Journal articles: 'Classroom management strategies'

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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Clement, Mary C. "Pop Quiz: Classroom Management Strategies." Educational Horizons 92, no. 1 (October 2013): 24–25. http://dx.doi.org/10.1177/0013175x1309200112.

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Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

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In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

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Mundschenk, Nancy A., Craig A. Miner, and Becky L. Nastally. "Effective Classroom Management." Intervention in School and Clinic 47, no. 2 (August 8, 2011): 98–103. http://dx.doi.org/10.1177/1053451211414190.

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Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.

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Murdick, Nikki L., and Beverly Petch-Hogan. "Inclusive Classroom Management: Using Preintervention Strategies." Intervention in School and Clinic 31, no. 3 (January 1996): 172–76. http://dx.doi.org/10.1177/105345129603100307.

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Brown, Dave F. "Urban Teachers’ Professed Classroom Management Strategies." Urban Education 39, no. 3 (May 2004): 266–89. http://dx.doi.org/10.1177/0042085904263258.

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Kumar, Mukul, and Ziqian Liu. "Classroom Management Strategies and Student Learning." Advanced Journal of Social Science 5, no. 1 (May 29, 2019): 65–72. http://dx.doi.org/10.21467/ajss.5.1.65-72.

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Great teachers build great institutions. The teachers who have been playing a central role in human learning and effective teaching are believed to be the shapers of society. Usually, the effectiveness of an instructor is measured on the basis of the performance of his pupil. There exist many factors which affect the performance of the class. Classroom management is one of the important factors which matters a lot in the process of student learning. Classroom management can be considered as an art which varies from teacher to teacher i.e. every teacher has a unique style of managing his class but still there exist some general classroom practices. In this article, the emphasis is given on some of the general classroom management practices, following which can enhance the effectiveness of student learning.

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Aksu, Nihat. "Albanian Teachers’ Approaches to Classroom Management." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 186. http://dx.doi.org/10.26417/ejser.v4i1.p186-194.

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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.

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Dane-Staples, Emily. "Constructing a Sport Management Classroom." Sport Management Education Journal 7, no. 1 (October 2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.

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As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。

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Bond, Nathan. "Questioning Strategies that Minimize Classroom Management Problems." Kappa Delta Pi Record 44, no. 1 (October 2007): 18–21. http://dx.doi.org/10.1080/00228958.2007.10516486.

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Allen, James D. "Classroom Management: Students’ Perspectives, Goals, and Strategies." American Educational Research Journal 23, no. 3 (January 1986): 437–59. http://dx.doi.org/10.3102/00028312023003437.

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Blackburn, Heidi, and Lauren Hays. "Classroom Management and the Librarian." Education Libraries 37, no. 1-2 (September 19, 2017): 23. http://dx.doi.org/10.26443/el.v37i1-2.339.

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As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.

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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 3 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Riden, Benjamin S., Andrew M. Markelz, and Kathleen M. Randolph. "Creating Positive Classroom Environments With Electronic Behavior Management Programs." Journal of Special Education Technology 34, no. 2 (October 11, 2018): 133–41. http://dx.doi.org/10.1177/0162643418801815.

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Teachers in special education classrooms often struggle with classroom management. In response, many educators are looking for technological solutions to assist in promoting positive classroom environments. Electronic behavior management programs (eBMPs) use strategies based in research that are shown to reduce challenging behavior and encourage positive behavior, such as reinforcement strategies and the Premack principle. This article explains the theoretical efficacies of eBMPs, describes three commonly used eBMPs, and provides procedures on how educators can get started implementing eBMPs with additional tips to consider.

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Lumpkin, Angela. "Effective Questioning Strategies for the Sport Management Classroom." Sport Management Education Journal 13, no. 1 (April 2019): 23–25. http://dx.doi.org/10.1123/smej.2018-0015.

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Grossnickle, Donald. "Classroom Management Strategies: Gaining and Maintaining Students' Cooperation." NASSP Bulletin 72, no. 508 (May 1988): 117. http://dx.doi.org/10.1177/019263658807250829.

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Aliakbari, Mohammad, and Bafrin Bozorgmanesh. "Assertive classroom management strategies and students’ performance: The case of EFL classroom." Cogent Education 2, no. 1 (March 18, 2015): 1012899. http://dx.doi.org/10.1080/2331186x.2015.1012899.

