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Journal articles on the topic 'Classroom Management Practice'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teac

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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.

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This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues o

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Rochma, Anis Firdatul, Sutrisna Wibawa, and Basikin Basikin. "The Classroom Management Approach in the Grammar Practice Class." Journal of English Language Teaching and Linguistics 5, no. 1 (2020): 91. http://dx.doi.org/10.21462/jeltl.v5i1.387.

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<em>The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approach

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Ragawanti, Debora Tri. "CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (2015): 117. http://dx.doi.org/10.15639/teflinjournal.v26i1/117-128.

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Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 studen

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Oliver, Regina M., Matthew C. Lambert, and W. Alex Mason. "A Pilot Study for Improving Classroom Systems Within Schoolwide Positive Behavior Support." Journal of Emotional and Behavioral Disorders 27, no. 1 (2017): 25–36. http://dx.doi.org/10.1177/1063426617733718.

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Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the majority of their time. This is especially important for students with emotional and behavioral disorders as teacher proficiency with classroom management affects the progression and malleability of the disorder. The purpose of this study was to examine the

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Sorbet, Stefanie R., and Candice Dowd Barnes. "Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management." Journal of Education and Culture Studies 4, no. 2 (2020): p145. http://dx.doi.org/10.22158/jecs.v4n2p145.

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Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students i

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Ismanto, Ismanto. "Classroom Management for Prospective Elementary School Teachers." PPSDP International Journal of Education 4, no. 1 (2025): 271–84. https://doi.org/10.59175/pijed.v4i1.416.

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This study aims to explore the classroom management practices of student teachers in the Elementary School Education (PGMI) Study Program at the Faculty of Tarbiyah IAIN Kudus. This research uses a case study approach, involving students of the PGMI Study Program at the Faculty of Tarbiyah IAIN Kudus in conceptual and practical learning related to classroom management. Data collection was carried out using semi-structured interview techniques with student participants regarding the experience of classroom management practices, passive observation presented in the form of visual micro-teaching

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Rahman, Md Munibur. "Practice and perceptions of classroom management: A study at the tertiary level." Asian Journal of Contemporary Education 8, no. 2 (2024): 62–76. http://dx.doi.org/10.55493/5052.v8i2.5098.

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The successful dissemination of learning inputs and its success largely depends on how aptly the classroom management issues are managed and addressed. This study investigated the existing scenario of classroom management practices and teachers’ perceptions, and the impacts of the practices on fifteen specific classroom management strategies employed at the tertiary level in Bangladesh. With a structured questionnaire following a five-point Likert scale, 113 teachers from 56 departments of 38 universities were surveyed to collect data for this research. The study found that the teachers, stude

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Lehner, Edward, and Tonya Johnson. "Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry." Voices of Reform 5, no. 1 (2022): 59–88. http://dx.doi.org/10.32623/5.00005.

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from str

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Sun, Na, and Rizal O. Dapat. "Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers." Journal of Education and Educational Research 5, no. 3 (2023): 152–56. http://dx.doi.org/10.54097/jeer.v5i3.13674.

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This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice,

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Brandi Simonsen, Sarah Fairbanks, Amy Briesch, Diane Myers, and George Sugai. "Evidence-based Practices in Classroom Management: Considerations for Research to Practice." Education and Treatment of Children 31, no. 1 (2008): 351–80. http://dx.doi.org/10.1353/etc.0.0007.

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Taylor, Jonte, and Naima Bhana. "Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses." Journal of Special Education Preparation 1, no. 1 (2021): 47–54. http://dx.doi.org/10.33043/josep.1.1.47-54.

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In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special ed

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Suleiman, Muhammad Muhammad, Surajo Musa Yakubu, Safiyanu Sulaiman Saleh, and Haruna Ibrahim. "Implications of Virtual Classroom Management: A Review of Challenges and Prospects." Indian Journal of Mass Communication and Journalism 4, no. 2 (2024): 23–27. https://doi.org/10.54105/ijmcj.a2604.04021224.

