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McDaniel, Thomas R. "Classroom Management and School Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 247. http://dx.doi.org/10.1080/00098655.1994.9956077.
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Bayraktar, Hatice Vatansever, and M. Cihangir Dogan. "Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management." Higher Education Studies 7, no. 1 (January 16, 2017): 30. http://dx.doi.org/10.5539/hes.v7n1p30.
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The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.
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SOYDAN, Sema BUYUKTASKAPU, Devlet ALAKOC PIRPIR, and Ayse OZTURK. "Pre-School Teachers’ Classroom Management Competency and The Factors Affecting Their Understanding of Discipline." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.9.
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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 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 of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
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Wilks, Ray. "Classroom Management in Primary Schools: A Review of the Literature." Behaviour Change 13, no. 1 (March 1996): 20–32. http://dx.doi.org/10.1017/s0813483900003922.
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A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.
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Zhelyazkova, Zlatka, and Mariya Teneva. "CLASSROOM MANAGEMENT AND SUSTAINING DISCIPLINE IN AN ENGLISH-LEARNING CLASS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 283–88. http://dx.doi.org/10.12955/pss.v1.86.
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The lack of respectful behaviour towards teachers and classmates is considered to be the main problem of Bulgarian schools today. A great number of public school teachers have considered leaving the job or have already quit because of students' misbehaviour and their inability to cope with discipline problems. English language teachers are not an exception in this respect despite the popular view that there is a great motivation for learning foreign languages. The focus of the article is the discipline which is necessary to be created, worked upon and maintained in the classroom throughout the whole of the school year. The study was aimed at defining the aspects of the problem with discipline, collect data regarding the existing situation with classroom management and suggest some strategies and techniques for developing and keeping an effective practice. The results confirmed the theoretical concept that the teacher's goal is not to restore the order through respective reactions to misbehaviour but to organize a system of classroom activities and perform a study that would lead to the prevention of the disruptive actions in the first place.
Research methods: content analysis, pedagogical research, scientific enquiry, percent analysis.
Scope and results of the study: The study was performed with pedagogical students in the specialty Primary School Education with a Foreign Language at the Faculty of Education at Trakia University, Stara Zagora, Bulgaria. The results point at a desperate need for change in the practice of language teaching in the country so as to face adequately the new generations of students with their attitudes and characteristics.
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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.
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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
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Klasnić, Irena, Marina Đuranović, and Nevenka Maras. "EFFECTIVE SCHOOL DISCIPLINE – THE PRECONDITION FOR SUCCESSFUL TEACHING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3125.
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Students and their behaviour at school has been the subject matter of many scientific texts. This article aims to present Croatian and international literature of the past 30 years on the subject of school discipline. School and classroom discipline, or lack thereof, is a problem that troubles many schools around the world. The article discusses the epistemological roots of the term discipline. Looking at discipline from a pedagogical point of view, it is not considered to mean unquestioned obedience, but a requirement for achieving a high quality learning and teaching process. As such, discipline does not represent the objective of the teaching process, but rather a means of ensuring optimal and encouraging circumstances, as well as harmonious cooperation between students and teachers. Working in such conditions is characterized by a high degree of commitment and motivation of all participants of the teaching process. The article presents possible causes of indiscipline, the importance of a teacher’s personality in achieving the desired discipline and possible strategies for classroom management. The authors present several suggestions that could help teachers practitioners in establishing and maintaining discipline.
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Cho, Vincent, Katrina Borowiec, and Kaitlyn F. Tuthill. "Organizational problem-solving and school discipline: comparing the roles of schoolwide behavior management technologies." Journal of Educational Administration 59, no. 3 (February 24, 2021): 302–17. http://dx.doi.org/10.1108/jea-10-2020-0229.
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PurposeApplications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.Design/methodology/approachThis comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.FindingsSchools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).Originality/valueEmpirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.
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Rachman, Aulia, and Murniati Agustian. "Meningkatkan Kedisiplinan Siswa Melalui Pengelolaan Kelas di SDN 23 Pagi Palmerah Jakart." Jurnal Perkotaan 8, no. 2 (December 21, 2016): 75–93. http://dx.doi.org/10.25170/perkotaan.v8i2.277.
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This study is a classroom action research that aims to improve the students’ discipline by implementing effective classroom management. Discipline is an attitude to obey the order through training, supervision, and habituation. It is created in order, for individuals, to be obedient in school. Classroom management is the effort, in terms of activities, performed teachers, deliberately, to create and to maintain conducive learning situations, to enhance meaningful learning activities (active, effective, efficient, enjoyable), and to reduce boredom. The participants were the fourth grade students of SDN 23 Pagi Palmerah. The research result reported that the students’ discipline was significantly improved. It was proved by the improvement of the level of discipline from 70.75% to 83.49%. It can be inferred that the level of discipline of students can be improved by implementation of effective classroom management.
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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.
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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
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Apriani, Eka. "Utilizing Preservice English Teachers Strategies and Classroom Management at Junior High School in Rejang Lebong Regency." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 149. http://dx.doi.org/10.29240/ef.v1i2.291.
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ABSTRACT
The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (11.7%); (8) Summarizing and Notetaking (5.8%); and (9) Analysis of Student Work (5.8%). The most strategies used by preservice english teacher (>50%) were Task-Based Language Learning and Cooperative Learning (100%). The types of classroom management used by preservive English teacher were: (1) Maintaning Discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). The most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline.
Keywords: Classroom Management, Presrvice English Teacher, Teaching Strategies
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Kelly, J., and B. Pohl. "Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in order to Achieve Student Academic Success." Multidisciplinary Journal for Education, Social and Technological Sciences 5, no. 1 (March 29, 2018): 17. http://dx.doi.org/10.4995/muse.2018.6370.
