Effective Classroom Management Research Articles

Online Classroom Management and Motivation

Teaching online has become a considerable challenge for many educators. Everybody is talking about the revolution digital classroom has brought into the education world. Keeping the generation engaged, teachers need to find innovative and versatile methods, to use technology and manage the class online. Whether learning in a physical classroom or online, effective classroom management is the key component to a productive environment. Although, students are not all present in a single room, teachers must be intentional about managing student behavior and engagement in an online setting. Some challenges can be anticipated, and online classroom management strategies effectively overcome those challenges. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.

Pedagogical Approaches for an Effective Classroom Management

This study aimed to find out the pedagogical approaches for effective classroom management. The study is also undertaken to explore the teacher's opinions on effective classroom management. The study has addressed the research question ''how teachers can effectively manage a classroom with a wide range of learning abilities and styles, in a student-centered way''. It is adopted the qualitative research design. Qualitative data were taken from in-depth interviews. Thematic analysis and verbatim analysis have been done. Data were analyzed on the themes of student-centered classroom management, reactive and proactive classroom management strategies, cooperative discipline, culturally responsive teaching teacher’s role, and classroom management. The study's findings entail that a well-managed classroom is a powerful motivator for students’ learning. Reactive and proactive classroom, cooperative and collaborative learning atmosphere, culturally responsive teaching and learner-friendly teaching by the teacher, has been identified as the pedagogical approaches for effective classroom management. Based upon the findings, it can be suggested that the school principals should constantly organize seminars and workshops for teachers to get them aware of effective classroom-management techniques. The study further implies a constant need to introduce and use new-classroom-management behaviors from the side of teachers.

Classroom Management Practices of Secondary School Teachers in District Swat

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class, identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

How do teachers’systematic class goal-setting activities impact their effective performance? : A dual mediation model of partnership with stakeholders and teacher effectiveness on students’satisfaction

Teacher professional development is critical because teachers play a pivotal role in students' positive learning experience in schools. In particular, teachers' systematic class goal-setting practice is important for their performance outcomes such as effective classroom management and student learning. This study investigates the effects of teachers' engagement in class goal-setting activities using strategies derived from Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework as a systematic guideline by exploring the relationship among the four variables: teachers' class goal-setting, their partnership with stakeholders, teacher effectiveness, and student satisfaction. By using Process analysis techniques to estimate the dual mediation model on data from 55 elementary school teachers and their 1790 students, the findings indicate the positive relationship between teachers' systematic efforts for their class goal setting and student satisfaction was fully and sequentially mediated by teachers' partnership activities with the stakeholders and perceived teacher effectiveness. The findings propose the importance of teachers' systematic goal-setting strategies in their classes, which can be developed for professional development opportunities leading to successful performance outcomes. The study also highlights the various indirect effects produced by teachers' engagement in class goal setting. The practical implications of the research as well as theoretical contributions for teachers are discussed.

Classroom Management Practices of Secondary School Teachers in District Swat

The study aimed to investigate teachers' classroom management strategies atsecondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachersand suggest strategies for effective classroom management atsecondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers through simple random sampling for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of teachers as interactive discussion before classes, in the beginning,development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in their classes.It identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management. Keywords:classroom management, district Swat, practices, secondary schools teachers

Assess and Address Vestiges of Childhood Trauma in the Social Work Classroom

AbstractStudies indicate that, for some, the appeal of the helping professions—including medicine, psychology, and social work—is their own history of trauma. Often labeled “wounded healers,” these people are believed to be motivated to help others, in part, by their own wounds. As social work educators, we have an obligation to remain informed about this phenomenon. Rates of depression and suicide as well as the important role of adverse childhood experiences (ACEs) in the lives of professional helpers behoove us to assess the challenges and provide effective classroom management and methods. This quantitative design, with consideration of action and translational research, included use of the Adverse Childhood Experiences, Brief Resilience, and Life Satisfaction scales. The BSW and MSW students in the study were found to have relatively high levels of adverse childhood experiences but also overall positive scores in resilience and life satisfaction. No relationship was found between ACEs and either brief resilience or life satisfaction. A low positive correlation was found between resilience and life satisfaction. The lower scores among non-White cultural groups demand further inquiry.

