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Journal articles on the topic 'Classroom management'

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Published: 4 June 2021

Last updated: 9 June 2025

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Milner, H. Richard, and F. Blake Tenore. "Classroom Management in Diverse Classrooms." Urban Education 45, no. 5 (August 17, 2010): 560–603. http://dx.doi.org/10.1177/0042085910377290.

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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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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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Khansir, Ali Akbar, and Mostafa Mirzaei. "The Classroom Management in English Language Teaching." Indian Journal of Language and Linguistics 5, no. 2 (June 24, 2024): 44–52. http://dx.doi.org/10.54392/ijll2424.

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This paper examined a review study of the classroom management in English language teaching. Classroom Management is one of the important aspects of English language teaching is directly related to the job of English teachers in their classrooms. The successful of the English teacher is related to the ability of the teacher in managing his / her class. Today, the classroom management is an art as well as a science for the English teacher in order to become effective teacher in EFL or ESL classrooms. The teacher can use the art and science of his / her teaching English along with various classroom activities to motivate his/ her students to gain confidence in the learning of English. The classroom management in English classrooms is an important factor that contributes to success in English language teaching and learning. When we condider about the classroom management, the classroom management cannot be studied properly without touching upon the study of psychological problems, learner problems, and linguistic problems. This study reviews classroom management is known as one of the big challenges of the teacher in controlling ELT classroom.

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Abin, Rais, and Ray Suryadi. "CLASSROOM MANAGEMENT STRATEGIES IN FOREIGN LANGUAGE CLASSROOM." JOEEL Journal of English Education and Literature 5, no. 1 (March 29, 2024): 1–8. http://dx.doi.org/10.38114/joeel.v5i1.392.

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This research aimed to explore the strategies applied by EFL teachers in managing classroom. This research employed descriptive qualitative method. The subjects of this research were English teachers of seven grade at SMP Negeri 3 Wundulako which were selected through purposive sampling. The data of this research were collected by employing field note and an interview. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed several strategies applied in the classroom management. They were classroom environment, student management, seating arrangements, and monitoring activity. To enhance the significance and applicability of these findings, the future research is expected to conduct comparative studies to analyze the differences in classroom management strategies across various educational levels (e.g., elementary, high school) or different subjects. Comparing strategies employed in EFL classrooms with those in other language classrooms may yield interesting insights.

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ATBAY, Melek, Kader GÜLLÜOĞLU, and Mürvet ŞİMŞEK. "Reflections of Classroom Management Processes on Virtual Classroom Environments." International Journal of Computers in Education 6, no. 1 (June 30, 2023): 1–18. https://doi.org/10.5281/zenodo.8102610.

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Online learning environments have taken the role of traditional learning environments as a result of the digital transformation process. Due to the pandemic, some issues have arisen while establishing concurrent online classes, sometimes known as virtual classrooms by teachers. Uncertainty about fundamental concepts and guidelines pertaining to classroom management techniques, which are crucial to attaining the goal of online courses, is one of these issues. The fact that they directly transfer the classroom management techniques they use in traditional environments to online learning environments is one of the biggest issues that teachers who conduct teaching activities in virtual classrooms during the pandemic era confront. The purpose of this study is to investigate how traditional learning environments' classroom management practices reflect to online learning settings. Semi-structured interviews with 10 teachers chosen from a variety of branches in which the case study methodology was used. A problem with intervention and cyberbullying behaviors emerged as issues influencing classroom management in a virtual environment as a consequence of the analysis of classroom management processes such as behavior, environment, time, classroom relationships, plan-programme. Depending on the nature of the various branches, changes were seen in the time management dimension. Teachers claimed that they were unable to adequately translate classroom rules to online learning settings in the area of classroom relations.

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Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.

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Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (April 30, 2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.

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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.

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Hart, Richard. "Classroom management." SecEd 2018, no. 4 (January 25, 2018): 11. http://dx.doi.org/10.12968/sece.2018.4.11.