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<p class="Textoindependiente21">Typically, classroom management approaches for dealing with disruptions and misbehavior from students involve the use of various forms of punishment: removal from the classroom, fines, in-school and out-of- school suspensions, or expulsions (Garret, 2015). However, traditional classroom management methods have yielded very little positive results. Some would even argue that classroom behaviors are escalating out of control. Using research based approaches; this article’s goal is to help teachers discover student-centered approaches that will positively improve discipline inside the classroom.</p>
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Simbre, Abegail P., Ingrid A. Palad, and Catherine A. Salazar. "How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 333–55. http://dx.doi.org/10.47134/ijsl.v1i3.36.
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The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.
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Benhadj, Yassine, Mohammed El Messaoudi, and Abdelhamid Nfissi. "Artificial Intelligence in Education: Integrating Serious Gaming into the Language Class ClassDojo Technology for Classroom Behavioral Management." IAES International Journal of Artificial Intelligence (IJ-AI) 8, no. 4 (December 1, 2019): 382. http://dx.doi.org/10.11591/ijai.v8.i4.pp382-390.
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<p class="MsoNormal"><span style="font-size: 9pt; font-family: 'Times New Roman', serif;" lang="EN-US">The aim of the study at hand was to examine students' perceptions of game elements used in gamification application. ClassDojo, as a study case, was implemented class-wide in a Moroccan High School EFL classroom. Data was gathered and saved directly through the application. It is qualitative research that opted for structured interviews to collect data. The findings were evaluated in so far as class motivation, participation, cooperation, discipline, attendance, and classroom discourse are concerned. This study has shown a crystal clear improvement in terms of discipline, motivations and classroom participation, suggesting the great need to conduct more research with a view to determine if these areas could be positively or negatively impacted when integrating ClassDojo in classroom management on a large scale. The findings of this study are of much significance to decision makers, curriculum developers, syllabus designers, and teachers in both senior and junior schools in Morocco</span><span style="font-size: 9pt; font-family: Arial, sans-serif;" lang="EN-US">.</span></p>
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Göktürk, Şöheyda, Elif Abat, and Özlem Şişmanoğlu Kaymaz. "Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective." Yuksekogretim Dergisi 11, no. 2Pt1 (August 1, 2021): 363–72. http://dx.doi.org/10.2399/yod.20.512767.
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Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.
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Suparmi. "The Implementation of Classroom Management Principles in Teaching English at Vocational High School 3 Padang." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (June 30, 2021): 13–17. http://dx.doi.org/10.35134/jlesson.v3i1.4.
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The aim of this research was to find out how the teachers implemented principles of classroom management in teaching and learning process at SMKN 3 Padang during teaching and learning process. This is a qualitative research. The data were the result of observation and interview. The participants of this research were three English teachers of SMKN 3 Padang who teach at grade X, XI and XII. The finding of this research indicates that English teachers at SMKN 3 Padang do not implement almost all of the principles of classroom managements during teaching and learning process. They implemented them in three stages of teaching; such as pre-activity, whilst-activity and post activity. Almost all of the principles of classroom management are implemented in whilst-activity. At pre and post-activity, the teacher only implemented three principles, such as warm and enthusiasm, emphasizing on the positive things and building self-discipline. Moreover, the data shows the teachers’ reasons in implementing classroom management. The reason is increasing students’ motivation and achievement. It can be concluded that the English teachers at SMKN 3 Padang should improve their focuses to the principles of classroom management in teaching English. Hopeful, this research can be a significant contribution for English teachers in teaching.
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Mitchell, Mary M., and Catherine P. Bradshaw. "Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies." Journal of School Psychology 51, no. 5 (October 2013): 599–610. http://dx.doi.org/10.1016/j.jsp.2013.05.005.
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Cho, Vincent, Katherine Cumings Mansfield, and June Claughton. "The past and future technology in classroom management and school discipline: A systematic review." Teaching and Teacher Education 90 (April 2020): 103037. http://dx.doi.org/10.1016/j.tate.2020.103037.
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Sari, Bella Puspita, and Hady Siti Hadijah. "Meningkatkan Disiplin Belajar Siswa melalui Manajemen Kelas." Jurnal Pendidikan Manajemen Perkantoran 2, no. 2 (August 31, 2017): 122. http://dx.doi.org/10.17509/jpm.v2i2.8113.
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This article aimed to determine the implementation of classroom management on students’ learning discipline. The research method used Expalanatory Survey method with data collection technique used questionnaire. Respondents are 80 students grade eleventh from Office Administration major of a vocational high school in Lembang, selected by used sampling technique. Data were analyzed using regression. The result of the research revealed that: (1) the classroom management is in the quite effective category, (2) the students' learning discipline is in the moderate category, and (3) there is a significant influence of classroom management on students’ learning discipline. Therefore, students’ learning discipline can be improved through increased classroom management by teachers.ABSTRAKArtikel ini membahas hasil penelitian yang bertujuan untuk mengetahui gambaran pelaksanaan manajemen kelas dan disiplin belajar siswa serta ada tidaknya pengaruh manajemen kelas terhadap disiplin belajar siswa pada sebuah SMK di Lembang. Metode yang digunakan adalah Ekspalanatory Survey dengan teknik pengumpulan data menggunakan angket. Respondennya berjumlah 80 orang siswa kelas XI Administrasi Perkantoran yang dipilih dengan menggunakan teknik sampling. Analisis data menggunakan regresi sederhana. Hasil penelitian menunjukan bahwa: (1) manajemen kelas berada pada kategori cukup efektif, (2) disiplin belajar siswa berada pada kategori sedang, dan (3) terdapat pengaruh yang signifikan manajemen kelas terhadap disiplin belajar siswa, artinya disiplin belajar siswa dapat ditingkatkan melalui manajemen kelas yang dilakukan oleh guru.
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Nurlita, Juniatul Ana. "Application of Classroom Management Principles and Their Effect on Student Motivation in Elementary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 126. http://dx.doi.org/10.20961/shes.v3i4.53293.