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Romi, Shlomo, Ramon Lewis, and Joel Roache. "Classroom management and teachers’ coping strategies: Inside classrooms in Australia, China and Israel." PROSPECTS 43, no. 2 (June 2013): 215–31. http://dx.doi.org/10.1007/s11125-013-9271-0.

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Shores, Richard E., Philip L. Gunter, and Susan L. Jack. "Classroom Management Strategies: Are They Setting Events for Coercion?" Behavioral Disorders 18, no. 2 (February 1993): 92–102. http://dx.doi.org/10.1177/019874299301800207.

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The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.

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Kwok, Andrew. "Classroom Management Actions of Beginning Urban Teachers." Urban Education 54, no. 3 (August 21, 2018): 339–67. http://dx.doi.org/10.1177/0042085918795017.

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This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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Hunter, William C., Sally Barton-Arwood, Andrea Jasper, Renee Murley, and Tarol Clements. "Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings." Beyond Behavior 26, no. 2 (June 27, 2017): 81–88. http://dx.doi.org/10.1177/1074295617711398.

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In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

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Ahmed, Maqsood, Munazza Ambreen, and Ishtiaq Hussain. "Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 178. http://dx.doi.org/10.22555/joeed.v5i2.2253.

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The main purpose of this study was to get an insight about teachers’ classroom management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. Keywords: gender, differentials, classroom management, strategies

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Geltner, Jill A., and Mary Ann Clark. "Engaging Students in Classroom Guidance: Management Strategies for Middle School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900213.

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Classroom guidance for all students is an important element of the program delivery system for middle school counselors. Effective classroom management is essential to implementing classroom guidance and may be challenging at times. This article presents strategies and management techniques to facilitate middle school counselors’ planning and implementation of classroom guidance to meet the unique needs of middle school students.

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McCormack, Ann. "Classroom Management Problems, Strategies and Influences in Physical Education." European Physical Education Review 3, no. 2 (October 1997): 102–15. http://dx.doi.org/10.1177/1356336x9700300202.

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Both nationally and internationally the quality of education is a major concern and governments continue to address this need through reforms and policies aimed at im proving the quality of teaching and teacher education. Classroom studies of effective teaching have focused on the behavioural aspects of teaching and highlighted classroom management as one of the most important features of good teaching. This article investigates classroom management problems, strategies and influences as identified by a group of 75 pre service physical education teachers - after the completion of a four week practicum experience - and a group of 65 in-service physical education teachers with varying years of teaching experience. Variables such as gender and mastery of the teaching situation gained through years of teaching experience will be analysed to detect any significant differences or trends. Results of the study gained through quantitative analysis will be outlined and interpreted. Recommendations will be made for the provision of more relevant pedagogical programmes and strategies to assist future preservice physical education teachers develop competence in classroom manage ment.

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Rijal, Chanakya P. "Classroom Management in Schools." Journal of NELTA Surkhet 4 (July 4, 2015): 48–56. http://dx.doi.org/10.3126/jns.v4i0.12860.

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Among the various concepts emerged more recently in the field of formal education, especially in school education, classroom management has been considered as one of the integrated functions of institutional and functional intervention areas in teaching-learning. In this discourse, different professionals and institutions happen to proclaim different strategies and functional inputs so as to transform classroom as one of the most essential areas of school transformation. The scope of functional coverage of classroom management has expanded significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching-learning materials development and implementation, making classroom discourses more socio-ethically sound, and creating appealing classroom infrastructure and rules for teachers, students and also for the parents. In fact, there is no readymade capsule to swallow as the final solution for this issue and there is also no final destiny as the overall concept of classroom and its arrangement has been consistently overhauled globally. Journal of NELTA Surkhet Vol.4 2014: 48-56

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Reski, Reski. "Strategies in Managing Rapport in Classroom Discussion." EDUVELOP 1, no. 2 (March 15, 2018): 184–92. http://dx.doi.org/10.31605/eduvelop.v1i2.32.

