Journal articles: 'Effective classroom management'

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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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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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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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Tahir, Mohammed Mizel. "Effective ways for the Classroom Management." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 214, no. 2 (November 11, 2018): 67–84. http://dx.doi.org/10.36473/ujhss.v214i2.633.

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This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

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Sieberer-Nagler, Katharina. "Effective Classroom-Management & Positive Teaching." English Language Teaching 9, no. 1 (December 13, 2015): 163. http://dx.doi.org/10.5539/elt.v9n1p163.

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This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive interactions are explained.Classroom climate, expectations, motivation, and methods for constructive reflection on mistakes are investigated to support teachers in developing a positive learning environment.

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Alderman, Gary L., and Susan K. Green. "Social Powers and Effective Classroom Management." Intervention in School and Clinic 47, no. 1 (May 17, 2011): 39–44. http://dx.doi.org/10.1177/1053451211406543.

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Marsh, Karen. "Motivational Interviewing for Effective Classroom Management." Motivational Interviewing: Training, Research, Implementation, Practice 1, no. 2 (January 8, 2013): 21. http://dx.doi.org/10.5195/mitrip.2013.35.

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Mykhalchuk, Nataliia, and Yuliia Danchuk. "Effective Classroom Management as a Way to Teach Pupils to Understand Novels." Collection of Research Papers "Problems of Modern Psychology", no. 53 (July 13, 2021): 191–211. http://dx.doi.org/10.32626/2227-6246.2021-53.191-211.

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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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Gage, Nicholas A., and Sara Mcdaniel. "Creating Smarter Classrooms: Data-Based Decision Making for Effective Classroom Management." Beyond Behavior 22, no. 1 (December 2012): 48–55. http://dx.doi.org/10.1177/107429561202200108.

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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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Afalla, Bonimar T., and Fitzgerald L. Fabelico. "SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT." Humanities & Social Sciences Reviews 8, no. 4 (July 16, 2020): 213–21. http://dx.doi.org/10.18510/hssr.2020.8422.

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Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

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Matus, Don E. "Humanism and Effective Urban Secondary Classroom Management." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 5 (May 1999): 305–7. http://dx.doi.org/10.1080/00098659909599414.

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Bozkuş, Kıvanç, and Mustafa Taştan. "Teacher opinions about qualities of effective teaching." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (November 14, 2016): 469–90. http://dx.doi.org/10.14527/pegegog.2016.023.

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This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.

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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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Yikilmaz, Ahmet, and Fikret Alincak. "Examination of Physıcal Educatıon Teacher's Opinions on Effective Class Management." Pakistan Journal of Medical and Health Sciences 15, no. 5 (May 30, 2021): 1703–8. http://dx.doi.org/10.53350/pjmhs211551703.

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Background: In order for education and training to be successful, various factors in the educational environment must be known, regulated and well managed. Classroom management enables teachers to carry out their teaching tasks effectively. In order to manage the classroom, teachers must have classroom management skills. A teacher who does not have classroom management skills will have difficulty in classroom management and failure in education is inevitable. Aims: The aim of this study is to reveal the views of physical education teacher candidates on effective classroom management. The research is a qualitative study. The research group consists of 10 physical education teacher candidates and this study group was determined by the maximum diversity sampling method. Place & duration of study: In the research, face-to-face interview technique was used in accordance with the voluntary basis and studying at Iğdır University School of Physical Education and Sports. Method: In the research, using the interview method, which is one of the qualitative research methods, the data obtained were analyzed by the content analysis method. Results: As a result of the research, physical education teacher candidates stated that for an effective classroom management, teachers should be competent in their field and love their profession. The physical education teacher candidates participating in the research came to the forefront by endearing the lesson and the teacher. In addition, the research group; They stated that they would motivate students in classroom management by giving responsibility to the student, determining the classroom rules together with the student, and applying different teaching methods. In addition, in order for the student-teacher communication of the research group to be effective; They expressed their opinion that a democratic environment should be created and cooperation between the parties should be ensured. Conclusion: In addition, in terms of improving the classroom management skills of the research group; In addition to gaining professional skills and practice skills, while managing unwanted student behaviors in the classroom; They stated that it is necessary to give responsibility to the student and to plan the lesson together with the student. At the same time, for an effective classroom management; It has been concluded that an effective classroom management can be done by knowing the student well and establishing healthy communication with the student. Keywords: Physical Education, Teacher Candidate, Classroom Management

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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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Ukpabi, Helen N. "Basic knowledge needed to enhance teacher’s efficiency for effective classroom management." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 19–24. http://dx.doi.org/10.18844/prosoc.v6i7.4506.

