective Classroom Management Practices

Bu arastirmanin amaci; etkili bir sinif yonetim sureci olusturulmasinda ogretmen davranislarinin ilkokul ve ortaokulda gorev yapan ogretmenlerin goruslerine dayanarak degerlendirmektir. Nitel bir calisma olup durum calismasi deseni kullanilmistir. Veri toplamak amaciyla ilgili literatur taranmis ve arastirmada kullanilmak uzere 9 adet acik uclu soru hazirlanmistir. Bu sorular, maximum cesitlilik ornekleme yontemine dayanilarak belirlenen 18 ogretmene yoneltilmistir. Veriler gorusme formu araciligi ile toplanmis olup betimsel ve icerik analizi yontemleriyle incelenmistir. Elde edilen bulgulara gore ogretmenler; sinif kurallarinin onceden belirlenmesinin, ogrencilerin fikirlerinin alinmasinin, planli derse girilmesinin, planli ogretimin, farkli yontem ve tekniklerin, iletisim becerilerinin, zaman yonetiminin, ogretmenin model olmasinin ve etkinlikler arasi gecislerin sinif yonetimi surecini olumlu etkiledigini; cezanin sinif yonetim surecini kismen olumlu etkiledigini ifade etmislerdir

Pre-Service Teacher Training in Classroom Management

Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices and (b) the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training. As a result, many pre-service teachers may not be prepared to effectively manage student behavior upon completion of a teacher preparation program due to a lack of exposure to classroom management content.

MANAGEMENT, MOTIVATION AND STUDENT-CENTERED INSTRUCTION II: APPLICATIONS

ABSTRACT We apply a research-based analytical framework (MALA, for motivation, activity, learning and attribution) to better understand two student-centered college mathematics classes. We demonstrate ways in which the framework can be used to systematically identify problems with classroom management, to generate meaningful suggestions for improvement of teaching, and to identify specific and effective classroom management practices.

Structuring the Classroom for Success

This article summarizes recent research on effective classroom management practices that teachers can use to enhance learning and to prevent, or at least minimize, the occurrence of misbehaviour. Suggestions for creating and maintaining an appropriate climate for learning are discussed. Strategies that are particularly effective in teaching mildly handicapped students are emphasized and procedures for evaluating the effectiveness of one’s management practices are discussed.