Effective Classroom Management Research Articles

Study on Classroom Management Optimization of Ideological and Political Theory Courses in Colleges and Universities

Ideological and political theory course is one of the important ways for college students to establish a scientific world outlook, outlook on life and values. At the same time, as an important starting point of ideological and political work, ideological and political theory courses in colleges and universities play a very important role in promoting the reform and innovation of ideological and political work. At present, there are some problems in the classroom management of ideological and political theory courses in colleges and universities, such as teachers’ lack of control, college students’ lack of interest in ideological and political theory courses and teachers’ neglect of the construction of the psychological environment of ideological and political theory courses. From the perspective of classroom management, this paper proposes to strengthen teachers’ management consciousness and improve teachers’ control. Correct understanding of thought course, stimulate students learning motivation; Strengthen the effective communication between teachers and students, construct the classroom psychological environment and other countermeasures. So as to improve the effect of ideological and political theory course classroom management.

Implementasi Pengelolaan Kelas dan Permasalahannya

This study aims to determine the application of good and effective classroom management, problems that often arise and how to overcome them. Data collection techniques through books, journals, articles and magazines as well as internet sources related to Classroom Management. Data analysis used the analysis technique proposed by Miles and Huberman with the stages of data reduction, data presentation and conclusion (verification). From the results of the study it can be concluded that From the results of the research it can be concluded that good classroom management can be realized if it is supported by adequate soft skills, namely the personal and interpersonal behavior of an educator who can develop and maximize performance, such as team building, decision making, initiative and communication . Besides that, it is important to build human resources (teacher performance) so that they always develop themselves, have sensitivity in every class problem they face.

Students and Teachers Perspectives on Classroom Management in Moroccan Public High Schools: Interviews and Observation

Classroom management is one of the most important factors behind a successful learning experience. This article argues that classroom management is more complex than disciplinary problems and that both teachers and students should be engaged to improve the quality of the teaching/learning process. This article, thus, aims at investigating both teachers and students perspectives of classroom management in Moroccan public high schools. This study has sought to use interviews and observations to shed light on the details of an effective classroom management. This article uses chiefly qualitative methods to address the major methods teachers use to achieve an affective classroom management and the perspectives of students’ on what it means to study in an (un-)healthy learning environment. The results of fieldwork and interviews reveal that Moroccan public high schools’ teachers and students are in dire need of the improvement of communicative skills and planning, the renovation of the curricula, and the involvement students in the learning process. According to teachers and students, these are the key factors that would ensure an effective classroom management in Moroccan public high schools.

PENGARUH PENGELOLAAN KELAS TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN AKIDAH AKHLAK KELAS IV MIS MANARUL HUDA KOTA TASIKMALAYA

Learning outcomes are the end of the completion of the learning process in the world of education. To get good learning outcomes, teachers must play an important role in managing the class during the learning process. The learning process at MIS Manarul Huda, Tasikmalaya City, there are still teachers who have not been able to arrange student seats properly, there are still some facilities and infrastructure supporting the learning process that are not adequate. This study aims to determine whether there is an effect of classroom management on student learning outcomes in the Akhlak class IV subject of MIS Manarul Huda, Tasikmalaya City. This research was carried out in May 2022. The sample in this study was 40 students of class IV MIS Manarul Huda in the 2021/2022 academic year. The research method used in this study is a quantitative method with sampling that is saturated sampling. Class management data was taken from a questionnaire with a total of 15 question items, while learning outcomes data were taken from the results of the pre-test and post-test as many as 18 questions, in the kontrol class 20 people and the experimental class 20 people. To analyze the data, the researcher used SPSS software version 20. Based on the calculation of the Faired Samples t-Test, the significance value (2-tailed) 0.000 < 0.05 indicates a significant difference between the initial variable (Pre Test) and the final variable (Post Test). This shows that there is a significant effect on the difference in the treatment given to each variable

Novice teachers’ training and support needs in evidence-based classroom management

Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers’ feelings of unpreparedness for effective classroom management were shaped. It described ideas of how to best support teachers using interviews and documents from California novice teachers. Findings identified that novice teachers felt unprepared for student behavior issues in the classroom. Inadequate training led to teachers’ classroom management deficits including a lack of understanding of preventative, nonverbal, and evidence-based classroom management.