Ethical Leadership Role and Behaviors of Teachers in the Context of Effective Classroom Management

This research is a qualitative study carried out for determining the views of teachers carrying on their duties in elementary and secondary education institutions towards the effect of ethical leadership behaviours upon classroom management. The data related to the research was collected through the interviews with the teachers who participated into the research in a period from October 2019 to October 2020 in Turkey. It was noticed that definitions of the teachers who participated into the research related to teacher leadership were shaped in accordance with their personal attitudes and traits. The participants mostly defined teacher leadership as being a role model and orienting the students. Namely, the participants considered that teacher leadership in classroom should be there for being a guide for the students and orienting them, and teachers should present model behaviours. The teachers who participated into the research also considered that teacher leadership in the classroom should be ethical. The participants especially emphasized that this leadership should have an ethical property related to mutual role balance, leadership shared with the students in the classroom, democratic attitude and respect to individuals. When teachers’ ways of using their leadership roles in the classroom were analyzed, it was noticed that the teachers mostly presented behaviours for orientation, and focused mostly on student-cantered educational activities. The ethical behaviours participant teachers used mostly in classroom management were concluded to be behaving equally to the students, determining and practicing the classroom rules together, and regarding the individual differences.

以心理資本為中介角色：讀經志工教師教學信念與班級經營效能之關係 Psychological Capital as a Mediator: Effect of the Teaching Beliefs of Classical Reading Program Teachers on Classroom Management Effectiveness

以心理資本為中介角色：讀經志工教師教學信念與班級經營效能之關係 Psychological Capital as a Mediator: Effect of the Teaching Beliefs of Classical Reading Program Teachers on Classroom Management Effectiveness

Availability and Utilization of E-Learning Technologies in Teaching Agricultural Science in Senior Schools in Ilorin South L.G.A, Kwara State

E-learning technologies are necessary to meet the challenges of the contemporary world education competitiveness in scientific and technological advancement. This study investigated the Availability and utilization of e-learning technologies in teaching agricultural science in senior schools in Ilorin South L.G.A, Kwara State. 60 Agricultural science teachers participated in the study. A researcher-developed forty-five-items questionnaire was used to collect data. Four research questions and two research hypotheses guided the conduct of the study. Data were analyzed using frequency, mean, standard deviation and t-test. Results show that some of the listed e-learning technologies were available for teaching agricultural science in senior schools to a high extent. Some of these include printers, tablets and laptop computers while some like public address system, projectors, interactive whiteboards among others are not available. Results also, revealed that agricultural science teachers use e-learning technologies to a moderate extent. The benefits of e-learning technologies as revealed by the study include for effective classroom management, makes teaching interesting and encourages individual learning among others. Challenges include: lack of functional computer laboratories, inadequate finance, irregular power supply, high cost of e-learning facilities among others. The researchers recommended (among others) that ICT training should be made compulsory for teachers and it should be subsidized by governments, government should incorporate e-learning education into school syllabus, there should be an alternative source of power supply in E-learning libraries in schools. DOI: 10.7176/JEP/12-16-01 Publication date: June 30 th 2021

Examination of Physıcal Educatıon Teacher's Opinions on Effective Class Management

Background: In order for education and training to be successful, various factors in the educational environment must be known, regulated and well managed. Classroom management enables teachers to carry out their teaching tasks effectively. In order to manage the classroom, teachers must have classroom management skills. A teacher who does not have classroom management skills will have difficulty in classroom management and failure in education is inevitable. Aims: The aim of this study is to reveal the views of physical education teacher candidates on effective classroom management. The research is a qualitative study. The research group consists of 10 physical education teacher candidates and this study group was determined by the maximum diversity sampling method. Place & duration of study: In the research, face-to-face interview technique was used in accordance with the voluntary basis and studying at Iğdır University School of Physical Education and Sports. Method: In the research, using the interview method, which is one of the qualitative research methods, the data obtained were analyzed by the content analysis method. Results: As a result of the research, physical education teacher candidates stated that for an effective classroom management, teachers should be competent in their field and love their profession. The physical education teacher candidates participating in the research came to the forefront by endearing the lesson and the teacher. In addition, the research group; They stated that they would motivate students in classroom management by giving responsibility to the student, determining the classroom rules together with the student, and applying different teaching methods. In addition, in order for the student-teacher communication of the research group to be effective; They expressed their opinion that a democratic environment should be created and cooperation between the parties should be ensured. Conclusion: In addition, in terms of improving the classroom management skills of the research group; In addition to gaining professional skills and practice skills, while managing unwanted student behaviors in the classroom; They stated that it is necessary to give responsibility to the student and to plan the lesson together with the student. At the same time, for an effective classroom management; It has been concluded that an effective classroom management can be done by knowing the student well and establishing healthy communication with the student. Keywords: Physical Education, Teacher Candidate, Classroom Management