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<p><em>This research is a qualitative descriptive study. The aim is to describe the application of classroom management principles and explain its effect on the learning motivation of grade 1 students at SDN Mangunlegi 01 Batangan. The participants of this study were 14 students and 1 teacher. The data analysis technique used in this research is interactive data analysis. Based on the analysis, it was concluded that classroom management at SDN Mangunlegi 01 Batangan was carried out properly in accordance with the principles of classroom management, namely: teacher attitudes such as enthusiasm, warmth, and intimacy. Challenging learning. Various learning activities. The flexibility of the teacher in every action. Positive instruction to students. Cultivate discipline in students. Through the implementation of classroom management, students become motivated and exhibit behaviors such as: Active in class. Willing to try hard things. Desire to study successfully. I want to start with myself. Persevere in the face of learning difficulties. Pay attention to the teacher. So it can be concluded that the principle of classroom management has an effect on students' learning motivation.</em></p>
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Hasan, Assist prof Dr Ahmed Obaid, and M. Dr May Faisal Ahmed. "Good preparation for teaching and its relationship to classroom discipline management from the perspective of teachers." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 91–114. http://dx.doi.org/10.36473/ujhss.v223i2.339.
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The research aimed to identify good preparation for teaching and its relationship to classroom discipline management from the perspective of teachers, as descriptive and analytical approach was adopted. The research community was determined which consists of (3822), school teacher, a sample was selected randomly with statistics rate (5.232%) of the research community, as the number of respondents was 200 teachers in secondary schools. Questionnaire was built which included 40 items distributed among four areas. And the two researchers made sure of its validity and reliability. Research data were analyzed using program (SPSS), and the researchers applied the questionnaire in the academic year 2016-2015and the reached the following results: There is a very strong relationship between the teaching preparation and management of classroom discipline, and planning to teach has achieved the highest results in this relationship as being the key to success, and there are no statistically significant differences attributable to three set variables differences (sex, experience, and specialization). In the end, a number of recommendations were put in the lightoftheresultsachieved.
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Castolo L, Carmencita. "Classroom Management and Discipline: The Polytechnic University of the Philippines Laboratory High School (PUPLHS) Experience." i-manager's Journal on School Educational Technology 2, no. 3 (February 15, 2007): 22–26. http://dx.doi.org/10.26634/jsch.2.3.843.
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Darman, Andi. "MANAJEMEN PENGELOLAAN KELAS GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN KEDISIPLINAN SISWA." IQRO: Journal of Islamic Education 1, no. 2 (December 17, 2018): 163–76. http://dx.doi.org/10.24256/iqro.v1i2.498.
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This study aims to find out the Islamic religious education teachers in managing the class and also note it to grade IX students in Malangke Barat 2 Public Middle School North Luwu Regency. This research is a field research that uses a qualitative approach that describes the phenomenon as it is. with data collection techniques, interviews, questionnaires and documentation. The data subjects in this study were PAI teachers of 2 people, students of class IX 71 people.The results of the study are: 1) the efforts of Islamic education teachers in classroom management in improving discipline, showing that: a) Implementing learning methods, conducting room arrangement, and evaluating after the learning process, b) Description of student discipline in each class occurs the noise made by students even though the teacher always reprimanded him and indicated the form of discipline that is the students disturbing each other, students mocked each other when a friend arrived late even though the teacher was in the process of explaining, and students made a fuss when the teacher was permission to leave, c) the correlation between the teacher's efforts Islamic education in the management of teacher classes in classroom management with discipline is closely related to the smooth of learning process. If the teacher is less skilled in classroom management, the learning process is hampered and the teaching objectives are difficult to achieve.
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Sinicrope, Rose. "Tips for Beginners: Tips on Discipline." Mathematics Teacher 85, no. 4 (April 1992): 276. http://dx.doi.org/10.5951/mt.85.4.0276.
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The first year I was given a lesson-plan book to use for teaching, I was bewildered. My plans could not possibly fit into those two-inch-by-three-inch rectangles. Besides, we were also required to submit weekly lesson plans, which included a list of performance objectives, activities, materials, and assignments. I decided to use the plan book as a type of appointment calendar in which I would note changes in the school day, special assemblies, fire drills, meetings with counselors, and conferences with parents. To keep my materials organized, I stored my weekly lesson plans in the back of the lesson-plan book. But extra space still remained. Then I discovered what, for me, became a very effective tool in classroom management.
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Brown, Katie E., and Aimy S. L. Steele. "Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index." Journal of Montessori Research 1, no. 1 (November 14, 2015): 14. http://dx.doi.org/10.17161/jomr.v1i1.4941.
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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>
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Kayıkçı, Kemal. "The effect of classroom management skills of elementary school teachers on undesirable discipline behaviour of students." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1215–25. http://dx.doi.org/10.1016/j.sbspro.2009.01.218.
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Zainuddin, Mohammad Riza. "DEVELOPMENT OF CLASS MANAGEMENT IN INCREASING LEARNING EFFICIENCY IN ISLAMIC EDUCATION." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 52. http://dx.doi.org/10.29062/jie.v4i1.111.
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The decentralized system of education in this era give a chance to each school institutions to improve the quality of schools that participate in improving the quality of education responded by seeking to every teacher to be creative to improve classroom management appropriately for learning run efficiently and effectively. Arguing that the media class is meeting all the educational component as well as the cutting edge and also educational base. This class management concept seeks to provide a solution to the problem in the class, whose scope is not limited to delivery of content, but also includes some things thoroughly to organize classes include: first academic activities such as planning, implementation and assessment of learning. Both administrative activities that include activities such as procedural and organizational arrangement of the room, grouping students in the division of tasks, classroom discipline, the procurement of test, organizing classes, reporting. So the concept of classroom management is trying to empower the potential of existing classes as optimally as possible to support the process of educational interaction in achieving learning goals that are particularly effective in the material Islamic Education.
