Improving Classroom Management Research Articles

On the Plateau Phenomenon in College English Learning

The plateau phenomenon is a phenomenon with regularity discovered by educational psychologists in the process of studying the formation of operational skills. Skill is an activity or mental activity to successfully complete a certain task. It is obtained through practice. When skills are formed, practice will temporarily stop at a certain stage. On the growth curve, it is shown as maintaining a certain level and continuously rising or falling, but after breaking through the plateau phenomenon, the curve can be seen to continue to rise. This article analyzes the manifestation of the plateau phenomenon in the process of learning English for college students, and analyzes that the main reasons for it. Some students are not interested in English learning, their mental state is not good, they lack effective learning strategies and the teacher’s classroom management is not in place. Therefore, to help students overcome the plateau phenomenon, teachers should improve classroom management, cultivate students’ interest in English learning, improve students’ self-confidence, and teach students effective learning strategies. This article introduces the reasons for the plateau phenomenon and effective strategies to solve the plateau phenomenon, so that students can better understand the plateau phenomenon, break the bottleneck of English learning, and make greater progress.

Using Growth Mindset to Improve Classroom Management

A growth mindset fosters resilience, perseverance, and a belief in the ability to improve through effort, ultimately promoting a positive attitude toward learning and personal development.

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.

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.

Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Classroom management is a leading challenge for teachers. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). Using a PBL format, this study implemented a Behavior Change Project where participants completed a project that incorporated ABA strategies. Pre- and post-assessments showed positive increases, indicating participants gained a better knowledge about ABA and classroom management strategies. Results indicate participants felt more comfortable implementing ABA strategies and designing data collection procedures. In addition, this project helped participants increase professional skills.

Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English Classes at Ba Ria-Vung Tau University

This study applied self-determination theory to understand the roles of teacher’s behavioral control and care in student learning outcomes. The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English classes at Ba Ria – Vung Tau University. By applying qualitative research combined with quantitative research (mixed method), this research tested the relationship between classroom management (teacher behavioral control, teacher care), motivation to learn and academic performance. The research results indicated that teacher behavioral control and teacher care have positive relationships with motivation to learn and academic performance; motivation to learn is positively related to academic performance. In addition, motivation to learn plays a partial mediator role between classroom management and academic performance. Finally, the study proposed some implications for administrators and teachers in improving classroom management to increase the motivation to learn and the academic performance of students in Business English classes at Ba Ria – Vung Tau University.

Teacher professional development for managing antisocial behaviors: a qualitative study to highlight status, limitations and challenges in educational institutions in the metropolis city of Pakistan

IntroductionA community cannot avoid the frustrating problem of antisocial behavior, which consists of actions that violate traditions or standards. To deal with the antisocial behavior and aggression in children, a variety of techniques and interventions have been proposed and applied throughout the world. Teachers can overcome antisocial behavior in educational institutions through professional development programs. In Pakistan, there are few studies that focus on teachers’ professional development in behavior management, which should be investigated.MethodsA qualitative research study examined teacher professional development courses aimed at improving classroom management skills and controlling antisocial behaviors by collecting information from instructors. This approach was taken because this study aims to identify teacher educators’ experiences related to antisocial and aggression control training in the school setting. In addition, the limitations and challenges associated with such development programs are revealed through semi-structured interviews.ResultsResearchers reported major challenges related to such trainings include resistance and unwillingness of school authorities and teachers to participate in such trainings, as well as lack of resources and finances.DiscussionTo ensure that teacher training is effective and leads to the development of teacher skills and improvement of student behavior, researchers recommend implementing evidence-based intervention programs with ongoing monitoring by a trained teacher specialist. It is also recommended that curricula be standardized and in-service training results be empirically verified.