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ABSTRACT This paper aims to find out the strategies, applied by students in classroom interaction particularly in discussion, to maintain their interpersonal rapport as well as to enhance their rapport management with their fellow students. There are five strategies based on Spencer-Oatey (2008) that the interactants apply in social interactions. The strategies are request, compliments, apologies, gratitude and disagreement. The research is done to see whether the students realize the management of rapport in social interaction and their strategies that they would apply in classroom discussion. The research is done by using descriptive qualitative method to identify the students’ strategies in maintaining their interpersonal rapport and enhancing the rapport management with their fellow students. The data was obtained by video-recording the interactions of the students during the classroom discussions and by giving the students some questionnaires. The researcher also applied the participant observation to see the students reactions during the discussion considering that the strategies that the students apply may bring about the rapport threat and enhancement which are subjective evaluations, which depend not simply on the content of the message, but on people’s interpretations and reactions to who says what under what circumstances. The research indicates that the students’ mostly applied strategy is disagremeent and the type of the disagreement is token agreement. In other words, the students tend to hold the rapport enhancement behavior since in expressing their disagreement, they initially expressed their agreement as a token of appreciation. Keywords:classroom discussion, interpersonal rapport, rapport management, rapport orientation

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Pedota, Paul. "Strategies for Effective Classroom Management in the Secondary Setting." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 4 (March 2007): 163–68. http://dx.doi.org/10.3200/tchs.80.4.163-168.

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Ahmad Uzir, Nora'ayu, Dragan Gašević, Wannisa Matcha, Jelena Jovanović, and Abelardo Pardo. "Analytics of time management strategies in a flipped classroom." Journal of Computer Assisted Learning 36, no. 1 (October 10, 2019): 70–88. http://dx.doi.org/10.1111/jcal.12392.

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Hammond, Helen, Errol Dupoux, and Lawrence Ingalls. "Culturally Relevant Classroom Management Strategies for American Indian Students." Rural Special Education Quarterly 23, no. 4 (December 2004): 3–9. http://dx.doi.org/10.1177/875687050402300402.

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Muluk, Safrul, Habiburrahim Habiburrahim, Teuku Zulfikar, Saiful Akmal, Nasriyanti Nasriyanti, and Muhammad Safwan Safrul. "Classroom Management in EFL Speaking Class: Strategies and Challenges." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 120–39. http://dx.doi.org/10.15408/ijee.v1i1.20146.

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ABSTRACTThis research was designed to investigate the strategies used and challenges faced by lecturers in managing EFL speaking classes. The researchers used both classroom observation and semi-structured interviews in collecting the data. The participants of this research were three EFL lecturers teaching English Speaking classes at the English Department of Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia. These lecturers were selected purposively; all of them were those assigned to teach the speaking class. Insights of the lecturers on their experiences in managing speaking classes were investigated to examine strategies and challenges they faced. The findings suggest that the lecturers utilized several strategies such as setting the classroom, determining seating arrangements, fostering discipline, applying certain speaking activities, and providing interesting topics to discuss. The data also indicated that the lecturers faced challenges in managing their teaching. Issues such as lack of equipment or teaching media to support speaking activities, students’ lacked self-confidence, and lack of vocabulary were among the challenges faced by the lecturers. ABSTRAKPenelitian ini bertujuan mendapat informasi tentang strategi dan tantangan yang dihadapi dosen di dalam mengelola kelas. Metode pengumpulan data yang digunakan adalah observasi dan wawancara semi-terstruktur. Sumber data atau partisipan dalam penelitian ini adalah 3 dosen yang mengajar kelas Speaking di Prodi Pendidikan Bahasa Inggris, UIN Ar-Raniry Banda Aceh. Para partisipan itu direkrut mengunakan teknik purposive sampling, dimana partisipan yang terlibat adalah yang sudah mengajar speaking selama beberapa semester. Hasil obssrevasi dan wawancara diperoleh informasi bahwa terdapat beberapa strategi dosen di dalam mengelola kelas, diantaranya: menyusun tempat duduk sedimikian rupa, menegakkan disiplin, mengunakan berbagai teknik pembelajaran speaking, dan memberikan topik yang menarik untuk didiskusikan. Penelitian ini juga memperoleh beberapa temuan yang berhubungan dengan tantangan dosen, diantaranya, tidak mencukupi fasilitas yang memadai yang dapat mendukung aktivitas pembelajaran speaking, kurangnya rasa percaya diri dari mahasiswa itu sendiri, dan tidak memadainya kosa kata yang dikuasai mahasiswa juga merupakan tantangan tersendiri dalam pengelolaan kelas speaking.