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Nurizka, Rian, and Abdul Rahim. "PEMBENTUKAN KARAKTER SISWA MELALUI PENGELOLAAN KELAS." Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKn 6, no. 2 (December 19, 2019): 189–98. http://dx.doi.org/10.36706/jbti.v6i2.10079.
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ABSTRACT: This study aims to determine the formation of student character through classroom management. The extent to which schools implement classroom management in support of the formation of student character. This type of research is a descriptive qualitative research. This research can be classified in the field research category. The subjects of this study are the Principal, Teachers, and Students. Data collection used in this study uses observation, interview, and documentation techniques. Data analysis in this research is data collection, data reduction, data presentation, and drawing conclusions. The results showed that in shaping student character through classroom management consisting of 1) Creation of a conducive classroom physical environment by involving students in class structuring, 2) Management of student learning activities with innovations by applying varied learning models, class as a learning structure applying goodness outside, installing national figures that can be used as learning for students, creating a learning atmosphere created by teachers in the classroom, 3) Application of learning strategies. Implementation of learning strategies by means of student learning resources obtained from the school environment to cultivate love of the environment, discipline and responsibility in terms of completing assignments, honestly not cheating on tests, instilling obedience to religion by always praying at the beginning and end of learning and through religious practice, and care for friends.Keywords: Character, Classroom Management, Principal's leadership
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Endo, R. "The Narrative Experiences of Hmong American Adolescent Males Labeled Educationally “At Risk”." Education and Urban Society 49, no. 6 (April 15, 2016): 593–615. http://dx.doi.org/10.1177/0013124516644051.
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This article analyzes the narrative experiences of Hmong American adolescent males who were labeled at risk or high risk for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the “at-risk” label manifested in everyday practices ranging from classroom management/discipline methods, instructional decisions, interpersonal interactions, referrals, and tracking practices. The findings will highlight how the “at-risk” label along with a range of other deficit-based expectations intersected with several problematic assumptions about Asian American masculinities and Hmong American culture that suggested that in general, White school personnel were not aware of how their understandings of racial deviance and difference shaped how they assessed, diagnosed, and interacted with these students. Critically, the “at-risk” label had direct implications for tracking the youth participants into non-college-preparatory tracks including pathways toward alternative, remedial, and special education, or in one case, juvenile detention. Implications are offered for practice and theory.
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Reina, Fábio Tadeu, and Willian Gabriel Felício da Silva. "A gestão da sala de aula de professores de Educação Física na Educação Básica." Revista on line de Política e Gestão Educacional 24, esp. 2 (September 30, 2020): 979–94. http://dx.doi.org/10.22633/rpge.v24iesp2.14327.
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This article aims to point out how the relationship between classroom management and the teaching of Physical Education content occurs. The purpose is, therefore, to know and better understand a set of teacher behaviors, usually grouped under the name of Classroom Management, dependent on a diverse set of beliefs and theoretical perspectives, on, among many other aspects, teaching, the teacher's roles and tasks. Thus, it is important to understand this existing relationship, in order to see how this teaching-learning process takes place with regard to the appropriation of specific knowledge of this school discipline by students. In this direction, to carry out this article, as a theoretical contribution, we use among other authors: Libâneo (2004), Paro (2007), Dal Prette (2007), Daólio (1994) and Brophy (2011); and to collect the data, that are analyzed later, we interviewed seven teachers of the elementary school II of Physical Education, effective in schools of the municipal public net of a city of the paulista interior, and as results of this research, among others aspects, we detach that the management of the classroom of the teacher of Physical Education, passes for its way of speaking, walk, dress, gesticulate, demonstrate a motor task, their behavior and their relationship with the students, in addition to the pedagogical practices that they carry out in school, all analyzed together with the contents that they may select to teach in their classes, something that appeared repeatedly in the speeches of the teachers with whom the research was developed.
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Bruce, Kathy, and Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia." Australian Journal of Education 33, no. 1 (April 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.
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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.
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Tobin, Kenneth, and Barry J. Fraser. "Investigations of Exemplary Practice in High School Science and Mathematics." Australian Journal of Education 32, no. 1 (April 1988): 75–94. http://dx.doi.org/10.1177/000494418803200105.
Full textAbstract:
Past research has often highlighted problems of science and mathematics education. As a consequence, case studies of exemplary teachers were conducted to emphasize positive aspects and to stimulate and improve science and mathematics education. Comparisons of three exemplary teachers with colleagues from the same schools indicated that the exemplary teachers used effective classroom management strategies; used a range of whole-class, small-group and seat-work activities; kept students on-task; and monitored the extent to which students understood the content to be learned. In contrast, the comparison teachers had difficulty in maintaining discipline, emphasized whole-class activities and focused on content coverage rather than student understanding.
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Chan, Hoi Yuen. "My Journey as an International Doctoral Student in the United States." Journal of International Students 2, no. 2 (July 1, 2012): 133–34. http://dx.doi.org/10.32674/jis.v2i2.525.
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This article is about my personal experience in a doctoral program in the United States. After working ten years as a high school teacher in Hong Kong, I decided to quit my high school teaching career and to come back to school for my PhD—not because I no longer enjoy teaching; in fact I still do, but because I do not enjoy spending most of my time with discipline and classroom management. So, I decided to pursue a doctoral degree so that I can teach college students. “I got admitted to a PhD program in the US.” I excitedly said to my wife. She was thrilled to hear the good news. We started obtaining visas and told our three daughters about our forthcoming plan.
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Gu, Hui, Jijun Yao, Ping Bai, Longjun Zhou, Alan C. K. Cheung, and Philip C. Abrami. "Does Abracadabra Help Improve the English Reading Ability of Chinese Elementary School Students? A Quasi-Natural Experimental Study." Science Insights Education Frontiers 9, no. 2 (August 31, 2021): 1221–40. http://dx.doi.org/10.15354/sief.21.or041.
