Classroom Management Problems Research Articles

The Effect of EFL Teacher Apprehension and Teacher Burnout on Learners' Academic Achievement.

This review aims at investigating the related studies on the role of teacher burnout and teacher apprehension in learners’ academic achievement. The negative effect of teacher burnout on learners’ academic achievement has been corroborated in the review of the literature. Furthermore, the effect of teacher apprehension on learners’ academic success has not been widely studied. However, some stressors such as having insufficient L2 knowledge, cultural differences, and classroom management problems can affect learners’ academic achievements. Finally, the pedagogical implications are illuminated for teachers, administrators, researchers, managers, teacher trainers, and counselors to decrease teacher burnout and apprehension and to develop language teaching quality in the language educational system. Some suggestions for further research are also provided to expand the current literature on teacher burnout and apprehension in English as a Foreign Language (EFL) contexts.

Crosschecking teachers' perspectives on learning in a one-to-one environment with their actual classroom behavior - a longitudinal study.

One-to-one laptop initiatives have become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports on a qualitative investigation of teachers in a junior high school in Northern Israel, who were gradually implementing one-to-one computing. The research reported in this paper is based on longitudinal data collected over a five-year period and included all of the teachers who participated in the project. We triangulated teachers’ perspectives and actual behavior by employing classroom observations, followed up with semi-structured interviews. This study aims to map teachers’ perspectives on changes in teaching in one-to-one computing settings, and the pedagogical strategies that they use in one-to-one classrooms. To explore the depth of change in teaching, teachers’ perspectives were mapped based on the SAMR framework, while the TEUCT-TEUIT approach was employed to categorize pedagogical strategies. The findings pointed to several benefits of using a laptop for teaching, as well as classroom management problems and technological problems while teaching. Analysis of the interviews revealed four categories which appeared in the original TEUCT/ TEUCT scales, alongside three additional categories which did not appear in the original scales, and emerged bottom-up from our data. Furthermore, findings indicated that some of the categories originally included in TEUCT, should rather be included in the TEUIT scale. The findings point to a change in teaching strategies, from a more teacher-centered teaching approach to a more student-centered learning approach.

Masalah yang Dihadapi oleh Guru Sejarah dalam Manajemen Kelas di SMAN 7 Tanjungpinang

This research aims to: 1). Knowing why teachers face problems in classroom management on history learning at SMAN 7 Tanjungpinang. 2). Knowing what difficulties teachers face in doing classroom management on history learning at SMAN 7 Tanjungpinang. 3). Know how teachers overcome classroom management problems in history learning at SMAN 7 Tanjungpinang. The method used in this study is a research method with a skinative descriptive approach with the following steps: 1). Determining the location of the research, 2). Determination of informants, 3). Data collection techniques, 4). Data validation techniques, 5) Data processing techniques, 6) Writing. The results of this study are the first, the cause of teacher difficulties in classroom management in historical learning at SMAN 7 Tanjungpinang is from the teacher, student, and infrastructure factors. Second, the thing that causes teacher difficulties in classroom management in learning the history of SMAN 7 Tanjungpinang is the lack of management of places of learning, material management, management of learning resources, and student arrangements. Third, there are several steps taken by teachers in overcoming problems in classroom management, namely finding student problems, finding problems, finding alternatives in problem solving, and getting feed back. With the problem, class management on history learning at SMA N 7 Tanjungpinang, can be resolved well with several stages.

An Investigation of Teaching English Grammar through Distance Learning at SMAN 1 Samarinda

The purposes of this study were to know how the teacher teaches English grammar through distance learning and investigate the problems during implementation of teaching English grammar through distance learning. The design of this study was qualitative research design which was characterized by a case study. The participant was selected through purposive sampling. The data were analyzed by using the interactive analysis model. The researcher used the triangulation by data source, triangulation by method, and triangulation by theory to check the validity and reliability of this study. The findings revealed that the English teacher applied teaching grammar in context, inductive and deductive approach and integrated grammar with language skills. In addition, the English teacher used flipped-classroom model a form of blended learning that combines synchronous and asynchronous online learning with WhatsApp, Google Meet, and Google Classroom as the teaching platforms. In its implementation, the English teacher faced some problems in the process of teaching English grammar through distance learning. Those problems were student discipline, limited time, teacher’s extra workload, distance between teacher and students, classroom management and technical problem. In conclusion, teaching English Grammar through distance learning can be conducted and maximized by having well preparation on learning activities, well communication and collaboration between the teacher and students in teaching ang learning process to achieve the learning objectives.

Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey

Code-switching (CS) is frequently used in English as a Foreign Language classrooms (EFL) serving different discourse and educational functions. This paper reports on a case study investigating the forms and functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university, where the language of instruction was English. Data were gathered from two advanced classes, two pre-intermediate classes and one intermediate class through video-recordings. The data obtained from these recordings were transcribed and analysed using the transcription software EXMARaLDA. The results suggest that the most frequent form of code-switching was observed to be using discourse markers. Both the teachers and students used code-switching in the classes for educational and communicative reasons, in particular, to achieve better communication, to deliver content, and to deal with classroom management problems. Implications of the findings for educators and language learning contexts are also discussed.

Modelling the Effect of TPACK and Computational Thinking on Classroom Management in Technology Enriched Courses

One of the fundamental obstacles associated with technology integration into educational settings is classroom management problems. In this sense, it is important to delve into the crucial factors playing key role in classroom management in ICT assisted courses. In this study, the relationship between classroom management in technology-enriched courses, computational thinking (CT) and technological pedagogical content knowledge (TPACK) was investigated. In this study, in which the relational screening research model was used, a total of 125 volunteer teachers participated. Three instruments were used for data collection in this research and the obtained data were analyzed by Partial Least Squares Structural Equation Model. The findings show that the relative effect of TPACK and CT on classroom management is significant. Additionally, it has been found that CT has a significant impact on TPACK level.

Faculty members’ planned technology integration behaviour in the context of a faculty technology mentoring programme

This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months’ duration. The data analysis revealed that the factors affecting faculty members’ planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms.
 Implications for practice or policy:
 
 Technology mentoring programs can improve faculty teaching practices with technology in higher education classrooms.
 Faculty members’ technology integration behaviour can be supported by addressing the challenges, including lack of time and motivation, insufficient technological knowledge and classroom management problems.
 The technology integration awareness of faculty members can be developed by improving the teaching and learning environment with the support of administrators, peers and students and providing the required time and incentives to integrate technology.

ENGLISH EDUCATION STUDENTS� CLASSROOM MANAGEMENT PROBLEMS DURING THE SCHOOL PRACTICE PROGRAM

This research aims to answer two research problems, namely: What are the English Language Education Study Program (ELESP) practice teaching students classroom management problems during the School Practice Program? Second, what are the solutions to the ELESP practice teaching students classroom management problems during the School Practice Program? To answer the research problems above, the researcher used a quantitative method in the form of descriptive research. The instruments were a questionnaire and an interview. Based on the data gathered, most of the practice teaching students gave positive responses on the close-ended statements distributed to the students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. From the four classifications of classroom management components, the researcher found that management of discipline was the only classification received negative responses. Besides, the open-ended question generated other problems. As a result, a total of eight problems were found based on the questionnaire analysis and were categorized into teacher factors, student factors, and school factors. Furthermore, the major solutions to the problems were setting rules, designing interesting learning activities, approaching directly, and giving caution and rewards. Finally, the researcher also gave recommendations to ELESP lecturers, future practice teaching students, and future researchers.

IMPLEMENTASI KETERAMPILAN MENGAJAR DAN MENGELOLA KELAS DALAM PROSES PEMBELAJARAN OLEH GURU DI SD NEGERI 34 BANDA ACEH

Classroom management problems must be addressed with management corrective action, whereas teaching problems must be addressed with instructional corrective action. The teacher's actions can be in the form of preventive measures, namely by providing both physical and socio-emotional conditions so that students feel right with a sense of comfort and safety to learn. Other actions can be in the form of corrective action against the deviant behavior of students and damage the optimal conditions for the ongoing teaching and learning process. The purpose of this study was to describe the implementation of classroom management teaching skills by teachers in the teaching process at SD Negeri 34 Banda Aceh. The approach used in this research is a qualitative descriptive approach. The research subjects were 8 classroom teachers with permanent teacher status. Data collection techniques used observation and interview techniques. After the data collected is analyzed using data reduction, data presentation and conclusions. The results of this study indicate that the implementation of classroom management teaching skills carried out by teachers at SD Negeri 34 Banda Aceh has been carried out effectively and efficiently in the learning process in the classroom. A total of 6 teachers have implemented classroom management in the learning process in an optimal, effective and efficient manner, the creation of learning conditions in the classroom is very conducive and comfortable, learning time is in accordance with the plan, the distribution of attention carried out by the teacher visually and verbally is maximized, able to focus The attention of students to learn individually and in groups and provide reinforcement to students, can arrange class layout and maintain class cleanliness and comfort by adjusting class conditions so that students are comfortable in learning and can create a conducive learning climate. Meanwhile, the other 2 teachers are still not able to carry out the teaching skills to manage the class properly, which is related to the time and the creation of learning conditions in the classroom which are not conducive and comfortable, the distribution of attention made by the teacher visually and verbally is not optimal, and cannot maintain class conditions orderly.

