Effective Classroom Management Research Articles

Exploring Effective Classroom Management Techniques in English Teaching

This article's objective is to investigate a variety of effective classroom management strategies that can be executed in the context of English instruction. Setting clear expectations, cultivating positive relationships, employing positive reinforcement, implementing consistent discipline, practising effective time management, employing a variety of teaching methods, making wise use of technology, organizing classroom seating arrangement, ensuring clear communication, incorporating student's voice, addressing issues promptly, and reflecting and adjusting are some of the techniques that are included in the techniques. English teachers can cultivate a constructive and fruitful learning environment for their pupils by learning about and putting into practice the aforementioned strategies.

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS (HOTS) AND CLASS MANAGEMENT ON STUDENT LEARNING OUTCOMES AT TONDANO 2 STATE HIGH SCHOOL

Learning outcomes are a student's abilities obtained after learning activities, including cognitive, affective and psychomotor abilities. Learning outcomes are influenced by many factors including higher order thinking abilities (HOTS) and classroom management. The aims of this research are: 1) To determine the effect of HOTS on student learning outcomes at SMA 2 Tondano; 2) To determine the effect of classroom management on student learning outcomes at SMA 2 Tondano; 3) To determine the effect of HOTS and classroom management on student learning outcomes at SMA 2 Tondano. This research is quantitative research with a total research sample of 115 people. The data analysis techniques used are regression and correlation. The research results show that; 1) There is an influence of HOTS on student learning outcomes at SMA 2 Tondano of 69%; 2) There is an influence of class management on student learning outcomes at SMA 2 Tondano by 16%; 3) There is an influence of HOTS and class management on student learning outcomes at SMA 2 Tondano by 69%.

Application of Embodied Learning in Middle School Mathematics Education

This paper explores the application of embodied learning as a pedagogical approach in mathematics education for middle school students. The main body of the paper is organized into three essential sections. Firstly, practical strategies for implementing embodied learning are discussed. These strategies encompass teaching through body movements, employing hands-on materials, and integrating technology such as virtual reality, augmented reality, and interactive manipulatives. Secondly, the challenges and limitations faced in the context of embodied learning are examined. These include the resistance of teachers lacking professional training, the scarcity of effective teaching resources, and limitations pertaining to interactivity and student participation. Lastly, the paper emphasizes the implementation of embodied learning in the middle school mathematics curriculum. Specifically, it highlights the integration of embodied learning into lesson plans and activities, considerations for effective classroom management and instruction, and the significance of providing professional development and support for teachers. Overall, this paper provides valuable insights into the potential benefits and considerations associated with the incorporation of embodied learning in middle school mathematics education. By presenting practical strategies, addressing challenges, and emphasizing the importance of proper implementation, the paper contributes to the existing body of knowledge on this innovative pedagogy.

Decolonising Classroom Management and Its Political Hegemony in Universities

This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual analysis as a tool to make sense of the argument deductively. The study argued that knowledge production through dialogue, advocating for the weaker voices in the classroom, and challenging power structures are dimensions needed to decolonise classroom management in the university system. The study concludes with the need to promote an atmosphere that encourages discussion, provides opportunities for underrepresented groups to take centre stage, and facilitates bravery from its members towards oppressive systems within the classroom.

CIPP Evaluation on Japanese Language Training Apprenticeship Program at Job Training Institute (LPK) Akeno Gakuen Bawen

This study aims to describe the evaluation of Japanese language training using the CIPP Model developed by Stufflebeam, including the evaluation of context, input, process, and product at LPK Akeno Gakuen. This research uses a qualitative approach. The study participants consisted of LPK managers, 2 tutors, and 5 study residents. Data collection techniques are carried out through observation, interview, and documentation methods. Data analysis techniques include data collection, data reduction, data presentation, and conclusions. The results showed that: (1) context evaluation: the training program has been achieved in accordance with the needs of learning residents and in accordance with the objectives of the institution or learning residents. (2) input evaluation: all aspects can support the implementation of Japanese language learning. However, the need for additional Japanese language tutors and infrastructure facilities requires additional or updated classrooms that are lacking. (3) process evaluation: the components of the process in LPK run well, it's just that the aspects related to tutor activities have not been maximized. It is necessary to provide appropriate training and professional development for tutors in order to maximize learning activities in class. In addition to learning obstacles, there is a need for tutors to develop effective classroom management strategies so that the specified learning goals can be achieved. (4) product evaluation: Japanese language training at LPK Akeno Gakuen has reached all components, LPK has succeeded in equipping citizens to learn by improving their knowledge and skills in Japanese.