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ABRACADABRA (abbreviated as ABRA) is a software developed by Concordia University in Canada that focuses on natural spelling and aims to improve English reading ability. This research is based on 129 first graders, 213 second graders, and 275 third graders in the elementary school of Lianyungang Ganyu Huajie Bilingual School. We carried out a one-semester pre-and post-test and quasi-natural experimental research design to explore the effect of ABRA on students of different grades. The study results showed that ABRA improved students’ abilities in all grades to varying degrees, but the impact of the first graders got the most significant. The results of classroom observations and interviews with teachers showed that teachers needed to apply systematic teaching strategies and the control of class attention play a key role in it. To improve students’ English ability, teachers need to effectively improve their ability to apply information technology, especially in English class. Particularly in low-grade classrooms, attention should be paid to the management of class discipline to maintain its efficiency.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
Full textAbstract:
Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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Sadık, Fatma. "Investigating the views of high school teachers about classroom managementLise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi." Journal of Human Sciences 14, no. 2 (April 25, 2017): 1441. http://dx.doi.org/10.14687/jhs.v14i2.4412.
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This is a descriptive study in phenomenology design to investigate the views of high school teachers with regard to classroom management in depth. A total of 24 teachers working at high schools in the central districts of the city of Adana participated on a voluntary basis. The data was collected by a descriptive content analysis technique through the Written Opinion Receiving Form (YGF) with seven open-ended questions developed by the author of this study. At the end of the research, it was detected that the teachers mostly perceived classroom management as effective teaching and discipline in the classroom. According to the results, the participants mostly found themselves sufficient in effective teaching, accomplishing this by rousing eagerness to learn, attention drawing, activating students in the classes, and by using technological materials. Problems in classroom management were related to behavior management, teaching effectiveness and motivating students according to the study’s findings. The teachers reported that the problems derive from the students’ characteristics (usually showing problematic behaviors, disobeying the rules, as well as learning disabilities) and a lack of educational materials at schools. Reading about it, practicing what has been learned and sharing the problems with colleagues were reported as the most commonly used methods to tackle the challenges. The teachers thought that strengthening the school/parents collaboration, the school administration taking joint actions with the teachers, parents’ regular communications with the school and being aware of their children’s school performance were required for effectively solving these problems. The teachers, who determined that pre-school training in classroom management was inadequate because of being disconnected to real life experiences and generally theoretical, stated that they need to receive training for tackling misbehavior of the students, and to improve professional ethics as well as their communication skills. ÖzetLise öğretmenlerinin sınıf yönetimine yönelik görüşlerini derinlemesine inceleme amacıyla yapılan bu araştırma olgubilim deseninde nitel bir araştırmadır. Araştırmaya Adana ili merkez ilçelerindeki liselerde görev yapan toplam 24 öğretmen gönüllü olarak katılmıştır. Veriler araştırmacı tarafından geliştirilen ve toplam yedi açık uçlu sorudan oluşan Yazılı Görüş Alma Formu (YGF) ile toplanmış, betimsel içerik analizi tekniğiyle analiz edilmiştir. Araştırma sonucunda öğretmenlerin sınıf yönetimini çoğunlukla etkili öğretim yapma ve sınıfta disiplini sağlama olarak algıladığı görülmüştür. Elde edilen bulgulara göre öğretmenler kendilerini daha çok etkili öğretim yapmada yeterli görmekte ve bunu öğrenme isteği uyandırma, dikkat çekme, öğrenciyi derste aktif kılma ve teknolojik materyalleri kullanarak sağlamaktadırlar. Araştırma sonuçlarına göre sınıf yönetiminde yaşanan sorunlar çoğunlukla davranış yönetimi, etkili öğretim yapma ve öğrencileri motive etmeyle ilgilidir. Öğretmenler yaşanan sorunların çoğunlukla öğrenci özelliklerinden (sürekli problem davranış gösterme, kurallara uymama, öğrenme güçlüğü) ve okullardaki materyal eksikliğinden kaynaklandığını düşünmektedir. Kitap okuma, öğrendiklerini uygulama ve sorunları meslektaşlarıyla paylaşma öğretmenlerin yaşadıkları sorunlarla baş etmek için izledikleri yollardır. Öğretmenlere göre okulda yaşanan sorunların etkili çözümü için okul-aile işbirliğinin güçlendirilmesi, okul yöneticilerinin öğretmenlerle birlikte hareket etmesi, ailelerin okulla sürekli iletişim halinde olması ve çocuklarının okul yaşantılarından haberdar olması gerekmektedir. Sınıf yönetimiyle ilgili hizmet öncesi eğitimlerini gerçek yaşamdan kopuk ve teorik olması nedeniyle yetersiz bulan öğretmenler eğitime ihtiyaç duydukları konuları öğrencilerin istenmeyen davranışlarıyla baş etme, mesleki etik ve iletişim becerileri olarak ifade etmişlerdir.
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Kimova, Gjorgjina, and Elenica Sofijanova. "MANAGING AT MICRO LEVEL IN A CLASSROOM." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 351–56. http://dx.doi.org/10.35120/kij3002351k.