A Qualitative Study on Classroom Management of Undergraduate Students: A Case of Information Technologies Class

The purpose of the current study was to explore the classroom management problems faced by teachers of ICT. The study revealed the underlying problems and highlighted the reasons behind the issues. Moreover, the study suggested a possible solution for effective classroom management. A questionnaire comprising 10 open-ended questions was prepared to collect data from 3 teachers who were teaching at universities to undergraduate students. Interviews were conducted with the participants to know their responses. The responses were analyzed using thematic analysis/content analysis. The study concluded that students' disruptive behavior is a common classroom issue that teachers face in their instruction process. Teachers can deal with classroom management issues by developing a positive relationship, student-centred approaches and supportive attitude for learning. The study recommends that the administration must ensure the availability of all the essential ICT resources to assist teachers in effective classroom management.

Classroom Management Problems and Coping Strategies of Misurata Libyan Secondary School EFL Teachers

Classroom management (CM) is one of the most pressing problems faced by Libyan Secondary School teachers in Misurata City. This study used mixed research design (quantitative and qualitative ) to find out the classroom management problems and coping strategies. The participants of the study were10 female Libyan teachers from Asma secondary school in Misurata. All of them were chosen randomly and they were asked to fill in the questionnaire. Also, two main teachers were observed in their class time. The analyses of data obtained from the questionnaire and observation indicated that there are two kinds of classroom problems faced by English Foreign Language Teachers (EFLT) mainly students' misbehavior in the class and academic problems of teaching large class sizes with mixed abilities, and seating arrangement. The findings showed that 100% of teachers were in agreement that the behavior problems can disrupt teaching and learning processes. On the other hand, all of teachers agree that large class size affects the quality of their teaching and impacts on monitoring / evaluation of lessons. Various coping strategies were also elicited to deal with each problem mentioned.

The problems of classroom management facing the teachers of students with special needs in the Comprehensive Rehabilitation Center in Najran: مشكلات الإدارة الصفية التي تواجه معلمات ذوي الاحتياجات الخاصة بمركز التأهيل الشامل بنجران

This study aims to explore the problems of classroom management facing the teachers of students with special needs in the Comprehensive Rehabilitation Center in Najran. The data were collected from number of (30) specialized teachers in the same Center. For data collection, questionnaire was developed by the researchers and the SPSS program was used for data analysis. Analysis of the study revealed that there were statistically significant differences for the benefit of the (B. A) Holders. Statistically significant differences were also shown in the variable of experience for the benefit of those who have been teaching for more than 6 years. The result also shown that that there were statistically significant differences for the variable of training to the benefit of those who attended (6) training courses or more. In the light of the results, a set of recommendations and proposals were presented to solve the problems and face their effects. (NU/SHED/13/118) تتقدم الباحثتان بالشكر لعمادة البحث العلمي بجامعة نجران على دعمها لهذا البحث برقم

PROBLEMATIKA PEMBELAJARAN AKIDAH AKHLAK DI SEKOLAH DASAR

Abstract
 The study, entitled "The Problematics of Moral Learning in Elementary Schools Nurul Islam Purwoyoso Semarang" uses a qualitative research approach, with the aim to find out: the learning process of moral behavior in elementary schools, problems in the learning of moral code in elementary schools and solutions to overcome them. After conducting research the results are: first, the process of learning the moral code at SD Nurul Islam Purwoyoso is carried out by planning learning, carrying out learning using the lecture method, question and answer and ending with closing learning. Secondly, problems in learning moral behavior in Nurul Islam Purwoyoso Elementary School include problems with teachers, problems in classroom management and learning methods and problems in students. Third, the solution to overcome the problem of moral learning in Nurul Islam Purwoyoso Elementary School is by planning learning well and according to the needs of the school, using learning methods that create active learning, implementing learning evaluations well, providing learning media, mastering more material by directing learning active students rather than dictating, and cooperation among principals, teachers and parents.
 Keywords: Problems, Learning, Morals and Morals

ELT Preservice Teachers’ Conceptualization of Teaching Practice: A Metaphor Analysis of the Dynamics of Teaching Practice