EFFORTS OF SUBJECT TEACHER CONSULTATIONS (MGMP) IN INCREASING THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION LEARNING

The purpose of the research that the author did was to find out and explore the efforts of MGMP to improve the quality and quality of Islamic Religious Education Learning. This research is descriptive qualitative research with the type of field research. Methods of collecting data were observation, open interviews and study documentation. Data analysis used descriptive analysis. The results of the study found facts that efforts MGMP to improve the quality of Islamic Religious Education Learning at SMP-IT Ibadurrahman were carried out by increasing teacher professionalism, improving classroom management and management, and utilizing the habituation programmed in schools. These three efforts are integrated in intracurricular activities, extracurricular activities and habituation activities and school culture. The supporting factors in this case are the existence of evaluation evaluations in one week, the existence of various extra activities and habituation, the existence of cognate lessons that support PAI learning, adequate facilities and support from school stakeholders and foundations. The inhibiting factors of these activities include the ability of teachers to understand and apply approaches, strategies, models and learning methods, teachers tend to do conventional learning with lectures, focusing on cognitive abilities alone.

Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-based mindfulness training at improving classroom management self-efficacy and reducing teacher burnout during COVID-19. Elementary school personnel were invited to participate in two versions of Kidding Around Yoga training and to implement with their students. Pre- and post-tests were conducted at 4-6 months (n = 49) to measure individual items related to classroom management, teacher self-efficacy, perceptions of student engagement, and professional quality of life. There were significant differences at post for items related to teacher skills, knowledge, and self-efficacy, and perceptions of the student experience (specifically, student emotional regulation). There were no significant differences between baseline and post in any of the professional quality of life measures. Findings suggest that Kidding Around Yoga is promising as a universal intervention to improve teachers’ self-efficacy and skills, and their experience of the classroom. More information is needed to understand if the intervention would have long-term impact on teacher burnout and turnover.

Reform of College Physics Instructional Mode under the Background of Internet+

With the deepening of curriculum reform, various new instructional methods and methods have been introduced into the teaching of college physics, which has played a positive role in students' effective learning. The rapid growth of Internet technology not only challenges the traditional instructional mode, but also provides opportunities for the reform of instructional methods. In order to meet the individualized learning needs and growth rules of contemporary college students, this paper, under the guidance of constructivism learning theory, ubiquitous learning theory, autonomous learning theory and deep learning theory, analyzes the reform strategies of college physics instructional mode under the background of internet +. In today's "internet +" environment, we should fully grasp the opportunity to promote the teaching reform of "College Physics" and improve the disadvantages of traditional instructional mode, so as to achieve the purpose of improving classroom management and teaching effect, and make full use of Internet resources to enhance students' scientific research and innovation ability and comprehensive quality, so as to lay a solid foundation for their future study and life.

Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills

It is strongly needed to enhance teacher training programs via extensive course content more specifically to improve classroom management skills of teacher candidates. In the current study, we aimed to evaluate effectiveness of an elective course grounded on various strategies and vital aspects of preventive interventions about classroom management competencies, professional beliefs, and emotion regulation skills of preschool teacher candidates. The research is a quasi-experimental field study with pretest–posttest, intervention-comparison groups design including combination of qualitative and quantitative datasets. The participant group consisted of 76 females and 4 males registered in a 4-year university degree preschool teacher training program. The intervention group received training including key aspects of social and emotional intervention programs widely used in preschool settings while the comparison group received training covering inclusive education principles and relevant practices. Findings showed a significant increase in proactive approaches and positive behavioral support rates in the intervention group, while the frequency of reactive approaches was lower than the comparison group. Contrary to expectations, we could not find any influence of the content on emotion regulation skills and teaching beliefs of the intervention group. Results show clear influence of elective course content on improved skills of preschool teacher candidates about classroom management approaches.