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Reisberg, Leon, Donna Brodigan, and Gregory J. Williams. "Classroom Management." Intervention in School and Clinic 27, no. 1 (September 1991): 31–38. http://dx.doi.org/10.1177/105345129102700107.

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NAELA, ABDULLAH TAMI. "Classroom Management." International Journal of Social Science and Humanities Research 10, no. 2 (May 20, 2022): 269–74. https://doi.org/10.5281/zenodo.6567025.

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Abstract: This paper will cover everything an instructor ever wanted to know about classroom management and will cover a selection of different subjects. Some areas will include building culture, setting guidelines and anticipations, providing outcomes, and controlling classroom trouble. We will begin by identifying the instructor’s role in classroom management. Keywords: management, instructor, procedures, consequences, disruptions, routines, behaviour. Title: Classroom Management Author: NAELA ABDULLAH TAMI International Journal of Social Science and Humanities Research  ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 269-274 Research Publish Journals Website: www.researchpublish.com Published Date: 20-May-2022 DOI: https://doi.org/10.5281/zenodo.6567025 Paper Download Link (Source): https://www.researchpublish.com/papers/classroom-management

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Elhassan Ismaeel, Dr Isam Addin Mohammed, Abd Elrahman Mohammed Elhassan Hamid, Dr Yassir Elgailani Ahmed Yousif, and Abdelbadie Ahmed Ibrahim Fadlalla. "Techniques of Classroom Management." International Journal of Trends in English Language and Literature 05, no. 03 (2024): 29–44. http://dx.doi.org/10.53413/ijtell.2024.05.03.

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The purpose of the study is to determine, explore, and investigate the techniques that lead to good classroom management. Indeed, good classroom management leads to good learning results and outcomes. For data collection, a questionnaire was used and adapted for English teachers to share their great experiences on this issue. The Statistical Package for Social Science Program (SPSS) was used for data analysis. The results and findings of the questionnaire revealed that good classroom management is one of the most essential factors for a better learning process. The researchers gave and introduced recommendations for better classroom management. Of course, the responsibility for this is shared between the Ministry of Education, the teachers, and the students. Also, the study recommended some features that teachers should have and obtain to help them in controlling their classrooms which leads to good learning outcomes.

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Xu, Chang, Kexin Zhu, and Suyi Liu. "Classroom Management Strategies in Secondary Language Education." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.

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Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.

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Abdul Majid, Abdul Hameed, Siti Hawa Hashim, and Ruziah Md Zain. "Classroom Management Practices – Observations in Selected Malaysian Classrooms." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 54–58. http://dx.doi.org/10.9790/0837-191115458.

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McCoy, Bryan Lloyd. "Classroom Management to Support Active Middle Level Classrooms." Journal of Education and Learning (EduLearn) 6, no. 4 (September 17, 2012): 201. http://dx.doi.org/10.11591/edulearn.v6i4.163.

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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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Yao, Wen Wen. "Research on Multimedia Integrated Management System." Applied Mechanics and Materials 539 (July 2014): 360–64. http://dx.doi.org/10.4028/www.scientific.net/amm.539.360.

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Aiming at many problems existing in the multimedia classroom, the paper takes multimedia classrooms as point, IC card and electronic timetable for the line, the campus network as the surface, integrate independent function system and establish the unified management system for multimedia classroom. The system has perfect fault detection, centralized management of multimedia classroom control management. The system alleviate the current most of difficult the multimedia classroom management in equipment maintenance, to solve information collection and processing is not standardized and maintenance funds for higher difficulty, which have significance and to achieve a comprehensive integration and digital campus.

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YanJie, Wang, and Boon Keat Ooi. "Smart Classroom: The Evolution and Application in Teaching and Learning." International Journal of Social Science and Human Research 07, no. 08 (September 6, 2024): 6271–84. https://doi.org/10.5281/zenodo.13709566.