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Keser, Kubra, and Fatih Yavuz. "Classroom management problems pre-service teachers encounter in ELT." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 511–20. http://dx.doi.org/10.18844/cjes.v13i4.3184.

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

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Jackson, Nykela, and Rachelle Miller. "Teacher Candidates’ Sense of Self-Efficacy Toward Classroom Management." Journal of Education 200, no. 3 (October 15, 2019): 153–63. http://dx.doi.org/10.1177/0022057419881169.

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The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers’ Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative themes. Results suggested more ways to authentically involve candidates in understanding and implementing classroom management practices to enhance sense of self-efficacy should be included in teacher preparation programs and courses on classroom management.

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Malik, Tanvi. "Classroom Behaviour Management: Increase Student Engagement and Promoting Positive Behaviour." Learning and Teaching 9, no. 1 (September 1, 2020): 45–53. http://dx.doi.org/10.7459/lt/9.1.04.

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Student behaviour and engagement in school is crucial for effective learning. The classroom management approaches are usually categorised into two main groups- reactive and proactive. This article examines classroom behaviour management through the lens of reactive and proactive management strategies. It reports on the perceptions of different stakeholders regarding low-level disengaged behaviour in the classroom. Also, evaluate some of the strategies teachers employ for managing student behaviour and effectiveness of those strategies. Antecedent behaviour management strategies have been an effective tool for managing disengaged behaviour. Despite the positive outcomes of antecedent approaches research showed educators employed these strategies occasionally.

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Jinam, Lect Eman Jabur. "The Essentials of Classroom Management." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 218, no. 1 (November 9, 2018): 147–56. http://dx.doi.org/10.36473/ujhss.v218i1.532.

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The management of class is a difficult task and how to establish a good relation between the teacher and his students is more difficult. Hence, it is the purpose of this paper to facilitate such difficulties through presenting some strategies which are believed as being essential tools that should be familiar to all teachers. Many graduate students and post doctorates want to learn how to teach, but they may not have the opportunity to do so while enrolled in graduate school or while working in their post doctorates position. So, it is the aim of this paper to provide support for all graduate students and post doctorates who are interested in learning the concept 0f teaching, engaging students, and creating learning environments.

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Iqbal, Asad, Atta Ullah, and Alam Zeb. "Classroom Management Practices of Secondary School Teachers in District Swat." journal of social sciences review 1, no. 1 (June 30, 2021): 13–27. http://dx.doi.org/10.54183/jssr.2021.1.1.13.

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The study aimed to investigate teachers' classroom management strategies atsecondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachersand suggest strategies for effective classroom management atsecondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers through simple random sampling for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of teachers as interactive discussion before classes, in the beginning,development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in their classes.It identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management. Keywords:classroom management, district Swat, practices, secondary schools teachers

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Rido, Akhyar, Radha M.K. Nambiar, and Noraini Ibrahim. "Teaching and Classroom Management Strategies of Indonesian Master Teachers: Investigating a Vocational English Classroom." 3L The Southeast Asian Journal of English Language Studies 22, no. 3 (November 25, 2016): 93–109. http://dx.doi.org/10.17576/3l-2016-2203-07.

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Gilmour, Allison F., Caitlyn E. Majeika, Amanda W. Sheaffer, and Joseph H. Wehby. "The Coverage of Classroom Management in Teacher Evaluation Rubrics." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (June 18, 2018): 161–74. http://dx.doi.org/10.1177/0888406418781918.

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Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.

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Nagro, Sarah A., Shanna E. Hirsch, and Michael J. Kennedy. "A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis." TEACHING Exceptional Children 53, no. 1 (June 17, 2020): 24–32. http://dx.doi.org/10.1177/0040059920914329.

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Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

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Buzu, Svetlana, and Mariana Beschieru. "Online Classroom Management and Motivation." Univers Pedagogic, no. 2(70) (July 2021): 23–27. http://dx.doi.org/10.52387/1811-5470.2021.2.04.

