Effective Classroom Management Research Articles

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.

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.

Individual learning paths mastering teachers’ professional vision

IntroductionPromoting a professional vision of teaching as a key factor of teachers’ expertise is a core challenge for teacher professionalization. While research on teaching has evolved and successfully evaluated various video-based intervention programs, a prevailing emphasis on outcome measures can yet be observed. However, the learning processes by which teachers acquire professional vision currently remain a black box. The current study sought to fill this research gap. As part of a course dedicated to promoting a professional vision of classroom management, students were imparted knowledge about classroom management that had to be applied to the analysis of authentic classroom videos. The study aimed to determine the variety of individual strategies that students applied during their video analyses, and to investigate the relationship between these and the quality of the students’ analyses, measured by their agreement with an experts’ rating of the video clips.MethodsThe sample comprised 45 undergraduate pre-service teachers enrolled in a course to acquire a professional vision of classroom management. By applying their imparted knowledge of classroom management, students engaged in the analysis of classroom videos to learn how to notice and interpret observable events that are relevant to effective classroom management. Implementing a learning analytical approach allowed for the gathering of process-related data to analyze the behavioral patterns of students within a digital learning environment. Video-based strategies were identified by conducting cluster analyses and related to the quality of the students’ analysis outcomes, measured by their concordance with the experts’ ratings.ResultsWe gained insight into the learning processes involved in video-based assignments designed to foster a professional vision of classroom management, such as the areas of interest that attracted students’ heightened attention. We could also distinguish different approaches taken by students in analyzing classroom videos. Relatedly, we found clusters indicating meticulous and less meticulous approaches to analyzing classroom videos and could identify significant correlations between process and outcome variables.DiscussionThe findings of this study have implications for the design and implementation of video-based assignments for promoting professional vision, and may serve as a starting point for implementing process-based diagnostics and providing adaptive learning support.

Pelatihan Manajemen Kelas Efektif guna Meningkatkan Kualitas Pembelajaran pada Era Merdeka Belajar

Class management is one of the supporting aspects of the good learning process. Good management produces a conducive learning environment for both students and teachers. The new learning paradigm in the Merdeka Belajar curriculum means that teachers, as learning leaders, must be able to create safe, comfortable, and enjoyable classes. The problem with partners is that classroom management still needs to be optimal because teachers' knowledge and understanding regarding effective classroom management are not optimal. Teacher's understanding of effective classroom management is arranging students' seats. The psychological approach of students still needs to be fully understood and implemented by teachers in classroom management. The Universitas Tidar community service team is trying to solve problems at the two partners through an effective classroom management training program. Class management is physical and managing students and their social learning environment. Therefore, training is needed to improve classroom management skills effectively. The subjects of this training were teachers at SMP Negeri 3 and SMP Negeri 9 Kota Magelang. The approach used is a classical approach. The method of implementing service activities is through lectures and discussions. The results of service activities are that teachers gain new knowledge regarding effective classroom management, and teachers' skills increase in managing classes according to student's needs.

The influence of classroom management on ability mathematics literacy of class vii students

The research was conducted with the aim of finding out the effect of classroom management on students' literacy skills. Classroom management is carried out to achieve effective learning goals so that it can improve students' abilities in learning mathematics. This research is quantitative research, the population is class VII students of SMP Negeri 2 Rantau Selatan. and took a sample of 30 students, the data collection technique used a questionnaire technique, using a data analysis technique, namely linear regression analysis. From the results obtained in the classroom learning model, it is very important for teachers to strive to create good and enjoyable teaching and learning conditions. In this study, classroom management was quite good, but students' mathematical literacy skills were still lacking due to difficulties in solving mathematical problems. So it can be said that classroom management can influence the mathematical literacy skills of students at SMP Negeri 2 Rantau Selatan.

The Use of Bell Ringers in Improving Students’ Academic Performance

Aims: To determine the impact of the Bell Ringers in Science classroom.
 Study Design: Quantitative method through interviews.
 Place and Duration of Study: Monkayo College of Arts, Science, and Technology in the 2nd semester of School Year 2023-2024.
 Methodology: The participants of the study were purposely chosen. The researchers identified the least learned competencies which became the basis for developing the Bell Ringers during the midterm period. Bell Ringers were prepared ahead of time. After the implementation of the Bell Ringers, students’ feedback and suggestions were solicited through interviews. Data gathered were analyzed into themes.
 Results: Evidently, students exhibited heightened engagement, focus, and mental preparedness for lessons, resulting in improved knowledge retention. Furthermore, the incorporation of Bell Ringers facilitated effective classroom management for teachers, affording improved time utilization and fostering meaningful individual interactions with students. As a formative assessment tool, Bell Ringers not only bolstered students' familiarity with concepts but also nurtured concentration, self-discipline, interaction, productivity, and positive attitudes. The constructive effects of Bell Ringers were discernibly mirrored in the student's exam results.
 Conclusion: Integration of Bell Ringers into instructional practices is a universally beneficial approach spanning diverse subjects and grade levels. It presents a strategic means to captivate students, establishing a conducive learning atmosphere at the outset of each class and ultimately contributing to elevated academic performance.