Classroom management and students' mathematics achievement: The role of students’ disruptive behavior and teacher classroom management

Establishing a well-organized classroom conducive to learning is a key element of high-quality teaching. However, less is known about the degree to which the classroom management process is affected by the specific students in the classroom. Using two large-scale datasets of German secondary school students, the present two studies examined the effectiveness of teachers' classroom management in mathematics while taking into account students' disruptive behavior in the classroom. When controlling for the average level of disruptions in the classroom, both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, whereas no associations occurred for teachers' structure and rule clarity. The results suggest that teachers' monitoring activity needs to take into account students’ disruptive behavior in the classroom, highlighting the complexity of effective classroom management.

Impact of ICT and Class Size On Academic Performance of Secondary School Students in Science Subject in Ekiti State

The study investigated the impact of ICT facility and class size on academic performance of secondary school students in science subjects in Ekiti. The purpose of the study was to investigate the impacts that both ICT facilities and class size have on the academic performance of secondary school students. The study adopted both descriptive research of the survey type and ex-post-facto designs. The sample included 110 science teachers and 2,444 students whose WASSCE were used. They were selected using multistage sampling procedure. The two research instruments used were ICT and class-size facilities questionnaires for teachers (ICTCSFQT) and Three Years Examination Result Template (TYERT). The face and content validity of the ICTCSFQT was done by experts in science Education and test, measurement and evaluation. Test-retest method was used to establish the reliability of ICTCSFQT and the coefficient of 0.76 was obtained. The other instrument (WASSCE Result) is a standardized result from WAEC. Data collected were analyzed using Pearson product moment correlation. The hypotheses raised were tested at 0.05 level of significance. The result showed that there was significant relationship between availability of ICT and academic performance in schools. The study also revealed that there is significant relationship between class-size and academic performance in schools. Based on the findings, it was concluded that ICT and class-size are crucial for better performance of students in science subjects. It was therefore recommended that teachers should be trained through various workshop and seminars on the use of ICT facilities, so also the significance of moderate class size for effective classroom management and control in order to improve students’ academic performance.

Predicting implementation of the PAX Good Behavior Game + MyTeachingPartner interventions.

Effective classroom management is critical to creating a classroom environment in which social, emotional, and academic learning can take place. The present study investigated the association between early career, early elementary teachers' occupational health (job stress, burnout, and perceived teaching ability) and perceptions of program feasibility in relation to their implementation dosage and quality of two evidence-based classroom management programs implemented together: the PAX Good Behavior Game (GBG) and MyTeachingPartner (MTP) intervention. Teachers provided information on their occupational health at the start of the school year and were then randomized to the PAX GBG + MTP condition or control condition. Teachers' perceptions of the feasibility of the program, implementation dosage, and implementation quality of the intervention were measured at the end of the school year for the 94 intervention teachers. Teachers participated in more MTP coaching cycles when they reported that the combined PAX GBG + MTP program was feasible. Although there were no main effects of occupational health on implementation, the associations between job stress and implementation quality were moderated by perceptions of feasibility. Findings highlight the complexity of factors influencing the implementation of evidence-based programs in school settings.

Student-Teacher Strategies And Practices Toward Effective Classroom Management In Teaching And Learning English At Senior High School In Jambi City

The purpose o of this study is to describe how an English student- teacher Manages effective classes in teaching and learning English at Senior High School in Jambi City. This study is focused to find out the strategies of classes management an effective classroom especially Eglish subject in class XI IPS and to find out the ways the English student-teacher practices in teaching for the four skills such as; listening, reading, writing and speaking.This study was a descriptive qualitative research conducted in class XI IPS at Senior High School in Jambi City, which consisted of 34 students. The researcher held interviewer and observation were applied in data collection. The result showed that the student- teacher was able to know and applied the effective management in teaching and learning for the four skills in English such as, listening, reading, writing and speaking.it seem that student-teacher had applied the aspects of the effective classroom management in evert teaching English process in teaching listening, reading, writing and speaking skills well.