Vocal Awareness and K-12 Education: A Qualitative Research Study

ABSTRACT In a K-12 setting, a student’s ability to process spoken language can be hindered by vocal dysfunction in their teacher’s voice; however, voice training and vocal hygiene are rarely components of K-12 teacher training in the United States, despite a high rate of dysphonia among teachers. A teacher’s ability to connect emotionally with students may have a direct impact on student learning. One way for teachers to connect emotionally with students is through their voice, yet educating teachers in vocal emotional communication is broadly absent from pre-service teacher training. This study explores the potential value of using the Linklater Voice Method to increase K-12 teachers’ awareness of their voice. This study’s participants were all trained in the Linklater Voice Method prior to this study. They self-reported increased awareness of their voices and recognized that this awareness allowed them to use their voice as a teaching tool, giving them the ability to improve classroom management and create a greater emotional connection with students. This increased vocal awareness as a teaching tool was also observed in a classroom setting.

An Analysis of Madrasah Curriculum and Its Implementation in Basic Education Institutions

This study aims to analyze the curriculum used by madrasas and their implementation in basic education institutions. This study uses a qualitative approach with a descriptive study method. Data collection was carried out using observation techniques, interviews, and document studies. Furthermore, data analysis uses data sorting, presentation, and data verification techniques. The results of this study conclude that the curriculum used by Madrasah Tsanawiyah Al-Washliyah Stabat is the 2013 curriculum (revised) as a learning guide and human resource development (teachers and students) in madrasas. Implementation of the curriculum begins with socialization to teachers regarding changes in the 2013 curriculum, providing training for teachers to improve classroom management skills and the learning process, preparing academic schedules, completing textbooks (for students or teachers according to the latest edition), as well as carrying out academic supervision and managerial in the learning process.

Study of improving the quality of learning in an effort to improve the quality of elementary school education

Quality education is education that is able to carry out the process of maturation of student quality developed by liberating students from ignorance, incompetence, helplessness, untruth, dishonesty, and from poor morals and faith. This study aims to analyze the quality of education in Buleleng Regency with a meta-analysis approach. The subjects of this study are researchers and research reports, data analysis begins with categorizing each research in accordance with its research paradigm and the central issues raised, and then the results of all studies are compared according to their categories. The results showed that student learning outcomes are strongly influenced by the quality of teachers or teaching staff. And the quality of teaching can be done by developing innovative learning models. If educators are able to improve performance related to improving classroom management and the learning process by participating in training on various innovative learning, then the quality of education and the quality of graduates will be able to compete in the global era

Impact of Teachers' Language Expression and Message Valence when Conveying Classroom‐Compliance Instructions1

AbstractThis study examines how the types of language expression and message valence used by teachers to convey classroom‐compliance instructions affect elementary‐school children's psychological reactance and their intention to follow instructions. Altogether, 178 elementary‐school children (54% girls) participated in a mixed‐design experiment. Participants read four self‐developed cartoons, where a hypothetical teacher conveyed classroom‐compliance instructions through four expressions, and responded to questions measuring psychological reactance and the intention to follow instructions based on the cartoons. The results showed that psychological reactance was relatively significant in the high‐controlling language condition. In the low‐controlling language condition, the approach evoked less psychological reactance and enhanced the intention to follow instructions, whereas avoidance did so in the high‐controlling language condition. Our findings offer suggestions on how teachers can improve classroom management by altering their messages in accordance with the motivation characteristics of their students.

Immersive Virtual Reality Physical Education Instructional Patterns on the Foundation of Vision Sensor