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Мanaging as a necessary need of modern time focused on the management of activities aimed at achieving goals is present in all areas of social life, has special importance in education. Education as the basis for the future development of individuals and from the initial levels of education should reflect in students proper management of their own behavior and their own efforts towards achieving school success. This management process starts at the micro level at the classroom level, where the teacher through the ways of managing in the classroom solves problems, focuses on learning, correct behavior and achieving sets of goals. This is the basis in which students build values for life, and will be the basis for their own management of their lives. The management of the classroom actually represents the coordination of the activities of the students of the classes and their overall behavior in order to make learning as productive and of course to build knowledge and behaviors that are set as desired goals. Classroom management is particularly specific because each student is different from everyone else, the school is not voluntary, only compulsory by society and because students are unpredictable and respond to teacher activities in different ways. There are two main characteristics of classroom management: preventing problems before they occur and reacting to problems once they occur. Many management issues can be prevented by following students' activities by analyzing how classroom enviroment is used by establishing daily procedures, routines and rules by appropriately monitoring and structuring activities by communicating the importance of learning , providing timely feedback and timely collaboration of teachers and parents. Classroom management is more than repairing the foul reactions of individual students, more than a strict discipline. Classroom management refers to the co-ordination of multiple goals, both cognitive as well as affective and psychomotoric, and from here the series of task assignments and learning activities, so that learning is done as simple and productive as possible. Therefore, educators sometimes describe good managing as creating a positive learning environment, because the term refers to the overall activities of all subjects in the classroom, directed towards goals and learning expectations. In general, classroom management involves the behavior of learners and learning process and when talking about the learning environment, is means in the whole "feeling" in the classroom. There are many ways to deal with classroom issues when they occur, and the choice depends on the nature of the problem. Including strategies for conflict resolution is of great importance. Regardless of the startegies that the teacher uses depending on his experience, it is important to have in mind their ultimate goal: to enable achievement of goals, and to make learning as effective as possible.
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Sueb, Rosilawati, Hamimah Hashim, Khadijah Said Hashim, and Munirah Mohd Izam. "Excellent Teachers’ Strategies in Managing Students’ Misbehaviour in the Classroom." Asian Journal of University Education 16, no. 1 (April 28, 2020): 46. http://dx.doi.org/10.24191/ajue.v16i1.8982.
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The study explores Excellent Teachers’ strategies in managing students’ misbehavior in the classroom. Students’ misbehavior are escalating and getting more variant and serious. The need to investigate how teachers manage the students’ behavior in the classroom is deemed important. In this study the participants are Excellent Teachers or “Guru Cemerlang” who earned their title as “Guru Cemerlang”, based on promotional basis, due to their expertise in their teaching areas, exhibition of exceptional qualities in their personality and leadership and accumulation of vast teaching experiences. This is a qualitative study utilized semi-structured interviews and email interviews as its data collection method. The interviews were conducted on nine (9) Malay Muslim Excellent Teachers; seven (7) females and two (2) males from nine different schools of nine different school districts in Selangor. Their age ranges from thirty seven (37) to fifty three (53) years with teaching experiences ranging from ten (10) to thirty one (31) years. The strategies that Excellent Teachers utilize could be categorized into three higher categories: the first category pertaining to the preparation and activities that excellent teachers carried out in the classroom, the second category is interaction, which is the communication and reaction of excellent teachers towards student misbehavior and the third category is the presentation of treatment pertaining to pleasant or unpleasant consequences. In this article only discussion on the first category of the strategy which pertain to preparation and activities that excellent teachers carried out in the classroom will be highlighted. The sub- strategies are recognized as early year preparation, conducive learning environment, and classroom activities.
Keywords: classroom discipline, classroom management, classroom strategies, excellent teacher.
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Ebrall, Phillip, Barry Draper, and Adrian Repka. "Towards a 21st Century Paradigm of Chiropractic: Stage 1, Redesigning Clinical Learning." Journal of Chiropractic Education 22, no. 2 (September 1, 2008): 152–60. http://dx.doi.org/10.7899/1042-5055-22.2.152.
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Objective: To describe a formal process designed to determine the nature and extent of change that may enhance the depth of student learning in the pre-professional, clinical chiropractic environment. Methods: Project teams in the Royal Melbourne Institute of Technology (RMIT) School of Health Sciences and the Division of Chiropractic explored questions of clinical assessment in several health care disciplines of the School and the issue of implementing change in a manner that would be embraced by the clinicians who supervise student-learning in the clinical environment. The teams applied to RMIT for grant funding within the Learning and Teaching Investment Fund to support two proposed studies. Results: Both research proposals were fully funded and are in process. Discussion: The genesis of this work is the discovery that the predominant management plan in the chiropractic teaching clinics is based on diagnostic reductionism. It is felt this is counter-productive to the holistic dimensions of chiropractic practice taught in the classroom and non-supportive of chiropractic's paradigm shift towards wellness. A need is seen to improve processes around student assessment in the contemporary work-integrated learning that is a prime element of learning within the clinical disciplines of the School of Health Sciences, including chiropractic. Conclusion: Any improvements in the manner of clinical assessment within the chiropractic discipline will need to be accompanied by improvement in the training and development of the clinicians responsible for managing the provision of quality patient care by Registered Chiropractic Students.
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Asih, Dwi, and Enung Hasanah. "MANAJEMEN KESISWAAN DALAM PENINGKATAN PRESTASI SISWA SEKOLAH DASAR." Academy of Education Journal 12, no. 2 (July 1, 2021): 205–14. http://dx.doi.org/10.47200/aoej.v12i2.461.
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This article aims to: find out the big role of student management in improving elementary school student achievement, the importance of student management on the achievement of elementary school students. This research is a literature review that seeks to explore and restructure various related concepts from the results of previously available writing. We conducted this study by analyzing the essence of various papers on effective student management in building student achievement. Based on the results of the literature review, it is known that the role of student management in improving student achievement is seen in terms of the role of the teacher is very important, from planning to graduation or alumni, the role of student management in improving learning achievement is the involvement of regulatory efforts towards students from the time the student enters school to them. After graduating from the results of an activity that has been carried out by students, student management includes a role as one of the substances of educational management, so student management occupies a strategic position, because the central service of education, both in the setting of schooling institutions and those outside school institutions, is focused on students. School management which has an important role in the continuity of school development is student management starting from the input, process, and output of students. Student management plays a role in managing input, which is how schools and madrasah view new student admissions. The results of the discussion show that student management has a positive and significant effect on learning discipline in realizing student achievement, it can be seen from the student achievement data of the National Science Olympiad (OSN), the National Student Arts Festival and Competition (FLS2N) and the National Student Sports Olympiad (O2SN) in Wonogiri Regency Elementary School level in 2017, 2018,2019. Wonogiri Regency has actively participated in competitions in the academic and non-academic fields of students which are contested in stages. Some of the achievements have been made at the district, provincial and national levels and even have reached the international level. Educational management greatly affects the efforts to organize new students well, so that there is no overlap and time wastage in the student management process in the classroom.