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The COVID-19 pandemic has revolutionised the traditional educational system, requiring schools and universities to implement virtual classrooms as a viable way of continuing operations. This shift has presented several challenges to classroom management, yet it also presents educators with new prospects for engaging their students in the virtual learning space. This review assesses the implications of virtual classroom management, its relevance to current educational practice, and offers strategies for successful implementation. Finally, this review provides a comprehensive overview of the cha

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Mukaromah, Hami, Ateng Kurnia, and Amir Hamzah. "CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS." English Education and Applied Linguistics Journal (EEAL Journal) 4, no. 3 (2021): 220–29. http://dx.doi.org/10.31980/eealjournal.v4i3.1888.

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Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected throu

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Mukaromah, Hami, Ateng Kurnia, and Amir Hamzah. "CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS." English Education and Applied Linguistics Journal (EEAL Journal) 6, no. 1 (2023): 53–61. http://dx.doi.org/10.31980/eealjournal.v6i1.2909.

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Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected throu

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Cooke, Nicole A. "Leading with love and hospitality: applying a radical pedagogy to LIS." Information and Learning Sciences 120, no. 1/2 (2019): 119–32. http://dx.doi.org/10.1108/ils-06-2018-0054.

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Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implicat

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Mohan, Parmeshwar Prasad, Karen Swabey, and John Kertesz. "A comparative study of urban, rural and remote teachers’ de-privatised practices." Waikato Journal of Education 24, no. 2 (2019): 83–94. http://dx.doi.org/10.15663/wje.v24i2.662.

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De-privatisation of classrooms is characterised by formal and informal invitations to colleagues to access classroom management, pedagogical approaches and teaching practices. This case study of six secondary schools examined the perceptions and practices of de-privatised practice amongst Fijian urban, rural and remote area teachers. Quantitative and qualitative data was generated from a total of 197 online questionnaires and 48 face-to-face semi-structured interviews. Key findings of the research were, firstly, that school geographical locations had no impact on teachers’ perceptions and prac

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Muhammad, Muhammad Suleiman. "Implications of Virtual Classroom Management: A Review of Challenges and Prospects." Indian Journal of Mass Communication and Journalism (IJMCJ) 4, no. 2 (2024): 23–27. https://doi.org/10.54105/ijmcj.A2604.04021224.

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<strong>Abstract: </strong>The COVID-19 pandemic has revolutionised the traditional educational system, requiring schools and universities to implement virtual classrooms as a viable way of continuing operations. This shift has presented several challenges to classroom management, yet it also presents educators with new prospects for engaging their students in the virtual learning space. This review assesses the implications of virtual classroom management, its relevance to current educational practice, and offers strategies for successful implementation. Finally, this review provides a compre

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Pace, Rolanda T., Anita D. Boykins, and Sheila P. Davis. "Examination of the Psychiatric-Mental Health Advanced Practice Registered Nurse Role as a Behavioral Consultant Within the School Setting." Clinical Scholars Review 7, no. 1 (2014): 24–29. http://dx.doi.org/10.1891/1939-2095.7.1.24.

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Management of disruptive behaviors is one of the many challenges and stressors faced by teachers within the school setting. Most teachers lack sufficient training and understanding of behavioral symptoms exhibited by students in the classrooms. Teachers often find themselves reacting to disruptive behaviors as opposed to preventing the occurrence of these behaviors, which compromises the therapeutic learning environment and leads to inappropriate referral of students for psychiatric evaluations. Minimum efforts have been channeled toward the enhancement of teachers’ knowledge of disruptive beh

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Ly, Nguyen Thanh. "Developing novice teachers practice through critical reflection." Tạp chí Khoa học 15, no. 5b (2019): 18. http://dx.doi.org/10.54607/hcmue.js.15.5b.116(2018).

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Group work and leadership skills are essential skills of 21st-century students. For students to develop these skills well, teacher students and teachers need to be trained and practice proficiency at schools. This study was conducted to show how group teaching in university was practiced in schools. The study is carried out in two phases: at VNU University of Education firstly when observing students’ teacher classrooms and secondly students’ classroom at primary/ secondary schools. The findings of the study are used to suggest guidance for good practice in leadership and management training c

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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i.