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This study focuses on teaching and learning effectiveness in a classroom setting. The article will look at a series of activities that take place in a classroom, and it will guide the classroom teacher. These activities should provide the teacher with the basic knowledge that will enhance the teacher’s efficiency in a classroom setting. The knowledge will, therefore, lead to the achievement of set objectives, maintenance of focus and serve as a reference to the teacher, and the highlight of these activities will enhance content development, proper evaluation, adequate use of instructional resources, good time management, good lesson plan preparation and the use of eye contact. The study adopted the research design, which is a sample of administered. Questionnaires were answered using the mean while the two hypotheses were formulated using the t-test, and the result obtained revealed the effective classroom techniques to include among other things, i.e., constant engagement of student in activities, use of effective communication, stimulating classroom environment, regular use of questions during instruction, teacher’s acting as models and monitoring. Furthermore, the effective classroom management is a powerful motivator for student learning and also recommend services and workings for teachers to get them acquitted with the effective classroom management techniques, in Abia State, Nigeria and even within African Countries to enhance efficiency. Keywords: teacher, Abia State, African,student

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DOĞAN, Soner, Celal Teyyar UĞURLU, and Hamdi KARAKAŞ. "Evaluation of Teachers' Opinions About Effective Classroom Management Practices." Gaziantep University Journal of Social Sciences 13, no. 24262 (December 1, 2014): 1097–119. http://dx.doi.org/10.21547/jss.257178.

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Brown, Dave F. "The Significance of Congruent Communication in Effective Classroom Management." Clearing House: A Journal of Educational Strategies, Issues and Ideas 79, no. 1 (September 2005): 12–15. http://dx.doi.org/10.3200/tchs.79.1.12-15.

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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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Sturz, Dominick L., Brian H. Kleiner, and Aja Fernandez. "Effective management of cultural diversity in a classroom setting." Equal Opportunities International 24, no. 5/6 (July 2005): 57–64. http://dx.doi.org/10.1108/02610150510788169.

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Toprak, Mustafa, and Ahmet Cezmi Savas. "Effective classroom management and faces: a search for relationship." International Journal of Academic Research 5, no. 3 (May 24, 2013): 220–29. http://dx.doi.org/10.7813/2075-4124.2013/5-3/b.34.

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MORRISON, THOMAS L. "EDUCATION AND EXPERIENCE AS FACTORS IN EFFECTIVE CLASSROOM MANAGEMENT." Psychological Reports 69, no. 7 (1991): 803. http://dx.doi.org/10.2466/pr0.69.7.803-809.

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Hart, Robert. "Classroom behaviour management: educational psychologists' views on effective practice." Emotional and Behavioural Difficulties 15, no. 4 (November 26, 2010): 353–71. http://dx.doi.org/10.1080/13632752.2010.523257.

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Wallace, Tanner LeBaron, Alyssa K. Parr, and Richard J. Correnti. "Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary." Journal of Psychoeducational Assessment 38, no. 4 (July 22, 2019): 475–92. http://dx.doi.org/10.1177/0734282919863229.

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One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.

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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness. Keywords: flipped classroom, instructional framework, effective instruction;

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Alter, Peter, and Todd Haydon. "Characteristics of Effective Classroom Rules: A Review of the Literature." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (March 24, 2017): 114–27. http://dx.doi.org/10.1177/0888406417700962.