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Cardina, Catherine. "Professional Development Activities and Support Among Secondary Health Teachers." Pedagogy in Health Promotion 4, no. 3 (November 28, 2017): 190–99. http://dx.doi.org/10.1177/2373379917742924.
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This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to analyze data. Results showed that for nearly all types of professional support assessed, secondary health education teachers reported less support as compared with secondary teachers of all other subjects. Of the teaching skills questioned, newly hired health education teachers indicated they were least prepared in handling a range of classroom management or discipline situations and using data from student assessment to inform instruction. Moreover, newly hired health teachers were less like to participate in programs for beginning teachers as compared with their newly hired teaching peers. Using results from this study, recommendations concerning professional development support and activities among secondary health teachers and newly hired secondary health teachers are provided.
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Chandras, Jessica. "Disciplining Language and the Language of Discipline: A Case Study on Linguistic Methods for Classroom Management from an English‐Medium School in India." Student Anthropologist 4, no. 2 (January 2015): 5–17. http://dx.doi.org/10.1002/j.sda2.20150402.0001.
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Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (May 6, 2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.
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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.
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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.
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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
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Martínez-Martínez, Ana María, Remedios López-Liria, José Manuel Aguilar-Parra, Rubén Trigueros, María José Morales-Gázquez, and Patricia Rocamora-Pérez. "Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students." International Journal of Environmental Research and Public Health 17, no. 21 (October 22, 2020): 7717. http://dx.doi.org/10.3390/ijerph17217717.
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The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.
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Gusnita, Erlina. "PENGARUH PELATIHAN DAN DISIPLIN MENGAJAR DALAM PENGELOLAAN PEMBELAJARAN OLEH GURU SD NEGERI DI KECAMATAN TOAPAYA BINTAN." PERADA 1, no. 2 (December 28, 2018): 119–28. http://dx.doi.org/10.35961/perada.v1i2.21.
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Artikel ini membahas bagaimana pengaruh dari pelatihan terhadap pengelolaan pembelajaran oleh guru SD Negeri diKecamatan Toapaya Bintan yaitu pelatihan mampu meningkatkan pekerjaan, pengawasan yang baik, cepatnya berkembang pengelolaan kelas oleh guru dan mampu memstabilkan pegawai. Melalui pelatihan maka dapat dibentuk guru yang profesional, yakni guru yang mampu menjalankan tugas dengan baik dari pembuatan perencanaan pembelajaran, penyajian materi, penguasaan kelas, pemilihan dan penerapan metode mengajar, penggunaan media pembelajaran, dan penguasaan teknik-teknik evaluasi. Kemudian juga dibahas bagaimana pengaruhnya dari disiplin dan perilaku seorang guru dalam konteks tugas dan kewajiban, yang berkaitan dengan sikap taat menjalankan tugas dan kewajiban, pengendalian keinginan dan cara-cara bertindak, keteraturan tentang cara-cara menjalankan tugas/ pekerjaan, kepatuhan pengendalian diri sesuai peraturan perundang-undangan yang berlaku oleh guru dalam menjalankan setiap tugas yang menjadi tanggungjawabnya. Dari segi persepsi yang ada bahwa besar pengaruhnya kedisiplinan dan pengalaman pelatihan yang diperloleh guru SD Negeri Kecamatan Toapaya Bintan yang mampu meningkatkan kualitas guru dalam mengelola kelas. Hasil yang telah diperoleh dari pelatihan dan kedisiplinan akan mampu mengelola pembelajaran yang baik. Artikel ini juga nantinya akan mampu memberikan motivasi guru agar lebih meningkatkan dalam pelatihan dan kedisiplinan agar setiap sekolah memiliki guru yang berkompeten dalam pengelolaan pembelajaran di tingkat sekolah manapun.
ABSTRACT: This article discusses how the influence of training on the management of learning by public elementary school teachers in Toapaya Bintan District, namely training can improve employment, good supervision, rapid development of classroom management by teachers and able to stabilize employees. Through training, professional teachers can be formed, namely teachers who are able to carry out tasks well from making learning plans, presenting material, mastering classes, selecting and applying teaching methods, using learning media, and mastering evaluation techniques. Then also how it affects the discipline and behavior of a teacher in the context of duties and obligations, which are related to obedience to carrying out duties and obligations, controlling desires and ways of acting, regularity about ways of carrying out tasks. In terms of the perception that there is a large influence on discipline and training experience acquired by the Toapaya Bintan District Elementary School teacher who is able to improve the quality of teachers in managing the class. The results obtained from training and discipline will be able to manage good learning. Therefore, this article will also be able to motivate teachers to improve their training and discipline so that each school has teachers who are competent in the management of learning at any school level.
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Zeeshan, Muhammad, Akhtar Ali, and NajamUl Kashif. "Students’ Perception on Effectiveness of Teaching Learning Process at Higher Secondary Schools in Bahawalpur, Punjab." Review of Education, Administration & LAW 4, no. 2 (May 5, 2021): 325–36. http://dx.doi.org/10.47067/real.v4i2.143.