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.

LIVED EXPERIENCES OF ELEMENTARY TEACHERS ON CLASSROOM MANAGEMENT DURING IN-PERSON CLASSES: AN INQUIRY

The purpose of this phenomenological inquiry is to explore and describe the lived experiences of elementary teachers concerning classroom management during in-person classes in the division of Davao De Oro. This is a qualitative research design that utilizes a phenomenological approach. Purposive sampling was used to gather participants. In-depth interviews and focus group discussions were conducted in data collection. Thematic analysis and data coding was employed to analyze the gathered data. In the experiences of the elementary teachers, four themes emerged: employing varied teaching and learning strategies, employing varied classroom management strategies, handling students varied attitudes and behavior, and dealing with poor attention span of students. As to the coping mechanisms, seven themes emerged: involving parents in addressing issues and concerns of students, seeking advice from colleagues and superiors, having self-management in dealing with challenges, implementing classroom strategy based on students needs and style, applying a reward system, having patience in dealing with students varied classroom behavior, and sharing experiences with family and colleagues. With regards to the insights, five themes emerged: find strategies to address students abilities and behaviors, setting goals and limitations in the classroom, wide understanding of the students situation, teaching entails dedication and sincerity, and effective classroom management. KEYWORDS: classroom management, education, in-person classes, phenomenological approach

Teachers’ Pedagogical Practices in Relation to Students’ Motivation in Blended Learning

The emergence of the new normal in education has brought about the need for effective classroom management strategies from teachers and an unwavering commitment to learning from students. In light of this, this study aimed to investigate the relationship between teachers' pedagogical practices and students' motivation in a blended learning setting. The research was conducted at Misamis University in Ozamiz City, utilizing a descriptive-correlational research design. The study involved 120 students who were selected through purposive and quota sampling techniques. To gather the necessary data, researcher-made questionnaires on Teachers' Pedagogical Practices and Students' Motivation in Blended Learning were administered. The data were then analyzed using mean and standard deviation as well as Pearson Product-Moment Correlation Coefficient. The results revealed that teachers' pedagogical practices in blended learning were of a very high standard, with students reporting a correspondingly high level of motivation in the modality. The findings suggest that teachers have made a concerted effort to adapt to the new learning modality and that blended learning has been successful in motivating college students. In light of the study's findings, it is recommended that teachers continue to innovate and refine their pedagogical practices in blended learning to maintain high levels of student motivation in the teaching-learning process.

High School Concert Band Directors’ Self-Efficacy for Classroom Management

The purpose of this study was to examine relationships between high school concert band directors’ self-efficacy for classroom management, efficacious sources, and classroom management behaviors. Participants ( N = 271) completed the Band Director Self-Efficacy for Classroom Management scale and responded to items about their demographic and school characteristics, formal preparatory experiences, stress from student behavior, support and trust, and satisfaction with recent classroom management. Additionally, participants rated their effectiveness for using classroom management behaviors. Participants’ level of satisfaction with their recent classroom management was the strongest positive predictor of their self-efficacy for classroom management scores, followed by their ratings of parent resource support. When participants indicated higher stress from student behavior or higher administration resource support, they also had lower self-efficacy for classroom management scores. Results indicated that several classroom management behaviors predicted participants’ self-efficacy, including establishing routines and procedures, keeping students on task, and rarely referring to the music score or lesson plan. Implementing and refining effective classroom management behaviors may improve the likelihood of directors gaining positive mastery experiences and lessen the influence of stress from student behavior on their self-efficacy for classroom management.