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As a high end form of technology enriched classrooms, smart classrooms are the inevitable result of information technology and education development, as well as the supporting conditions for effectively promoting changes in teaching meth ods and enhancing t alent cultivation goals. Sorting out the evolution of the smart classroom, analyzing the educational impact brought by the smart classroom, and summarizing the lessons learned from the actual use of the smart classroom are crucial to constru cting a new gen eration of smart classroom teaching environments and realizing the talent cultivation goals of the new era. This paper details the background of the birth of the smart classroom and the stage characteristics of the iterative development, analys es the educ ational changes brought about by the smart classroom, and, on the basis of analyzing the realities of the situation, puts for ward suggestions for the use of the six aspects of the facilities, leadership, teachers, resources, management, and security, with a view to being able to better unleash the potential of the smart classroom in the application of educational teaching and learning, an d also to provide practical references for the new stage of the smart classroom's construction, management, and use.

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Tahir, Tehseen, Kifayat Khan, and Wajeeha Aurangzeb. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." Global Social Sciences Review IV, no. I (March 30, 2019): 137–44. http://dx.doi.org/10.31703/gssr.2019(iv-i).18.

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This study was conducted to find the effective use of classroom management techniques in overcrowded classroom. It also explored factors that influence overcrowded classrooms. 30 secondary school teachers participated in the study. A questionnaire and a check list were used for the collection of the data. The findings indicated that teachers used different management techniques in the overcrowded classrooms.

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Tehseen, Tahir. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." Global Social Sciences Review 4, no. 1 (March 30, 2019): 137–44. https://doi.org/10.5281/zenodo.4361981.

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Tehseen, Tahir, Khan Kifayat, and Aurangzeb Wajeeha. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) IV, no. I (March 30, 2019): 196–206. https://doi.org/10.31703/gssr.2019(IV-I).18.

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Schneider, Kordula. "Schwerpunkt Classroom Management." PADUA 10, no. 2 (April 1, 2015): 65. http://dx.doi.org/10.1024/1861-6186/a000235.

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Fifer, Fred L. "Effective Classroom Management." Academic Therapy 21, no. 4 (March 1986): 401–10. http://dx.doi.org/10.1177/105345128602100402.

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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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Brophy, Jere. "Classroom Management Techniques." Education and Urban Society 18, no. 2 (February 1986): 182–94. http://dx.doi.org/10.1177/0013124586018002005.

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Hudson, Keith. "Comprehensive Classroom Management." NASSP Bulletin 70, no. 493 (November 1986): 106–7. http://dx.doi.org/10.1177/019263658607049331.

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Renart, L. "Classroom Management Techniques." ELT Journal 67, no. 3 (May 17, 2013): 378–79. http://dx.doi.org/10.1093/elt/cct029.

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Seawright, Gardner. "Protesting Classroom Management." Philosophy of Education 80, no. 3 (2024): 56–61. https://doi.org/10.47925/80.3.056.

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van Tartwijk, Jan, Perry den Brok, Ietje Veldman, and Theo Wubbels. "Teachers’ practical knowledge about classroom management in multicultural classrooms." Teaching and Teacher Education 25, no. 3 (April 2009): 453–60. http://dx.doi.org/10.1016/j.tate.2008.09.005.

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Utilova, Aigul, Sholpan Khamzina, Zulfiya Shavaliyeva, and Tattigul Shakenova. "CLASSROOM MANAGEMENT STRATEGIES IN A MODERN SCHOOL." 3i intellect idea innovation - интеллект идея инновация 2 (2024): 230–38. http://dx.doi.org/10.52269/22266070_2024_2_230.