Different from other studies on the metaphor analysis of pre-service teachers and their cognition on teaching, the present study adopted a larger perspective and investigated their conceptualization of the dynamics of the practicum, namely teaching practice, mentors, supervisor, students, lesson plan and materials. 35 pre-service teachers were asked to complete a metaphor elicitation task on six dynamics of teaching practice. Applying the conceptual metaphor analysis, 189 metaphors were determined and categorized for each concept. The overall results indicated that the pre-service teachers could conceptualize their beliefs on teaching practice dynamics referring to their experience. In line with their beliefs and attitudes, they chose the metaphors with positive or negative connotations. Some participants were positive about the practicum while some described the practicum with negative affective metaphors under the categories of pitfall and vagueness. Besides, the participants mostly used cognitive metaphors describing the authority of mentors and supervisors. In addition to the affective affirmative metaphors on the students, the participants described the students as out-of-control, referring to the classroom management problems. The contributions of lesson plan and material use were mostly appreciated with positive metaphors but the metaphors categorized under uncertainty and redundancy called for the participants’ need for supervision and support. The results of the study revealed that the pre-service teachers’ beliefs and performances were apt to be influenced with what they experience during the practicum. Through an understanding of pre-service teachers’ conceptualization regarding their experience, training and applications could be improved.

Integration of technology by novice mathematics teachers – what facilitates such integration and what makes it difficult?

This research focuses on attitudes of novice mathematics teachers towards the use of technological tools in their teaching. The obtained results indicated that the novice teachers believed that integrating technology into their teaching facilitates their pupils’ learning and understanding. We found that our participants were open to technological innovations and have adopted different types of digital tools (including Information and Communication Technology - ICT) for teaching and learning in a conscious and intelligent manner. Besides the benefits of using technology in teaching, we analysed also the difficulties the participants faced when doing so. The difficulties they indicated relate to effective lesson management and lack of technical support from school authorities. When comparing these results with those obtained from the same participants during their training, we observe that most of the barriers they had experienced as students-teachers had decreased considerably, and after 3 years of teaching, they, as novice teachers, had gained much self-confident in their ability to teach mathematics while integrating technological tools. However, their classroom management problems, especially dealing with pupil diversity, remained and had even increased. The current study raises the issue of school management support as a key factor for successful integration of up-to-date technology.

The Effects of Mindfulness Training on Wisdom in Elementary School Teachers

Aims: School teachers have hundreds of spontaneous interactions with students each hour, requiring frequent decision-making. Often these interactions require social understanding and emotional self-regulation, two constructs often identified with wisdom and mindfulness. Increasing mindfulness could aid wiser management of classroom demands. The present study evaluated effects of an online mindfulness course on measured wisdom in a sample of public elementary school teachers.
 Study Design: This study used a pretest posttest design using data collected immediately before taking the online mindfulness course and after completion of the course. End of the school year follow-up data was analyzed for all teachers.
 Place and Duration of Study: Participants were enrolled from multiple cities across the United States including Boston, Columbus, Chicago, Milwaukee, Seattle, and San Diego between June 2014 and June 2015. Data were collected online and analyzed at the University of Chicago.
 Methodology: Public elementary school teachers (n = 12) were assigned to a mindfulness training or a matched wait-list condition (11 female, 1 male; age range 26 – 57 years). Teachers had a range of teaching experiences from 1 to 36 years (median =18 years) and taught grades K-4 at schools with 30% - 50% Caucasian students with 40%-60% students receiving free and reduced-price lunches. We used standardized measures for mindfulness, wisdom, emotion regulation, compassion, theory of mind, state/trait anxiety, stress, burnout, and efficacy.
 Results: Online mindfulness training produced a significant increase in mindful awareness and changes in cognitive wisdom implying increased understanding of inter/intrapersonal concerns. There was a significant increase in mindful attention in those who completed both pre- and post-class online evaluations (n = 10) solicited by Mindful Schools (t (9) = 2.738, p = .02) from 54.3 to 59.9 following training (ΔM= 5.6, SD = 6.5). Wisdom, measured with Ardelt’s Three-Dimensional Wisdom Scale (n =12), demonstrated a significant change increase in the cognitive dimension of wisdom (t(11) = 2.39, p =.03) with a non-significant increase in the affective dimension (t(11) =1.38, p =.19) and a non-significant reduction in the reflective dimension of wisdom (t(11) =.96, p = .35) following mindfulness training.
 Conclusion: Online mindfulness training may help develop wise decision making as a skill for teachers to aid classroom management and social problem solving.

The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training

The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.

The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training

The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.

What do prospective teachers think about educational gamification?

This case study describes what prospective science education teachers think about the use of gamification in education. Forty-four pre-service science teachers gave their opinions about the use of gamification in education after a 4-week implementation of gamification. The participants revealed benefits of gamification such as an increase in motivation, saving time, and preventing cheating, as well as limitations such as difficulty in classroom management and technological problems. Also, according to the participants, gamification applications can be used in the assessment of instruction.

Classroom management problems pre-service teachers encounter in ELT

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students.
 Keywords: Classroom management, problems, teacher training, classroom management strategies.