Classroom Management; a Determinant of Effective Teaching and Learning of Languages in Secondary Schools in Ondo State, Nigeria

The study examined the concept of classroom management as a determinant of effect teaching and learning of languages in secondary schools in Ondo State, Nigeria. From the statement of the problem, three purposes were listed leading to the formation of two research questions and two hypotheses. The study adopted descriptive survey research design with a population of principals’ teachers and students in selected secondary schools in Akure South Local Government Area of Ondo State, Nigeria. A sample of two hundred and fifty (255) respondents (5 Principals, 50 teachers and 200 students) were randomly selected to participate in the research process. The collected data were analyzed descriptively and statistically with the use of appropriate statistic package of frequency counts, simple percentages, mean and standard deviation to analyses the research questions and inferential statistic to test the hypotheses. Based on the result of the findings, it was revealed that there is significant influence of classroom management on students’ academic performance. Also, there is significant relationship between the academic performance of language students and effective classroom management. Based on the findings it was concluded that classroom management is very important at all levels of education especially in the primary and secondary schools where high level of students’ attention is needed for effective teaching and learning. Hence, it was recommended that teachers should ensure that they create conducive learning environment for the students to learn and be able to develop a positive attitude towards schooling.

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.

İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi

Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.

UPAYA MENINGKATKAN DISIPLIN BELAJAR MELALUI MANAJEMEN KELAS DAN KOMPETENSI KOMUNIKASI GURU YANG HUMANIS

Effective education relies on intentional and planned efforts to create a conducive learning environment and facilitate active student development in various aspects. This study aimed to address the challenges of communication and classroom management in the context of primary education. The research adopted a descriptive approach and qualitative methodology to provide an objective representation of the situation. Observations conducted at SD Sains Al-Biruni revealed communication problems between teachers and students, monotonous teaching methods, and ineffective classroom management. These issues hindered the learning process, including the delivery of instructions and student engagement. The study sought to identify the obstacles in communication between teachers and students during instructional activities and propose strategies to overcome these challenges. Additionally, it aimed to explore effective classroom management techniques that would promote a positive learning environment. Findings emphasized the importance of effective communication, diverse teaching methods, and well-implemented classroom management to enhance the quality of education, student performance, participation, and minimize conflicts. Teachers should prioritize developing communication skills and employing engaging teaching strategies to establish an optimal learning atmosphere.

Coping Strategies of BEED Teaching Interns During Classroom Demonstration

Prospective teachers usually conduct classroom demonstrations during a teaching internship for one semester. Thus, teaching interns then perform actual teaching among students at varying grade levels. This study investigated the challenges and coping strategies of BEED teaching interns in the western part of the Philippines. In this study, the researchers employed a single-case study model method of Sharan B. Merriam. Triangulation of data was also employed to validate the results of the study. They gathered the data through one-to-one interviews with BEED teaching interns who conducted classroom demonstrations on-campus and off-campus, four corresponding cooperating teachers, and the instructor of the research participants. Following the data analysis of Braun and Clarke (2008), the results revealed that these teaching interns experienced different challenges. These challenges involved difficulty in classroom management and difficulty in creating learning objectives. However, they showed positivity in their performance and applied the right coping strategies to lessen their burden. Among these coping strategies were using effective classroom management strategies, being confident, and asking assistance from their cooperating teacher to cope with those challenges. Through these experiences, teachers learned to adjust and cope with their challenges. Thus, they became better teaching interns. These findings are original and contribute to the plans and programs of the Commission of Higher Education in broadening the knowledge and developing the skills for improving student teacher’s academic success.

Enhancing Boarding School Management through Organizational Psychology Education

This research aims to analyze organizational psychology's role in managing Islamic boarding schools. This qualitative research identifies organizational psychology's role in Islamic boarding school management by exploring several critical psychological aspects. The data sources used are primary data sources and secondary data sources. The data collection techniques are through interviews, observation, and documentation. Data analysis was done through data reduction, display, and conclusion. The results of the research are that the role of organizational psychology in the management of the Pesantren Al-Iman Muntilan, namely increasing student motivation and teacher performance, assisting in effective classroom management, increasing student involvement and participation, improving student and teacher welfare, helping leadership effectiveness, conflict management, and effective communication. By applying organizational psychology principles, Islamic boarding schools can improve the quality of the education they offer. This will positively impact students' achievements and the reputation of Islamic boarding schools as superior educational institutions.