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Teachers frequently face a myriad of challenges in their classrooms, ranging from the complexities of managing student behavior to the imperative task of cultivating a modern and conducive educational environment, all while striving to employ effective teaching methodologies. Acknowledging the paramount significance of these multifaceted issues, the primary objective of this article is to conduct a comprehensive analysis of the pivotal problems encountered in classroom management and to explore various approaches aimed at addressing them adeptly. In our study, we used theoretical and empirical methods and identified a wide range of discipline violations by students of the 7th grades of one of the schools that took part in the survey. Such violations include the following: conversations in the classroom, nonattendance, walking around the classroom during the lesson. At the same time, such forms of violations were indicated, which are a characteristic phenomenon of our era. Among them: listening to music using the smartphone, messaging with other students in the classroom, verbal sparring with the teacher, ignoring teacher's questions, etc. Thus, the range of violations of discipline by schoolchildren is quite wide. It should be noted that all this happens in the school classroom. Effective classroom management means anticipating problems in advance, and creating conditions in which children will behave adequately and learn successfully. Simultaneously, it's imperative for teachers to grasp that the objective isn't solely to establish an ideal disciplinary regime or exercise complete control over students. Rather, it's about orchestrating an environment conducive to learning and knowledge acquisition, where children can thrive and flourish academically and personally.

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Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.

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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

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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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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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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (October 17, 2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

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Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (July 26, 2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.

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Culha, Ali, and Salih Yılmaz. "Classroom Management Experiences of Preschool Teachers with Refugee Students." International Journal of Psychology and Educational Studies 10, no. 2 (March 24, 2023): 393–405. http://dx.doi.org/10.52380/ijpes.2023.10.2.1028.

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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semi-structured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed.

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Morrison, Thomas L. "Education and Experience as Factors in Effective Classroom Management." Psychological Reports 69, no. 3 (December 1991): 803–9. http://dx.doi.org/10.2466/pr0.1991.69.3.803.

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Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with less anxiety. In this setting, systematic feedback or other guidance may be necessary to facilitate the development of more effective performance based on experience.

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Dr, Zia Ahmad Qamar, Arshad Muhammad, Gulzar Ahmad Dr., and Ahmad Saeed. "Influence of Classroom Management Strategies on Students Learning." American Based Research Journal 7, no. 12 (December 31, 2018): 24–32. https://doi.org/10.5281/zenodo.3456181.

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Classroom management plays a leading role in uplifting teaching and learning process. It helps in producing a conducive learning environment where students can learn with ease and perform better academically. Proper utilization of classroom management strategies in the classrooms enhances the learning outcomes of students. The study was a descriptive type survey in nature, so a self-developed questionnaire was used to collect the required information from the respondents. The population of the study was comprised of 3702 female teachers of public girls’ secondary schools of Sahiwal division. The simple random technique was adopted to select 160 teachers from the target population. The results of the study show that classroom management strategies enhanced students’ learning and classroom management strategies have a positive effect on improving students’ learning. It was concluded that classroom management strategies have a great effect on the betterment of the classroom environment. It was further recommended that teachers might be provided in-service training for further proper utilization of classroom management strategies to improve students’ learning

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Amuthenu, Silohenda. "Unveiling the Online Classroom Management in Higher Education." Global International Journal of Innovative Research 3, no. 1 (January 9, 2025): 19–26. https://doi.org/10.59613/global.v3i1.376.

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This study addresses the lack of understanding surrounding effective management of online classrooms in the context of the increasing shift towards online learning in education. The research focuses on identifying the challenges faced by educators in managing virtual classrooms and suggest suitable classroom management strategies for online settings. Employing a qualitative approach, the study conducts a systematic review of 20 peer-reviewed papers obtained through EBCOST data base. The results indicate that educators encounter both familiar challenges in online environments, similar to face-to-face settings, as well as distinct challenges unique to the online medium. These specific challenges include issues like unpreparedness to class such as unstable internet connectivity, unmuted microphones, students being late to virtual classes, improper use of web cameras, and inappropriate attire and less interactions. The study also highlights practical strategies for managing online classrooms, including setting classroom rules, effective communication with students, and skillfully managing asynchronous discussions and online teamwork. Based on the results, the study emphasizes the necessity for professional development in online education to enhance online classroom management practices.