Manajemen Pengelolaan Kelas Masa Pandemi di SD Ta’miriyah Surabaya

. In teaching and learning activities, there are two things that determine whether or not a teaching and learning process is carried out, namely class management and managing itself. The two things are interdependent. Students can study well, in a reasonable atmosphere without pressure and in conditions that stimulate learning. To create an atmosphere that fosters passion for learning, improves student learning achievement, and allows teachers to better guide students in learning, adequate classroom management is needed. Therefore, researchers are interested in taking the title of research on the effectiveness of classroom management in increasing learning activities at SD Ta'miriyah Surabaya. This study and discussion aims to: 1) Describe effective classroom management in terms of room management in increasing learning activities. 2) Describe effective classroom management in terms of student management in increasing Islamic Education learning activities. 3) Describe the inhibiting factors in class management to increase learning activities. In the current pandemic era, many schools have closed, causing learning through courage or learning from home. Therefore, the researchers took the title regarding classroom management during this pandemic

The Effect of Class Management on Economic Learning Motivation at SMA Negeri 20 Palembang

The purpose of this study was to determine the effect of classroom management on motivation to study economics at SMA Negeri 20 Palembang for the 2019/2020 academic year. The research method used quantitative descriptive method. The sample in the research of class X amounted to 54 students. In collecting data the researchers used techniques of documentation and questionnaires. The results showed that the class management had a significant effect on the economic learning motivation received with a large effect from the class management of 31.97%, while the remaining 68.03% was influenced by other factors. Therefore, classroom management is needed in the learning process.
 Keywords: Classroom Management, Learning Motivation, Management Education

What's in a diagnosis: The effect of externalizing and internalizing students' behaviour on pre-service teachers' classroom management and interaction strategies.

All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. Together, these findings highlight the importance of providing pre-service teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms.

An Examination of Instructional Autonomy Practices of Science Teachers

<p style="text-align:justify">Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.</p>

Foundations of Effective Classroom Management

Classroom management can be challenging for teachers. While managing a classroom requires flexible approach, there are some basic strategies than can be used to make the classroom safe and engaging. This new 3-page article provides recommendations to teachers to manage student behavior in the agriculture classroom. Written by Kelsey M. Thornton, R. G. (Tre) Easterly III, and Ed Osborne, and published by the UF/IFAS Department of Agricultural Education and Communication.https://edis.ifas.ufl.edu/wc381

Promoting positive teacher-student relationships through creating a plan for Classroom Management On-boarding