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Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. Classroom rules are identified as an integral part of effective classroom management as they are relatively simple to implement and focus on preventing challenging behaviors before they occur. Sources such as classroom management textbooks and practitioner-oriented journal articles recommend a number of characteristics that make classroom rules effective; unfortunately, these sources have not been uniform in their recommendations. The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable. Results indicated that the two most important characteristics of effective classroom rules are teaching the rules to students and tying rules to positive and/or negative consequences. Other characteristics recommended in secondary sources remain equivocal in the research. Implications for effective teacher preparation in classroom management are discussed.

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Zheleva, Petya. "E-LEARNING THROUGH THE MYTHWARE CLASSROOM MANAGEMENT PLATFORM FOR MULTIMEDIA INTERACTIVE LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 359–65. http://dx.doi.org/10.26883/2010.202.2371.

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Presented a solution for effective classroom management through a platform for multimedia interactive learning Mythware Classroom Management. The main features and functions of the software and its compatibility with different operating systems are described. One way to actively involve students is to use software to organize and effectively manage the learning process through which interactive teaching and learning takes place.

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Sulaiman, Sulaiman. "CLASSROOM MANAGEMENT: LEARNERS’ MOTIVATION AND ORGANIZE THE LEARNING ENVIRONMENT OF PAI." Ar Raniry : International Journal of Islamic Studies 4, no. 2 (January 1, 2018): 273. http://dx.doi.org/10.20859/jar.v4i2.140.

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Classroom management is the key to success and improves the quality of PAI learning in the classroom. Learners are potential classes who can be utilized through effective classroom management. Teachers are required to have classroom management skills to optimize the PAI learning process in the classroom effectively. Conducive, challenging and inspiring classroom situations can develop PAI learning motivation. This is the positive implication of effective classroom management on PAI learning.

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Kunter, Mareike, Jürgen Baumert, and Olaf Köller. "Effective classroom management and the development of subject-related interest." Learning and Instruction 17, no. 5 (October 2007): 494–509. http://dx.doi.org/10.1016/j.learninstruc.2007.09.002.

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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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Litvin, Stephen W., and T. Elangovan. "The Travel Agency Management Game: An Effective Classroom Teaching Tool." Journal of Hospitality & Tourism Education 12, no. 2 (April 2000): 57–64. http://dx.doi.org/10.1080/10963758.2000.10685282.

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Lee, John. "Effective supply teaching: behaviour management, classroom discipline and colleague support." Journal of In-service Education 29, no. 2 (June 1, 2003): 325–52. http://dx.doi.org/10.1080/13674580300200443.

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Afriadi, Bambang. "EFFECTIVE MANAGEMENT CLASS CONCEPT (Case Study: Student Behavior Problematics)." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 2 (September 10, 2018): 83–94. http://dx.doi.org/10.21009/jisae.042.07.

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The effectiveness of the learning process is part of good classroom management. But be aware that every individual in the class (student) does not have a homogeneous but heterogeneous character. Implementation of classroom management will encounter various inhibiting factors. Reviews These barriers can come from teachers Themselves, from students, the family environment, and or because of the facilities. The condition of teaching and learning will be sustained while teachers during the process of concentration can maintain student learning and student behavior. Therefore, management in the class Becomes important to be Discussed, and found the solution. In writing this article using research literature from various sources related to this topic related to the subject.

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Woods, Peter R., Peter J. Jordan, Rebecca Loudoun, Ashlea C. Troth, and Don Kerr. "Effective Teaching in the Multicultural Business Classroom." Journal of Teaching in International Business 17, no. 4 (September 20, 2006): 27–48. http://dx.doi.org/10.1300/j066v17n04_03.

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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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Slade, David, and Tim Callaghan. "Preventing Management Problems." Academic Therapy 23, no. 3 (January 1988): 229–35. http://dx.doi.org/10.1177/105345128802300301.

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Astuti, ASTUTI. "MANAJEMEN KELAS YANG EFEKTIF." Adaara: Jurnal Manajemen Pendidikan Islam 9, no. 2 (August 1, 2019): 892–907. http://dx.doi.org/10.35673/ajmpi.v9i2.425.

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Abstrak. Class management is any effort directed at creating an atmosphere of learning that is effective and enjoyable and can motivate students. Class management generally aims to increase effectiveness and efficiency in achieving learning objectives. In addition, classroom management also aims to create a comfortable classroom atmosphere where teaching and learning take place. Therefore, in an effort to realize effective classroom management, it must pay attention to the principles of effective classroom management, class management approaches and implement the planning, implementation, and assessment of class management programs.