Observing effective classroom management in early instruction in primary school: rating instrument construction and its link to teacher knowledge

This study presents a novel standardized rating instrument for observing and measuring effective classroom management (ECM) as part of the teaching and learning environments in primary school. The instrument comprises eight high-inferent items on organizational aspects (lack of disruptions/discipline problems, withitness, effective time use, clear rules, clear routines, appreciation) and instructional aspects (structuring, goal clarity). It was applied in second grade classrooms of German primary school teachers (n = 35) providing early reading and writing instruction. Pairs of trained raters (student teachers) observed one to three lessons in each classroom over 3–4 months, reaching acceptable interrater agreement. The instrument showed acceptable internal consistency. Factor analyses revealed structures with good to acceptable fit indices, with confirming the differentiation into organizational and instructional ECM aspects. Correlations between observed ECM and facets of teacher knowledge (that were directly assessed by using paper–pencil tests) provide divergent and convergent validity evidence: Whereas no significant correlations could be found between pedagogical content knowledge for early reading and writing instruction and ECM, findings show significant correlations between general pedagogical knowledge and the ECM. The added value of the study is therefore to provide a novel instrument that can be applied in future empirical research on primary school classroom management.

Pelatihan dan pendampingan tentang strategi Kepala sekolah dalam meningkatkan kompetensi Guru bidang profesional Di SMA Primaganda Jombang

This community dedication describes an effort to improve the quality of education at Primaganda Jombang High School by focusing on the development of teacher competence in the professional field. Approaches used include intensive training, sustained support, and a change in the leadership strategy of the head of school. The program aims to improve learning skills, teaching skills, effective classroom management, and the motivation of teachers and students. The results of community dedication show a significant improvement in teacher competence. They have a better understanding of the subject matter and are able to apply more innovative teaching methods. More effective classroom management creates a more dynamic learning environment, which is reflected in improved student learning outcomes and reduced absences. Moreover, a more inclusive and teacher-development-oriented head of school leadership strategy has created a positive school climate. Teachers feel supported in their professional development and are more motivated. This program not only provides direct benefits to Jombang Primaganda High School but also has the potential to be adopted as a model for other schools. Investing in teacher competence development and changing leadership strategies is an important step in improving the quality of education. Continuous evaluation and sustained commitment are needed to ensure the sustainability of these positive impacts and disseminate best practices throughout the educational community. This community commitment reflects a commitment to improved education and sustainable growth at the high school level.

Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers’ use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers’ consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers’ perceptions. Limitations and areas for future research are addressed.

Closed Management System: Factors and Its Relationship to Students’ Academic Performance: Basis for Classroom Management Program

Education has been a crucial aspect of social and economic development. As a result, countries invest immensely in their education systems for the students that will foster and learn different things. The study aims to explore the factors of a closed management system and how they affect students' academic performance towards effective classroom management at Qingdao Vocational College of Aviation Technology in China. Using a descriptive research design with a quantitative approach using PLS-SEM, the researcher surveyed 341 respondents using the purposive sampling technique. The findings indicate that well-being significantly affects academic performance. The moderating effect of demographic profiles on factors and academic performance is observed. Notably, there is a research gap regarding the influence of the closed management system on students’ academic performance, particularly in China. Existing studies mainly focus on political and cultural variables influencing the educational system rather than specific mechanisms like the closed management system. This study fills the gap by providing a systematic and empirical analysis of the impact of the closed management system on the student's academic performance. Today, there are limited studies on the impact of the closed management system on students ‘academic performance, especially in China. Existing studies concentrate on the political and cultural variables that influence the educational system rather than focusing on a particular mechanism. Thus, this aspect requires a systematic plan to manage the closed management system's impact on the student's academic performance.

The Professionalism Competency of Islamic Cultural History Teachers in Classroom Management

This study aims to determine the professional competence of Islamic cultural history teachers in managing the class during the teaching and learning process. The participants in this study were the Deputy Head of the Madrasah for Curriculum, 2 Islamic Cultural History teachers and two students. This study uses primary data and secondary data as data sources. While the data collection tools are through interviews, observation and documentation. Data analysis techniques used are data reduction, data presentation, and drawing conclusions. In order to assess the credibility of the data, it is important to employ several techniques such as prolonging the duration of observation, employing triangulation, exercising meticulous observation, and conducting member checks. These measures ensure that the information acquired can be effectively utilised in research, aligning with the intended meaning conveyed by the informant. The findings of the study indicate that class management strategies were used in two separate manners. Specifically, one teacher of Islamic Cultural History employed a technique aimed at establishing a positive atmosphere by means of ice-breaking activities, while the other teacher utilised a different ice-breaking technique. The instructor of Islamic Cultural History employs effective classroom management strategies, notably through the implementation of dynamic discussion groups characterised by enthusiastic and lively debates.