Pola Manejemen Kelas Guru Sekolah Dasar Di Kota Surabaya Terhadap Persoalan Motivasi Belajar Siswa Rendah

Learning in elementary schools involves various challenges and problems, especially those related to students' developmental characteristics. Teachers are expected to be able to design and implement learning that is appropriate to students' cognitive, social and emotional development. Students' learning motivation in elementary schools can be a serious obstacle, affecting the achievement of learning outcomes. Classroom management is considered the key to creating an effective learning atmosphere and motivating students. This research aims to determine the classroom management patterns implemented by elementary school teachers in the city of Surabaya regarding the problem of low student learning motivation. This research is qualitative research with a multi case study type, using the Explanatory Survey method. The informants consisted of 23 elementary school teachers in the city of Surabaya, selected using a cluster random sampling technique. Data collection was carried out through interviews, and data analysis was carried out descriptively qualitatively. The research results show that the main obstacle in learning is students' passivity and noise which is triggered by low learning motivation. Some teachers apply a Student-Centered Learning (SCL) approach to overcome this problem, placing students as active subjects. Classroom rules, learning contracts, and inspirational stories are considered effective classroom management strategies. Teachers also provide interactive feedback and emphasize an emotional approach to increase students' sensitivity.

Tantangan dan Strategi Guru dalam Mengatasi Problematika Pengelolaan Kelas pada Madrasah Ibtidaiyah

This research aims to explore various problems faced by teachers in the context of classroom management and explore strategies that can be used to overcome these challenges. The data collection method was carried out by interviewing teachers from grade level and involving direct observation in the classroom environment. Some of the problems that arise include challenges in managing student behavior, difficulties in adapting teaching methods to diverse learning styles, as well as practical obstacles such as limited resources and classroom space. In response to these problems, this research presents a number of practical strategies that can be implemented by teachers, to increase interaction in the classroom, the application of student-centered teaching methods, and collaborative efforts between teachers and parents. Additionally, it emphasized the need for increased administrative support and ongoing training opportunities for teachers. The results of this research provide an in-depth picture of the complexity and diversity of challenges faced by teachers in classroom management. By presenting strategies that can be implemented, this research contributes to a practical and sustainable understanding of efforts to increase the effectiveness of teachers' classroom management amidst the dynamics of contemporary education.

Dismantling the concept of classroom management, elaboration of practices leading to T-S (teacher-student) success

Teaching stands as one of the most demanding leadership roles globally, encompassing essential aspects such as classroom management involving student organization, spatial and temporal arrangements, unforeseen behavioral challenges, and educator burnout, also termed as professional fatigue. Effective teaching practices aimed at achieving favorable student outcomes, administrative duties, and more contribute to the multifaceted responsibilities educators navigate daily. The breadth of these responsibilities underscores the crucial need for proactive management skills to navigate the ever-evolving classroom dynamics, regardless of student demographics or class orientation—be it outcome-driven or theoretical. To ensure that management practices do not hinder the success of teacher-student interactions (T-S success), teachers must develop and implement adaptable strategies suited to diverse environments, generations, and contextual factors that might provoke disruptions. This paper aims to identify prevalent practices and challenges encountered by educators concerning classroom instruction, disruptive behaviors, and physical classroom configurations. The study focuses on 9th-grade urban schools in Elbasan, Albania, comprising linguistically and culturally diverse student cohorts, aiming to extract valuable insights into effective classroom management skills. The findings underscore the importance of continuous teacher development through workshops or training sessions as an integral part of their lifelong learning journey.

Twelve Strategies to Maintain Effective Classroom Management in Elementary Physical Education

Classroom management refers to the strategies and techniques that teachers use to effectively organize students, space, time and materials in order to create an optimal learning environment. Managing a physical education class can be a much more complex task than managing a traditional classroom for several reasons. This article outlines 12 strategies for effective classroom management in elementary physical education.

Role Model Nursing Instructors and Facilitation of Students' Professional Growth Process: Directed Content Analysis.

The professionalization of nursing is one of the goals of academic education, which needs to be nurtured during education, so this research was conducted to study the views and experiences of nursing students and instructors regarding professional growth through role mode nursing instructors. This was a qualitative study with directed content analysis based on the growing up and role modeling theory in nursing students' education, which was conducted at two universities in Iran from April to September 2021. The participants included 16 undergraduate, master's, and PhD students, and nursing instructors selected using purposeful sampling with maximum diversity. The data were collected through in-depth interviews. From the data analysis, 689 unrefined primary codes and 76 integrated codes were extracted. The three subcategories of the previous study included "effort to improve educational quality," "clinical effectiveness," and "promotion of professional status." Generic categories were formed based on the grouping of codes. "Effort to improve educational quality" included the six generic categories of educational effectiveness, effective classroom management, comprehensive evaluation, adherence to educational rules, application of knowledge, and efforts to promote research. "Clinical effectiveness" included the generic category of effective clinical training. "Promotion of professional status" included the two generic categories of effective professional interactions and striving for professional independence. It can be concluded that role model nursing instructors can increase the students' abilities, and thus, facilitate their professional growth through a combination of strategies based on the generic categories mentioned.