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Kane, Thomas J., Eric S. Taylor, John H. Tyler, and Amy L. Wooten. "Identifying Effective Classroom Practices Using Student Achievement Data." Journal of Human Resources 46, no. 3 (2011): 587–613. http://dx.doi.org/10.3368/jhr.46.3.587.

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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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Peterson, Claudette M., Tim O. Peterson, Shontarius D. Aikens, Jon W. Beard, Joy E. Beatty, Carrie A. Blair, Ashley P. Lesko, and Erika E. Small. "Story Hour in the Management Classroom." Management Teaching Review 5, no. 3 (March 27, 2019): 259–64. http://dx.doi.org/10.1177/2379298119836073.

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Using stories written for young children can be effective in the education of college students. Storytelling is a helpful instructional method that is relevant to many management topics. This activity uses picture books, which can be read to students in “story hour” fashion and then tied to management principles being taught. This activity can be done successfully with either undergraduate or graduate students. The activity is described from a general perspective; in the appendices, we provide seven examples of book summaries, learning objectives, teaching notes, potential challenges, and debriefing questions that have been used to address a variety of management topics.

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Blankenship, Colleen S. "Structuring the Classroom for Success." Australasian Journal of Special Education 12, no. 2 (November 1988): 25–30. http://dx.doi.org/10.1017/s1030011200021904.

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This article summarizes recent research on effective classroom management practices that teachers can use to enhance learning and to prevent, or at least minimize, the occurrence of misbehaviour. Suggestions for creating and maintaining an appropriate climate for learning are discussed. Strategies that are particularly effective in teaching mildly handicapped students are emphasized and procedures for evaluating the effectiveness of one’s management practices are discussed.

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IGNATESCU, Camelia, Lutfi UREDI, and Pelin KOSECE. "Ethical Leadership Role and Behaviors of Teachers in the Context of Effective Classroom Management." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 34–56. http://dx.doi.org/10.33788/rcis.73.3.

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This research is a qualitative study carried out for determining the views of teachers carrying on their duties in elementary and secondary education institutions towards the effect of ethical leadership behaviours upon classroom management. The data related to the research was collected through the interviews with the teachers who participated into the research in a period from October 2019 to October 2020 in Turkey. It was noticed that definitions of the teachers who participated into the research related to teacher leadership were shaped in accordance with their personal attitudes and traits. The participants mostly defined teacher leadership as being a role model and orienting the students. Namely, the participants considered that teacher leadership in classroom should be there for being a guide for the students and orienting them, and teachers should present model behaviours. The teachers who participated into the research also considered that teacher leadership in the classroom should be ethical. The participants especially emphasized that this leadership should have an ethical property related to mutual role balance, leadership shared with the students in the classroom, democratic attitude and respect to individuals. When teachers’ ways of using their leadership roles in the classroom were analyzed, it was noticed that the teachers mostly presented behaviours for orientation, and focused mostly on student-cantered educational activities. The ethical behaviours participant teachers used mostly in classroom management were concluded to be behaving equally to the students, determining and practicing the classroom rules together, and regarding the individual differences.

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Funk, Kristin M., and Saul Axelrod. "Preventing Challenging Behavior in Your Classroom: Positive Behavior Support and Effective Classroom Management,by M. Tincani." Child & Family Behavior Therapy 35, no. 1 (January 2013): 89–94. http://dx.doi.org/10.1080/07317107.2013.761047.

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Franklin, Hayley, and Ingrid Harrington. "A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms." Journal of Education and Training Studies 7, no. 12 (September 16, 2019): 1. http://dx.doi.org/10.11114/jets.v7i12.4491.

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A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.

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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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Gilliam, James E. "Book Review: Strategies for Effective Classroom Management: Creating a Collaborative Environment." TEACHING Exceptional Children 27, no. 3 (March 1995): 87. http://dx.doi.org/10.1177/004005999502700323.

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Journal articles on the topic 'Effective classroom management'

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