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Teaching online has become a considerable challenge for many educators. Everybody is talking about the revolution digital classroom has brought into the education world. Keeping the generation engaged, teachers need to find innovative and versatile methods, to use technology and manage the class online. Whether learning in a physical classroom or online, effective classroom management is the key component to a productive environment. Although, students are not all present in a single room, teachers must be intentional about managing student behavior and engagement in an online setting. Some challenges can be anticipated, and online classroom management strategies effectively overcome those challenges. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.

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Akgün, Ege, Melike Yarar, and Çağlayan Dinçer. "The evaluation of class management strategies of preschool teachers in classroom activities." Pegem Eğitim ve Öğretim Dergisi 1, no. 3 (September 1, 2011): 01–09. http://dx.doi.org/10.14527/c1s3m1.

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Classroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.

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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 (November 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 introduction of technology to their classrooms. This article highlights three main issues relevant to practice and research. First, classroom management is not a skill that is mastered once and for all. Second, this article provides further support to the belief that educational change takes time. Finally, it illustrates that teacher change is not unidirectional. Teachers progress through stages of concern in an idiosyncratic manner. If I had my druthers, I don't think I would ever look at a computer again. One of my students got into the Corvus network and lost lots of information because he doesn't know what he is doing. It's a typical situation, and it's caused a major problem because now the computers are down. There are so many variables like this that we deal with on a day to day basis that I didn't anticipate being part of this program. I'm anxious for the weekend so I don't have to do anything with computers (AT, November 16, 1988).1

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Grube, Dan, Stu Ryan, Sarah Lowell, and Amy Stringer. "Effective Classroom Management in Physical Education: Strategies for Beginning Teachers." Journal of Physical Education, Recreation & Dance 89, no. 8 (October 9, 2018): 47–52. http://dx.doi.org/10.1080/07303084.2018.1503117.

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Beaty-O’Ferrall, Mary Ellen, Alan Green, and Fred Hanna. "Classroom Management Strategies for Difficult Students: Promoting Change through Relationships." Middle School Journal 41, no. 4 (March 2010): 4–11. http://dx.doi.org/10.1080/00940771.2010.11461726.

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Rutherford, Robert B., and Mary M. Jensen Wilber. "Media Review: The Tough Kid Book: Practical Classroom Management Strategies." Behavioral Disorders 19, no. 1 (November 1993): 79–80. http://dx.doi.org/10.1177/019874299301900107.

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Bullara, Daniel Thomas. "Classroom Management Strategies to Reduce Racially-Biased Treatment of Students." Journal of Educational and Psychological Consultation 4, no. 4 (December 1993): 357–68. http://dx.doi.org/10.1207/s1532768xjepc0404_5.

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Briesch, Amy M., Jacquelyn M. Briesch, and Sandra M. Chafouleas. "Investigating the Usability of Classroom Management Strategies Among Elementary Schoolteachers." Journal of Positive Behavior Interventions 17, no. 1 (April 18, 2014): 5–14. http://dx.doi.org/10.1177/1098300714531827.

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Raslinda, Sheila Manora. "Applying Coping Strategies in Classroom Management to Handle Students' Misbehaviour." PIONEER: Journal of Language and Literature 13, no. 1 (June 30, 2021): 68. http://dx.doi.org/10.36841/pioneer.v13i1.942.

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The objective of the study is to discuss the coping strategies to handle students' misbehaviour at a state senior secondary school in South Sumatera. In this study, the researcher investigated how an EFL teacher applied coping strategies in classroom management to handle students' misbehaviour. One teacher was recruited for this study, and semi-structured interview and observational were used in data collection. The study found there are several types of student’s misbehavior that often occured, such as cheating, talkativeness, obtuseness, and inattentiveness. The classification of students’ misbehavior was made in accordance with the research paper of Debreli and Ishanova (2019). However, there are categories not found such as moving around the room, annoying others, and stealing. Coping strategies that are considered most effective to handle students’ misbehavior are talking with students after class, calling the names, and giving praise.

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Hansen, Blake D., Paul Caldarella, Leslie Williams, and Howard P. Wills. "Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams." Behavior Modification 41, no. 5 (March 20, 2017): 626–46. http://dx.doi.org/10.1177/0145445517698418.

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students’ classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

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Journal articles on the topic 'Classroom management strategies'

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