Classroom Management Strategies in Secondary Language Education

Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.

Τhe teacher’s key role in the challenge of the effective classroom management

Classroom management includes the teacher’s actions in order to create and sustain a supportive and stimulating learning environment, through building up authentic relationships of interaction and cooperation with his/her students. The aim of this paper is to highlight the teacher’s key role in the challenge of the effective classroom management, as s/he has to cope with a highly heterogenous students’ population, his/her multifaced tasks and the dynamic changes in the educational field. The results showed that a successful classroom management is facilitated by the teacher’s professional readiness and his/her developed communication skills, who planning and organizing the educational process, according to students’ diverse educational needs and interests, providing them a high-quality educational work in a well-structured engaging and reflective learning environment and cultivating meaningful relationships of reciprocity, contributes, decisively, to their academic learning and socio-emotional development.

Effective classroom management and students’ academic performance: A study in one of the middle secondary schools in Bumthang district

The classroom is crucial for students, and effective classroom management within the classroom can affect students’ academic performance. This experimental study was carried out to explore Effective Classroom Management and Students’ Academic Performance in biology for ten grader students in Ura Middle Secondary School. The study adopted a one-group pre-test post-test quasi-experimental design and survey questionnaires to elicit data from the 32 respondents. Three research questions and three hypotheses were also formulated to guide the study. The data obtained were subjected to descriptive statistics and chi-square (X2) analysis. All the null hypotheses were tested at a 0.05 level of significance. The findings, in general, indicated that there was a statistically significant increase in the mean marks of biology in the class test when classroom management techniques are used to complement the traditional mode of teaching. The overall result from the survey also indicated that there was a substantial increase in academic performance based on verbal instruction, instructional supervision, and delegation of authority to the learners. It is thus recommended that teachers should be skilled in classroom management to influence academic performance positively.

Formatives Assessment – eine vernachlässigte Dimension von Unterrichtsqualität?

In order to determine the quality of classroom teaching, empirical studies in educational research often refer to the model of the three basic dimensions „Effective Classroom Management“, „Constructive Support of Student Learning“, and „Cognitive Activation“. Formative assessment, by contrast, is particularly in the Anglo-American context regarded as a major indicator of teaching quality. Against this background, the article pursues the question concerning the extent to which formative assessment is represented in the three basic dimensions. A contrastive analysis shows that some aspects of formative assessment (measured with the items of the TUFA rating instrument) are partly reflected in the three basic dimensions. This result suggests that certain quality-related aspects of formative assessment ought to be included in the model in amore systematic way. Such an extension would provide a basis for increasing the validity of ratings of the quality of classroom teaching.

Enhancing Student Engagement through Effective Classroom Management: A Study of Criminology Instructors

The main purpose of the study was to determine the significant relationship between student engagement of criminology student and classroom management of college instructs and to come up with a regression model for student engagement of criminology students. Based on the findings of the study, there was a significant relationship between classroom management and student engagement, however, there was no significant relationship between sex and student engagement. It was also revealed that the combined influence of sex and classroom management on student engagement is significant. Three models of students’ student engagement are crafted from the results of the study: general model, model for male students and model for female students. The models comparatively show that may it be male or female students, they have the same degree of student engagement.