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Jiang, Shan, Lu Guo, and Sara Tomek. "Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate." International Journal of Educational Methodology me-10-2024, me-10-issue-2-may-2024 (2024): 1041–59. http://dx.doi.org/10.12973/ijem.10.1.1041.

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<p style="text-align:justify">Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relat

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Raber Hedberg, Patricia. "Learning Through Reflective Classroom Practice." Journal of Management Education 33, no. 1 (2008): 10–36. http://dx.doi.org/10.1177/1052562908316714.

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Waloyo, Edy, Ahmad Rifai, Khoiriyah Shofiyah Tanjung, and Ira Mutiaraningrum. "Factors Influencing EFL Pre-service Teachers’ Experience in Classroom Management." Journal of English Teaching and Learning Issues 6, no. 2 (2023): 121. http://dx.doi.org/10.21043/jetli.v6i2.22398.

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<p class="05IsiAbstrak"><span lang="EN-US">Classroom management has been of interest for decades. EFL Pre-service teachers at IAIN Syekh Nurjati Cirebon had experiences in teaching practices and classroom management. They had completed teaching practices at formal school for two months. This quantitative research employed factor analysis to determine the research variables that affect classroom management. The variables of classroom management involved in this study are discipline, organization of the lesson, interaction during the lesson, teacher-student personal communication, an

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Supardi, Supardi. "TEKNIK MANAJEMEN KELAS BAGI EFEKTIFITAS AKTIVITAS PEMBELAJARAN." SOCIETY 4, no. 2 (2013): 15–40. http://dx.doi.org/10.20414/society.v4i2.333.

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Teaching in a typical classroom, teachers play at least three major roles: making choises about instructional strategies, designing classroom curriculum and making employing classroom management technique. Of the three roles, classroom management is arguably the foundation. Effective teaching and learning can not take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becames the norm. In these situstions, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much

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Osuji, C. N. "Classroom Management Practice and Human Security Development at Secondary School levels of Education in Nigeria: Issues and Prospects." Zamfara International Journal of Education (ZIJE) 3, no. 2 (2023): 44–49. https://doi.org/10.5281/zenodo.8382865.

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This paper examines Classroom Management Practice and Human Security Development at Secondary School Levels of Education in Nigeria: Issues and Prospects. The state of classroom management Practice and security development in Nigeria were explored to present the current issues. Furthermore, various factors contribute to the current issues, and strategies should be employed to improve the situation. The paper also examines the role of educational management as it affects human security at the secondary level of education. It also emphasized the need to provide effective classroom management pra

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Destiani, Anisa, Imam Tabroni, Scherschligt Oscar, and Morse Kathryn. "Practice of Corpse Management Using Props." Journal Emerging Technologies in Education 1, no. 4 (2023): 214–29. http://dx.doi.org/10.55849/jete.v1i4.468.

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Background. Learning in the classroom One of the factors that most determines the success of the learning process in the classroom is the learning method An ideal learning process is when in the learning process the teacher is able to activate students to develop their assumptions in building a perception related to the competencies or material to be learned. There are many kinds of learning methods. Purpose. one of the methods used to improve the skills of female students in taking care of the corpse is using the demonstration method. Method. the practice method is a learning method to train

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Lane, Candace, Leslie Neely, Felicia Castro-Villarreal, and Victor Villarreal. "Using Coaching with Video Analysis to Improve Teachers’ Classroom Management Practices: Methods to Increase Implementation Fidelity." Journal of Technology and Teacher Education 28, no. 3 (2020): 543–69. https://doi.org/10.70725/816410qpgsxy.

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Coaching with embedded video-analysis is a method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in positive behavior interventions and supports (PBIS) grows and more students with severe and challenging behavior are educated in general education classrooms, coaching with video-analysis may be useful to improve implementation fidelity and sustainability of evidence-based classroom management

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Bunga, Jaime B., Maria Luisa R. Olano, and Manuel R. Morga. "Differentiated Instruction in Multigrade Classrooms: Bridging Theory and Practice." International Journal of Educational Methodology 11, no. 3 (2025): 377–91. https://doi.org/10.12973/ijem.11.3.377.