The creation of visual settings using avatar technology is the initial implementation of a voxel in the reporting context. This article is aimed at demonstrating the important role of a virtual reality immersive physical education model in current physical education and analyzing the immersive virtual reality physical education model. Relying on the mature VR virtual reality technology to establish a virtual simulation experiment platform, the application value in the education field is also reflected in the saving of experimental teaching costs. A complete set of VR teaching courseware also satisfies the functions of teaching training and assessment and is used repeatedly to maximize the value of utilization. This research mainly introduces the content of the optimization of the teaching method of the course combined with virtual reality technology. In order to make the data more convincing, reference literature and data in recent years have been referred to around immersive teaching. The first part is the discussion of immersive teaching, which includes the research of virtual immersive classroom teaching. The second part is a separate analysis of virtual reality technology. The third part is the practical exercise based on the first two parts; that is, from the learning effect and attitude of the student as the main body, the theoretical basis of the two parts on visual sensors and immersive virtual reality physical education teaching is transformed into real practice teaching. In the experiment part, in order to demonstrate the effectiveness and support of immersive virtual teaching, on the one hand, we started with the teaching of teachers, and on the other hand, we carried out investigations from the aspects of students’ learning. The desktop virtual environment teaching method is compared with the existing classroom teaching methods. The image processing and image analysis of the virtual reality technology are combined with the image gray level of the three-dimensional image to analyze the multitask algorithm of the vision sensor. The feasibility of immersive virtual teaching was verified. Research data shows that the 10 students participating in the experiment gave a score of 7.9 for the target attitude of immersive virtual reality physical education. Students’ interest in learning will increase, and efficiency will also be greatly improved. VR can not only provide students with a new learning experience but also be used to strengthen teachers’ teaching skills. Because VR can simulate a real teaching environment, teachers can use this set of tools to try new course materials and improve classroom management capabilities.

Fatores críticos de sucesso e sua influência na prática docente

This study analyzed and identified the Critical Success Factors that most influence teaching practice. These factors involved aspects such as: teaching tools, perceived quality, training and psychological well-being. The objective was to contribute data that corroborate the development of teaching practices in the school environment, reflecting on the students' better performance. It was found that the use of Critical Success Factors (FCS) can positively influence teacher performance, and that by improving classroom management, their professional performance is increased. The theoretical references used were Rockart's Critical Success Factors (1979) and the perceived quality of Parasuraman et al. (1990). The instruments used for the analysis were the Kolmogorov-Smirnov (1979), to identify and describe the Critical Success Factors that assisted teaching practice, and the Servqual de Parasuraman et al. (1990), to analyze the quality of teachers' service, perceived by school managers. As the Kolmogorov-Smirnov method has simplified application, PARACONSISTENT LOGIC was also employed, as it allows, according to Bispo and Cazarini (2006) the natural treatment of divergences, inconsistencies and contradictions, as well as to obtain more accurate and close results. This work was restricted to the ten best schools in the city of Niterói, according to the concept in the National High School Exam (ENEM). This delimitation makes the results obtained subject to standards such as behavior and market demands. It was also expected, besides adding value to the current literature, to stimulate studies around the proposed theme, aiming to increasingly help teachers in the effectiveness of their actions in the school environment.

Using video-analysis in the professional development of a classroom teacher

Professional development for educators is often not evidence-based and insufficient to improve classroom management skills. Video-analysis has been shown to be effective at improving pedagogy of classroom teachers. We expanded on prior literature by using an early childhood general education teacher. A multiple baseline design across behaviors was used to evaluate the efficacy of a training model on providing opportunities to respond (OTR) and behavior-specific praise (BSP), and how this may reduce the need for corrective statements. Frequency data was obtained via 15 min video sessions. Results indicate that the intervention was functionally related to the two dependent variables. Effects were stronger for increasing the teacher’s usage of OTR and BSP than in the reduction of corrective statements.

Teachers Methodological Strategies and School Coexistence in Physical Education

The learning environment influences the teaching-learning process as well as the welfare of the educational community members. The problems of discipline and coexistence in class are a general concern in mandatory secondary education. The purpose of this research is to identify some methodological strategies that could be applied by teachers when students in compulsory secondary education engage in disruptive behaviors in order to improve classroom management. The participants are 147 instructors of Physical Education (PE) who are teaching actively in institutions of compulsory secondary education. Participants completed two questionnaires which created “ad hoc” to evaluate the students’ problematic behaviors regarding coexistence in these classes. A description was made of the characteristics of the teaching staff and their center, for which the absolute and relative frequencies were described in the qualitative variables and the mean values and standard deviation were calculated for the quantitative variables. The results of this research provide guidance for the use of different classroom management techniques and schools organization considering such problem behaviors. In fact, most of the teaching staff consider important the use of teaching strategies to carry out PE class with less problems of Coexistence.

A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs

This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.