Developing Students’ Game Competence: Situated Game Teaching through Set Plays

Sports are a central part of Grades 3-12 curricular content in school physical education. Guided by the theory of situated learning, a new curricular model called Situated Game Teaching through Set Plays (SGTSP) has been proposed to systematically teach sports to 3rd–12th graders and college students using situated set plays from a situational and relational perspective. This article introduces SGTSP and its key features and uses tennis as an example to provide guidance on how to teach sports using SGTSP. This model provides an alternative approach to develop students’ decision-making ability and game competence through authentic, meaningful, and practical real-life game scenarios, which involve a complex interplay of techniques, tactics, anticipation, responses, and interaction with the dynamic game environment. To effectively implement this model, physical education teachers need to develop in-depth content knowledge, follow five pedagogical steps, and use effective classroom management to maximize student learning in physical education.

Enhancing Academic Performance Through Effective Classroom Management and Output Distribution

Enhancing Academic Performance Through Effective Classroom Management and Output Distribution

Classroom Climate in Early Childhood Education: A Conceptual Framework for Effective Classroom Management

Classroom Climate in Early Childhood Education: A Conceptual Framework for Effective Classroom Management

Evaluasi Efektivitas Penggunaan Metode Cooperative Learning dalam Pembelajaran IPA di Sekolah

This study aims to evaluate the effectiveness of Cooperative Learning method implementation in teaching Natural Sciences (IPA) at Buntu II Elementary School. The research method used is a quantitative approach with a quasi-experimental design, involving fourth-grade students with a total of 60 students as research subjects. Data were collected through pretest and posttest to measure students' understanding before and after the learning intervention, as well as through observations to record student participation and interactions during the learning process. The results show that the understanding of IPA concepts among students who received instruction using Cooperative Learning method is significantly better than students who received conventional instruction. The learning process with Cooperative Learning method also resulted in higher levels of participation and more positive social interactions among students. However, several challenges such as different social skills among students, effective classroom management, and adaptation to diverse learning styles need to be addressed. Recommendations are made to continue and expand the use of Cooperative Learning method in teaching IPA at elementary schools, with measures such as providing training for teachers in effective classroom management and supporting collaboration among students. This research is expected to contribute positively to the development of inclusive and student-centered teaching methods, as well as to improve the quality of education at Buntu II Elementary School and possibly at other schools as well.

STUDENTS’ PERCEPTIONS ON DEMOCRATIC CLASSROOM MANAGEMENT IN TERTIARY EDUCATION CONTEXT

This study focused on university students’ perceptions on democratic classroom management. This research investigated the effectiveness of democratic classroom management. The population of this study were the fifth semester students of class C1 of Muhammadiyah University of North Sumatera majoring in Primary School Teacher Education (PGSD). They consisted of 35 students. This research was conducted with qualitative method. The writer used questionnaire as the instrument of interview. The research findings indicated some important things. To begin with, students responded positive about democratic classroom management practices that have been implemented in the classroom for about 9 meetings. It means, the teacher has successfully practiced the democratic classroom management in her class. Next, knowing democratic classroom management helps university students to be more courageous, active and responsible for their own learning. They can express their ideas and opinions without being afraid to be judged. Lastly, for teachers, the student survey provides information to evaluate their own teaching practices, to improve the democratic classroom management style. Developing a democratic classroom management requires significant and consistent effort and in the joint work of teachers and active students through all stages of the teaching-learning process.

Mathematically productive relationships (MPRs): a potentially effective classroom management approach

Positive teacher–student relationships are considered essential for effective classroom management. Thus, focusing efforts to understand better and strengthen teacher–student relationships in order to improve student outcome metrics is prudent. This study examined seven elementary teachers’ descriptions and enactment of mathematically productive relationships (MPRs), a type of teacher-student relationship, and their influence on classroom management practices. Teachers’ descriptions of MPRs incorporated four themes: (a) creating safe, mistake-friendly environments, (b) developing trust and respect between the teacher and the students, (c) establishing and maintaining clear and high expectations, and (d) ensuring that classrooms remain safe spaces. However, these features did not always appear in the teachers’ classrooms. The enactment of MPRs varied across cases, with the participants’ classroom management priorities lying along a continuum from behavioural management to cognitive engagement. Implications of MPRs and the influence of different classroom management practices on students’ learning opportunities are discussed.