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The major objective of the article is to find out the students’ perception on effectiveness of teaching learning process at higher secondary schools in Bahawalpur, Punjab. A randomly selected group of 545 students of intermediate classes (1st and 2nd year) from the six government higher secondary schools of Bahawalpur district responded on a four points agree/disagree Likert type scale through personal visits of the researcher to the data sights. Seven factors (Infrastructure, nature of relationship, teaching learning process, school environment, school management, discipline and co-curricular activities) solution with 47% of common variance was accepted as a result of Principle component analysis with Varimax rotation. All the factors explained 47% of total variance. Cronbach Alpha value remained more than 0.7 for all the cases. Strongly agreed and agreed responses on each item of the factor and then factor on the whole merged together to give rise agree frequency whereas addition of strongly disagree and disagree frequencies resulted disagree set of responses. The percentages of both the set of responses were calculated. Independent sample t test and one way ANOVA were run to work out the demographic effects. The results showed that more than sixty percent students were agreed about actively participating in learning activities, teachers help students to solve their learning problems, practice new skill of teaching in the classroom, institution building is neat and clean, priority of school is cleanliness, IT sources are sufficiently used in the school, coordinate with parents regarding learning of students and use variety of co-curricular activities for developing personality of students
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Lia, Listin, Cece Rakhmat, and Fajar Nugraha. "ANALISIS PEMBELAJARAN PENDIDIKAN KARAKTER DISIPLIN DI SD NEGERI NEGLA." PIWURUK: Jurnal Sekolah Dasar 1, no. 1 (February 9, 2021): 33–44. http://dx.doi.org/10.36423/pjsd.v1i1.641.
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Abstract: This study aims to describe the profile of disciplinary character habituation and aspects of discipline character education for grade 5 at SDN Negla. This study used a qualitative descriptive approach with research subjects, namely grade 5 students at SDN Negla with data collection techniques in the form of interviews, observation, documentation, and questionnaires. The results showed that the profile of disciplinary character education habituation at SDN Negla has an average score of 54.9 (including the criteria, "Poor"). The aspects of the character of student discipline include time discipline with indicators of obedience to learning activities and adherence to punctuality at school, discipline in enforcing rules with indicators of obedience to school discipline, attitude discipline with indicators of praying when doing activities, saying greetings, shaking hands with elders. , disposing of garbage in its place, getting along well with friends, and the behavior and disciplinary aspects of learning with indicators of the method being taught and classroom management. The results showed that each aspect had a different value. As many as 9.8% of the discipline aspects of time are in sufficient criteria, 24% of disciplinary aspects of enforcing rules are in sufficient criteria, as many as 8.4% of aspects of discipline of learning are in sufficient criteria, and 61.4% are aspects of discipline of attitudes that are in the criteria less. The discipline aspect of students at SD Negeri Negla, with the highest number of disciplinary attitudes as much as 61.4%, is a poor criterion.Keywords: Learning; Discipline Character Education. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan profil pembiasaan karakter disiplin dan aspek pendidikan karakter disiplin kelas 5 di SDN Negla. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian yaitu siswa kelas 5 di SDN Negla dengan teknik pengumpulan data berupa wawanara, observasi, dokumentasi, dan angket. Hasil penelitian menunjukan bahwa profil pembiasaan pendidikan karakter disiplin di SDN Negla memiliki nilai rata-rata 54,9 (termasuk kriteria, “Kurang”). Adapun aspek karakter disiplin siswa meliputi kedisiplinan waktu dengan indikator ketaatan terhadap kegiatan belajar dan ketaatan terhadap ketepatan waktu di sekolah, kedisiplinan menegakan aturan dengan indikator ketaatan terhadap tata tertib di sekolah, kedisiplinan sikap dengan indikator berdoa ketika beraktifitas, mengucapkan salam, bersalaman dengan yang lebih tua, membuang sampah pada tempatnya, rukun bersama teman, dan perilaku serta aspek kedisiplinan pembelajaran dengan indikator metoda yang diajarkan dan pengelolaan kelas. Hasil penelitian menunjukkan masing – masing aspek memiliki nilai yang berbeda. Sebanyak 9,8% aspek kedisiplinan waktu berada dalam kriteria cukup, sebanyak 24% aspek kedisiplinan menegakan aturan berada dalam ktiteria cukup, sebanyak 8,4% aspek kedisiplinan pembelajaran berada dalam kriteria cukup, dan 61,4% merupakan aspek kedisiplinan sikap berada dalam kriteria kurang. Aspek kedisiplinan siswa di SD Negeri Negla yang jumlahnya paling banyak adalah kedisiplinan sikap sebanyak 61,4% merupakan kriteria kurang.Kata kunci: Pembelajaran; Pendidikan Karakter Disiplin.
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Khory, Fifukha Dwi, Setiyo Hartoto, Sudarso Sudarso, and Bayu Budi Prakoso. "Persepsi Guru Pamong Terhadap Kualitas Mahasiswa Calon Guru PJOK Saat Melaksanakan Program Pengelolaan Pembelajaran di Sekolah Mitra." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 4, no. 1 (May 18, 2018): 38. http://dx.doi.org/10.29407/js_unpgri.v4i1.12092.
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This study aims to determine the quality of prospective PE teachers (PPET) in implementing learning management program (LMP) in a partner school of Universitas Negeri Surabaya. Descriptive qualitative approach wa applied. The research subjects were ten PPET who conducted LMP. There were three criteria that would be assessed by the supervising teacher: (1) students’ feasibility to become a PE teachers; (2) need of teacher competence; and (3) competence in student teaching. Research findings showed that the average of students’ feasibility score as student teachers 80.5 (very feasible). Based on the supervising teacher’s perception, the school needs quality teachers who have good academic skills, master the latest curriculum and teaching materials, have good classroom management skills and problem solving, and are creative and inovative. The quality of PPET was sufficient because they were able to manage the class, develop a lesson plan based on the 2013 curriculum, master teaching techniques, know the latest information of the 2013 curriculum, have high self-development ability, dedication, and discipline. In conclusion, the results of this study were able to describe the quality of PPET in conducting LMP, but this study only had few subjects, the findings might not be able to generalize the whole population.