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This qualitative study explored the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms with the aim of understanding teachers’ experiences, strategies, and challenges, as well as developing a performance appraisal tool. Guided by its specific objectives, the research examined how teachers plan, deliver, and manage differentiated lessons while addressing the diverse learning needs of students across multiple grade levels. Findings revealed that effective DI is rooted in intentional instructional planning, including learner profiling, curriculum mapping, and fl

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Hart, Robert. "Classroom behaviour management: educational psychologists' views on effective practice." Emotional and Behavioural Difficulties 15, no. 4 (2010): 353–71. http://dx.doi.org/10.1080/13632752.2010.523257.

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Doyle, Walter. "Situated Practice: A Reflection on Person-Centered Classroom Management." Theory Into Practice 48, no. 2 (2009): 156–59. http://dx.doi.org/10.1080/00405840902776525.

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Mukaromah, Hami, Ateng Kurnia, and Amir Hamzah. "CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS." English Education and Applied Linguistics Journal (EEAL Journal) 6, no. 1 (2023): 53–61. http://dx.doi.org/10.31980/eeal.v6i1.44.

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This research investigated the implementation of Building Knowledge of the Field (BKOF) in teaching narrative text. The purpose to conduct the research is to examine how does an English teacher implement BKOF in teaching narrative text. While this research uses qualitative applying descriptive study. In the research process, data collection was obtained from observation, document analysis, and interview. Thh result shows that there are four stages to implement Building Knowledge of the Field in teaching narrative text, include: First, the teacher gives stimulus to students, the stimulus given

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Poulou, Maria S., Linda A. Reddy, Christopher M. Dudek та Adam J. Lekwa. "Ηow Teachers’ Instructional and Behavior Management Practices Relate to Students’ Emotional and Behavioral Difficulties Following Teachers’ Observations and Performance Feedback: An Initial Study of Greek Classrooms". European Journal of Psychology and Educational Research 7, № 4 (2024): 207. https://doi.org/10.12973/ejper.7.4.207.

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Addressing and managing the disruptive behavior of students is a major classroom management concern for teachers. These concerns become even more important when, in addition to normal classroom disruptions, teachers must also address the behaviors of students’ at risk for emotional and behavioral difficulties. Although ample bodies of evidence-based instructional and behavior management practices exist, teachers have expressed difficulties implementing these practices into their daily classroom praxis. One method for supporting teachers’ practice implementation is through ongoing classroom obs

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Aziza, Nur, Ashadi Ashadi, and Nasir Umar. "Exploring Classroom Management Strategies Used by English Teachers in Speaking Classes." International Journal of Contemporary Studies in Education (IJ-CSE) 3, no. 3 (2024): 226–35. https://doi.org/10.56855/ijcse.v3i3.1110.

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Classroom management continues to be a teacher's struggle for teaching performances because it relates to students learning. There needs to be more understanding and knowledge about managing the students and classrooms with diverse student behaviour to solve the problems, particularly when identifying students' problems and understanding their different characteristics. However, this study explored teacher classroom management strategies in teaching speaking classes, especially in secondary schools. This study aims to (1) explore and describe the classroom management used by English teachers i

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Burnett, Joanne. "Classroom-Management-Classroom Survival: One Teacher's Story of Constructing Practice in a Computer-Equipped Foreign Language Classroom." Foreign Language Annals 32, no. 3 (1999): 279–94. http://dx.doi.org/10.1111/j.1944-9720.1999.tb01341.x.

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Paulsen, Lucas, and Jacob Davidsen. "A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality." European Conference on e-Learning 23, no. 1 (2024): 280–88. http://dx.doi.org/10.34190/ecel.23.1.2748.