Abstract Classroom management is cited as a frequent concern by many teachers. These concerns with classroom management are commonly rooted in a struggle to effectively engage students and a failure to form authentic relationships with students. Centering Culturally Relevant Pedagogy is crucial when effectively engaging and building authentic relationships with students – especially for Culturally and Linguistically Diverse students identified with Emotional Behavior Disorder (EBD). Mainly, teachers should hold a high self-efficacy of themselves and high expectations for their students, build and maintain authentic classroom communities, and demonstrate a passion for their work. Unfortunately, many teachers do not prioritize the need to be culturally responsive to their students’ families or the need to investigate their own cultural self-awareness. Additionally, these teachers often feel uninformed and ill-prepared to prioritize the aforementioned elements to successfully engage students in the classroom, as educator preparation programs often provide too little information, training, and reinforcement regarding the basics, as well as more specific strategies, of effective classroom management. Schools persistently fall short in providing an educational experience for students with EBD that leads to appropriate and desired educational outcomes due to a lack of teacher training in understanding the foundation and function of behavior, as well as how to appropriately address problematic behaviors. These shortcomings become particularly complex in classrooms with students with EBD, given the students’ multifaceted academic and social behavioral needs. Moreover, given the overrepresentation of African American males in the EBD disability category, the importance of specific cultural components cannot be ignored. Thus, when teachers do not structure their classroom culture in a manner that is Culturally Relevant, many students, especially African American male students with EBD, experience challenges meeting their goals to function properly in various environments—both in and out of the classroom. One strategy that teachers can use to improve their teaching of students with EBD is Classroom Management On-boarding (CMO-b). This paper identifies specific techniques that could guide the development of a plan for CMO-b that emphasizes the importance of the teacher-student relationship as the foundation for building a positive and effective classroom for teachers of students identified with EBD, and especially for African American male students.

The effect of Classroom Management in Oral Communication and Willingness to Communicate: A Case Study of Saudi Learners of English as Foreign Language

The effect of Classroom Management in Oral Communication and Willingness to Communicate: A Case Study of Saudi Learners of English as Foreign Language

Communication, interaction and management in a classroom

This article deals with the main activities such as communication, interaction and management in a classroom effective education refers to the degree to which schools are successful in accomplishing their educational objectives. This definition concentrates on the responsibility of the teacher and relates the use of classroom management strategies to multiple learning goals for students. Following this definition, effective classroom management skills seem to focus on preventive rather than reactive classroom management procedures. It is increasingly characterized by student-centred approaches to learning as opposed to teacher-centred, with a large emphasis on students' metacognitive skills and cooperative learning.

University students and their perception of teaching effectiveness. Effects on students’ engagement

This paper is based on a teacher effectiveness model with six teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, differentiation, and teaching–learning strategies). The main purpose was to examine university students’ perceptions of teaching effectiveness and its influence on students’ academic engagement. The sample comprised 782 students from 16 universities. Data was collected using a transversal design and the instruments My Teacher Questionnaire and the Academic Engagement Scale, both using Likert-type response formats and adapted to the study population. The findings suggest differences regarding teacher gender and type of course: students perceived their male teachers as better, and there were more positive perceptions of teachers in arts and humanities, social and legal sciences, and health sciences courses. With respect to student engagement, the results confirmed the predictive power of the effective classroom management, activating teaching and differentiation domains. The percentage of explained variance was greater for emotional engagement than for behavioural engagement. This kind of study gives us very interesting information which can help to identify the aspects of higher education that need to be reinforced and in contrast, those about which students already have positive perceptions.

The Effect of Class Management on Grade Five Students Learning Outcome At State Primary School Number 066654 Kelambir V District Tanjung Gusta Medan Helvetia

This study aims to investigate the effect of classroom management on student learning outcomes at class five primary school numbers 066655, distrcit of Kelambir V Tanjung Gusta Medan Helvetia academic year 2019/2020. The analysis technique in this study is a simple regression technique, observing the relationship or effect between variables. The sample of this research is students of class state primary school number 066654 district of Kelambir V Tanjung Gusta Medan Helvetia, which consists of 2 classes, namely class V A totaling 28 students and class V B totaling 28 students. The total number of class V is 56 students. The variable instrument in the study is all valid, while the reliability for all variables is reliable. Based on the results of statistical analysis, it shows that simple linear regression analysis with the regression equation Y = 24.281 + 0.896X forms a linear line and coefficient of regression direction means. The calculation result is obtained Fcount 56.912 in consultation with Ftable for an error rate of 5%, F table = 4.02. Thus Fcount > F table (56.912 > 4.02) for an error level of 5%. Based on the results of the F test calculation, Fcount is 56.912 with sig = 0.000 <0.005 so that Ho is rejected and Ha is accepted, which means there is an effect of class management (X) which is significant towards learning outcomes (Y). This means that the better the classroom management carried out by the teacher, the higher the student learning outcomes.