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Arifin, Muhammad Fatkhu. "THE INDONESIAN CLASSROOM MANAGEMENT (An Ethnographic Study of Indonesian Classroom Behavior)." UAD TEFL International Conference 1 (November 20, 2017): 365. http://dx.doi.org/10.12928/utic.v1.188.2017.

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This study entitled “The Indonesian Classroom Management. It is purposed to answer the problem formulation that questioning about how the Indonesian classroom behaves, how Indonesian classrom is managed by the teacher, and how the confortable classroom look like based on the students’ perspective. This research used descriptive qualitative that describe the data that have been collected. The object of this study is the Indonesian classroom behaviour. The data were collected by observing the Indonesian classroom especially in English subject. The data collected were interpreted and described in the report. The result shows that Indonesian classroom has some behaviours such as; make a line before entering the class, praying before the class begin, singing the National Anthem, shaking the teachers’ hands whether in the begining and closing of the class, asking permission when to leave the class just for washing hands, praying after finish the whole activities in a day. In can be concluded from the result that Indonesian classroom has a very polite and orderly.

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Cömert, Melike. "Management of Undesirable Student Behaviors in The Classroom in The Context of Classroom Management." International Journal of Education, Technology and Science 4, no. 4 (December 1, 2024): 2259–73. https://doi.org/10.5281/zenodo.14223064.

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Abstract All behaviors, attitudes, strategies and many other characteristics of the teacher in the classroom can be effective in maintaining discipline in the classroom. Teachers who have the knowledge and skills of effective classroom management can also use teaching methods and classroom materials effectively, and can recognize and apply the curriculum in a way that can change student behaviors. However, the teacher may encounter some difficulties while fulfilling this basic task. These difficulties include controlling students' classroom activities and homework, improving working conditions in the classroom, and eliminating factors that hinder teaching. The concept of classroom management includes the strategies that teachers use to accomplish all these in the classroom (Shechtman & Leichtentritt 2004). Classroom management is a multifaceted concept that includes organizing the physical environment of the classroom, establishing classroom rules, determining routine tasks, developing effective relationships, preventing negative behaviors and how to intervene in negative behaviors (Garrett, 2008) Effective classroom management is not only a set of rules and procedures, but also requires the teacher to have sensitivity and a caring attitude (Taylor, 2009). Keywords: Student behaviors, classroom management, classroom materials, teaching methods

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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.

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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.

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KARAFERYE, Figen. "INVESTIGATING TEACHERS’ EXPERIENCES WITH DIGITAL CLASSROOM MANAGEMENT AND INCORPORATING SOCIAL AND EMOTIONAL LEARNING." Turkish Online Journal of Distance Education 25, no. 1 (January 1, 2024): 179–99. http://dx.doi.org/10.17718/tojde.1210701.

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The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers’ beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers’ professional learning needs and expectations.

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Banstola, Pitri Raj. "ELT Classroom Management Strategies: A Case of Grade Eight in Nepalese Schools." Journal of NELTA Gandaki 7, no. 1-2 (October 4, 2024): 1–13. http://dx.doi.org/10.3126/jong.v7i1-2.70181.

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Managing the classroom is one of the responsibilities of a school teacher. A well-managed classroom enhances English language teaching and learning. However, the trend of ELT classroom management in Nepalese schools is still unresearched. Therefore, the paper aims to explore the ELT classroom management strategies in grade eight of Neplease Schools. Following an ethnographical design under a qualitative research approach and involving students and teachers of nine English classes of grade eight from eight schools in Pokhara city as the participants, I collected qualitative information through observation, interview, and FGD. The findings reveal that teachers attempt to manage their classrooms variously. However, classroom management is still incomplete. Instead of formulating new strategies, the rooms are traditionally organised, and the seats are arranged in orderly rows. The teachers follow unauthentic materials as the textbooks, use usual materials and apply lecture techniques for all the lessons. Teachers, educators, school administration, and policymakers should formulate new strategies for managing English classrooms.