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Classroom management has been identified as a key challenge in becoming a teacher, as newly qualified teachers are overwhelmed by the complexity of professional teaching practice. This paper explores the transformative potential of immersive technologies in fostering a collaborative reflection and problem-solving space for the continued development of newly qualified teachers’ classroom management competencies – allowing newly qualified teachers to become better prepared for facing the unexpected, local, and situated challenges of becoming a teaching professional. Through iterative cycles of

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Dube, Celimpilo Mbusiseni, Dumsani Mncube, and Chinaza Uleanya. "Exploring Preservice Teachers’ Classroom Management Skills during Teaching Practice: Perspectives of University Supervisors." Space and Culture, India 11, no. 1 (2023): 56–67. http://dx.doi.org/10.20896/saci.v11i1.1313.

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South African universities have been under tremendous pressure to improve preservice teachers’ quality and implement the Minimum Requirement for Teacher Education (MRTEC) as a direct response to the outcry of poor training of teachers. Preservice teachers face classroom management challenges during their teaching practice. Therefore, this study aims to identify the gap in the training programme and propose alternative pathways that might improve classroom practice to enable preservice teachers to bridge the gap between theory and practice. This study draws on classroom observation by universit

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Vincent, Ranjeetha Golde, and Shobha G. "Classroom practices of teachers on learning disabilities in children." International Journal of Educational Management 34, no. 3 (2019): 562–75. http://dx.doi.org/10.1108/ijem-07-2019-0228.

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Purpose The purpose of this paper is threefold: to study the classroom practices followed by the government and private school teachers in handling children with learning disabilities; to study the differences in practice levels of government and private school teachers with respect to learning disabilities among children; and to study the influence of Socio-demographic factors of teachers on the level of their classroom practices toward learning disabilities in children. Design/methodology/approach As per the questionnaire development, the present study consisted of a self-developed tool (app

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Berger, J.-L., and C. Girardet. "Facing student disengagement: Vocational teachers' evolution of their classroom management." Journal for Educational Research Online / Journal für Bildungsforschung Online 9, no. 3 (2018): 114–40. https://doi.org/10.5281/zenodo.1479460.

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The present study aimed to provide deeper understanding of the factors guiding vocational teachers toward the adoption of classroom management beliefs and practices regarding the issue of student disengagement. Teachers were asked about the differences between their current and past practices, and about the reasons at the basis of their evolution. An analysis of teachers’ interviews inspired a model of the change process, in which teachers’ prior beliefs, triggering events, facilitators, and obstacles interacted to facilitate or impede the evolution of teachers’ classroom man

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Deuvelyn, H. Lacre, and M. Valle Azel. "Classroom Management Practices and Academic Performance in Multigrade Classes." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 08 (2024): 3706–11. https://doi.org/10.5281/zenodo.13283737.

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Multigrade classes hold significant importance in the field of education as they address several critical needs simultaneously. This study sought to determine the levels of classroom management practices and academic performance of learners in multigrade classes and its relationship. It employed a descriptive-correlational research design with documentary analysis. This study utilized a survey questionnaire from TS MPPE (2017) and conducted to Two Hundred Twenty-Four (224) learners in four (4) multigrade schools of Talisayan District, Division of Misamis Oriental. The learners’ average g

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Dwiniasih, Dwiniasih, Farah Sukmawati Wahidah, and Susanto Susanto. "INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (2020): 230. http://dx.doi.org/10.24252/eternal.v62.2020.a4.

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For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-

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Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. "Teaching in High-Tech Environments: Classroom Management Revisited." Journal of Educational Computing Research 8, no. 4 (1992): 479–505. http://dx.doi.org/10.2190/y5ne-v9rq-fd63-wc2n.

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The addition of computers to classrooms influences not only instruction but also classroom management, producing both unexpected problems and benefits. This article summarizes the experiences of thirty-two elementary and secondary teachers as they adapted to teaching in high-access-to-technology classrooms. Using a three-stage model, this article presents the teachers' classroom management concerns, their strategies for solving problems, and their abilities to utilize the technology to their advantage. Teachers moved from frustration to success in coping with changes brought about by the intro

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Huang, Beibei. "Practice and Exploration of “Internet Plus” in School Teaching Management." Science Insights Education Frontiers 15, S1 (2023): 18. http://dx.doi.org/10.15354/sief.23.s1.ab018.