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Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.

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Princess, Ivy B. Jayme, and C. Tantiado Rosalinda. "Teachers' Classroom Management Practices and Learners' Behavior." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (May 4, 2025): 2269–77. https://doi.org/10.5281/zenodo.15380394.

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Proper classroom management is essential for shaping learners’ behavior and creating an encouraging environment for learning. This study sought to evaluate the behavior of learners as well as the level of classroom management practices used by teachers in terms of planning, classroom instruction, and evaluation. This study also sought to evaluate the strong correlation between learners' behavior and teachers' classroom management practices. The research used a descriptive correlational design to examine the relationship between these variables. The respondents were 102 elementary teachers from Manolo Fortich District IV, Division of Bukidnon, SY 2024-2025 and were selected through purposive universal sampling. Data were collected using a modified survey questionnaire, which included the Classroom Management Scale (CMS) and the Classroom Behavior Rating Scale. Mean and Standard Deviation were used to describe the levels of classroom management practices and learners' behavior, while the Pearson Product-Moment Correlation Coefficient tested the relationship between them. Findings showed that classroom instruction was a very highly evident aspect of teachers' classroom management practices while learners' behavior found to be generally positive. Overall, classroom management practices used by teachers have significant positive correlation with learners' behavior. It can be inferred that when teachers demonstrate effective classroom management practices learners behave well. Thus, by setting clear expectations and promoting school standards, school heads, teachers and parents may promote constructive behavior among learners.

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Gashi, Ergin. "Prison Education Characteristics and Classroom Management by Prison Teachers." SEEU Review 16, no. 2 (December 1, 2021): 104–13. http://dx.doi.org/10.2478/seeur-2021-0023.

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Abstract The purpose of this research will be to present the classroom management issues faced by prison teachers and introduce strategies applied by prison teachers managing them within the formal education system in correctional service. Cell classrooms, inmate students, and prison teachers’ characteristics and the importance of prison education are to be analyzed within Kosovo Correctional Service. To reach these goals three questions will be raised: 1. What are the classroom management issues in prison schools? 2. Are the prison teachers professionally prepared to teach to inmate students? and 3. Do prison schools differ from schools in the common world? This study will be introduced through qualitative data and a literature review as instruments of the study dedicated to prison classroom management and characteristics, teachers and inmates’ responsibilities and benefits within the informal education system within Kosovo Correctional Service. The research findings revealed that similar classroom management issues are present in prison schooling compared to classrooms in the free world; prison teachers are not additionally prepared to teach in prison classrooms to inmate students. Prisoners, who plan to rehabilitate and reintegrate themselves through formal prison education, want their circumstances and prison characteristics to be taken into consideration by all factors involved in their schooling within prison walls.

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Velvizhi, S. "The Impact of Google Classroom Enhancing on Classroom Management Skill among Teacher Educators." International Journal of Science and Research (IJSR) 14, no. 2 (February 27, 2025): 1392–93. https://doi.org/10.21275/sr25213111458.

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Omodan, Bunmi Isaiah. "Decolonising Classroom Management and Its Political Hegemony in Universities." Social Sciences 12, no. 12 (November 22, 2023): 644. http://dx.doi.org/10.3390/socsci12120644.

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This theoretical opinion paper responds to the existing colonial hegemony in university classrooms. The study is underpinned by decoloniality with objectives to conceptualise decoloniality as a theoretical lens for classroom management and to present the assumptions of decoloniality as an effective classroom management system in universities. The study is located within a transformative worldview, and the argument was analysed using conceptual analysis as a tool to make sense of the argument deductively. The study argued that knowledge production through dialogue, advocating for the weaker voices in the classroom, and challenging power structures are dimensions needed to decolonise classroom management in the university system. The study concludes with the need to promote an atmosphere that encourages discussion, provides opportunities for underrepresented groups to take centre stage, and facilitates bravery from its members towards oppressive systems within the classroom.

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