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“Internet plus” is a new form of economic and social development driven by innovation in knowledge society 2.0. With the continuous deepening of the reform of talent training mode, the concept of mixed teaching is gradually taking root in people's minds. To promote the development and reform of the school’s teaching management, Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School has improved the school’s teaching management ability and level as a whole by utilizing the high-quality innovative educational resources provided by the Tsinghua University project team's Internet plat

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RHOADES, GENA. "MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT." Main Issues Of Pedagogy And Psychology 12, no. 3 (2016): 15–22. http://dx.doi.org/10.24234/miopap.v12i3.32.

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There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and ins

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JUDY, ANN MADAS FRAGATA. "PROMOTING THE WELL-BEING OF BEGINNING TEACHERS: AN ASSESSMENT." Cognizance Journal of Multidisciplinary Studies (CJMS) 5, no. 5 (2025): 288–333. https://doi.org/10.47760/cognizance.2025.v05i05.019.

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The study aimed to determine status of well-being of beginning teachers inside the classroom in Itogon District II in their classroom management for the school year 2024-2025. Specifically, it focused on the extent of practice of teachers in promoting their well-being inside the classroom along spiritual, physical, mental and emotional well-being, the level of effectiveness of practice of teachers in promoting their well-being inside the classroom and the factors that affect in promoting the well-being of teachers.  The study used the descriptive survey method of research with the qu

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Boulden, Rawn, and Emily Goodman-Scott. "A Quantitative Exploration of School Counselors’ Evidence-Based Classroom Management Implementation: Investigating Culturally Sustaining Practices and Multicultural Competence." Professional School Counseling 27, no. 1a (2023): 2156759X2311533. http://dx.doi.org/10.1177/2156759x231153346.

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Considering professional calls for culturally sustaining, comprehensive school counseling practices, this study examined school counselor factors (e.g., age and years of experience) and school factors (e.g., school size and percentage of students of color enrolled) that predicted school counselors’ implementation of evidence-based, culturally sustaining classroom management. We also examined correlations between school counselors’ classroom management and their multicultural practices. The results indicated (a) that age, previous teaching experience, years of school counseling experience, case

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Montaño, Vicente, and Hanina Maruhom. "From Theory to Practice: The Effectiveness of Flipped Classroom in MBA Production Operation Management Course." Global Research Review in Business and Economics 10, no. 2 (2024): 08–16. http://dx.doi.org/10.56805/grrbe.24.10.2.21.

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Marlow, Ruth, Lorraine Hansford, Vanessa Edwards, et al. "Teaching classroom management – a potential public health intervention?" Health Education 115, no. 3/4 (2015): 230–48. http://dx.doi.org/10.1108/he-03-2014-0030.

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Purpose – The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children’s developmental and academic trajectory, while the costs of behaviour problems are enormous for schools with considerable impact on others’ well-being. Design/methodology/approach – In total, 40 teachers attended the Incredible Years (IY) Teacher Classroom Management (TCM) intervention in groups of ten. Afterwards teachers attended focus groups and semi-structured interviews were completed with headteachers to exp

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Serliana, Agustin, Praditya Putri Utami, and Acep Bahrum Kamil. "Pre-Service Teachers' Challenges in Classroom Management during Teaching Practice." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (2021): 73–80. http://dx.doi.org/10.24256/ideas.v9i2.2075.

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Classroom management is one of the most important aspects of teaching, in this case was English, to create an effective and enjoyable learning environment. However, this is one of the challenges faced by pre-service teachers who have no experience previously. This study was conducted to find out what challenges are faced by pre-service English teachers related to classroom management. This research was conducted on four English Education students who were selected based on several criteria. Qualitative research design and interviews were used to collect data from the participants. The data tha

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Li, Yuen Ling. "Curriculum management and classroom practice in kindergartens in Hong Kong." Education 3-13 29, no. 1 (2001): 56–61. http://dx.doi.org/10.1080/03004270185200111.

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