Journal articles: 'Learning Classroom management'

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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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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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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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Akhtar, Dr Javaid, Dr Gokulnanda Patel, and Nuzhat Khan. "Technology Adoption in Management Classroom Learning." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 7, no. 3 (December 15, 2013): 1110–24. http://dx.doi.org/10.24297/ijmit.v7i3.698.

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The paper aims to examine the factors affecting the intention to use technology by the MBA students. The Unified Theory of Acceptance and Use of Technology (UTAUT) is used as a research framework. Survey was conducted in seven metro cities in India viz; Mumbai, Pune, Kolkata, Delhi, Greater Noida, Bangalore and Chennai via questionnaire method. Out of 900 questionnaires distributed 517 students completed the survey questionnaire measuring their responses to five constructs in UTAUT. In addition to determining the factors which affect the usage of technology, the paper also enlists theÂ Â type of technologies used and their frequency of usage in classroom learning by the students. The students of AICTE approved and University affiliated colleges providing full time Masters degree in Business Administration (MBA) participated in this survey.

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Kaiser, Denise, and Michael Abell. "Learning Life Management in the Classroom." TEACHING Exceptional Children 30, no. 1 (September 1997): 70–75. http://dx.doi.org/10.1177/004005999703000114.

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

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

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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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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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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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Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

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Allen, James D. "Classroom Management: Creating a Positive Learning Climate." Kappa Delta Pi Record 31, no. 4 (July 1995): 178–81. http://dx.doi.org/10.1080/00228958.1995.10531936.

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Tacadena, Jeanilyn E. "Classroom Management and Students’ Learning in Mathematics." International Journal of Research and Innovation in Social Science 05, no. 03 (2021): 418–23. http://dx.doi.org/10.47772/ijriss.2021.5328.

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Liu, Kuang Tai, Bi Hua Ruan, and Rong Kang Liu. "E-Learning Interface Management." Applied Mechanics and Materials 284-287 (January 2013): 3559–62. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3559.

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World Wide Web has popularly developed in everywhere and everyday people since 1997; this research considers internet education, E-Learning, cutting edge and clever approach. Its revolution will improve the models and principals of traditional education around the world. E-Learning interface is perceived as a communication protocol that is much more human, friendly and intelligent interaction in future such as icloud or touch panel technology, even if non-experience users can easily or conveniently operate the system. Human-machine interaction interface is required by a particular software design. This study applies five factors by structural equation modeling method to determine what criteria of E-Learning users-interface could be satisfied in the virtual classroom. The main purpose finds out the efficient systems that save time, money, and resources to establish the optimal virtual classroom for users required satisfaction exactly. The results and findings provide critical implications and recommendations for interface designers and instructors in future research and practice.

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Thi, Thuong Tran, and Hong-Thu Thi Nguyen. "The Effects of Classroom Management Styles on Students’ Motivation and Academic Achievement in Learning English." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 223–39. http://dx.doi.org/10.26803/ijlter.20.1.12.

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The aims of this research are to investigate teachers’ and learners’ perception towards the significance of classroom management in motivating students to learn English; to determine the classroom management styles adopted by teachers during classroom and to identify the extent to which their classroom management styles affect students’ English learning motivation and academic achievement. The design of the research is mixed-method one in which an interview and questionnaires are the instruments to collect data. 14 English teachers were asked to be interviewed and 398 students (201 10th graders and 197 12th graders) participated in answering the questionnaires. The outcomes revealed that the various styles in managing their classrooms were displayed; however, each grade possessed a dominant style. Furthermore, the findings showed that each style of classroom management exerted impact with different levels and dimensions on students’ English learning motivation. Remarkably, Authoritative style demonstrated the most positive influence on students’ English learning motivation and academic achievement. Based on these findings, some implications for managing classroom were drawn out, which emphasized the adoption of Authoritative style and the reduction of some negative aspects of the other styles.

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Chen, Jing Jing, Zhi Shan Ren, and Zhi He Fu. "The Design and Development of Learning Log Management System for C Language Web Classroom." Advanced Materials Research 605-607 (December 2012): 2447–50. http://dx.doi.org/10.4028/www.scientific.net/amr.605-607.2447.

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Currently most c language web classrooms lack proper management system to help learners customize their learning progress. This paper introduces the design and development of an ASP-based learning log management system, which will provide learners with personalized learning in the c language web classroom.

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

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

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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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Moradi, Neda. "The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms." Language Testing in Focus: An International Journal 2 (October 2020): 22–33. http://dx.doi.org/10.32038/ltf.2020.02.03.

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The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

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Mamas, Christoforos, Alan J. Daly, Charlotte Struyve, Irene Kaimi, and George Michail. "Learning, friendship and social contexts." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1255–70. http://dx.doi.org/10.1108/ijem-03-2018-0103.

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Purpose The purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their understanding of classroom social network dynamics. In doing so, the authors provide both theoretical and practical steps in building a bridge between theory and practice and a step-by-step introduction to designing and implementing SNA to understand socially responsive classrooms. To make the case, the authors present data that were collected through an SNA survey completed by eighth graders in two highly diverse classrooms in Southern California. Design/methodology/approach Driven by an SNA perspective, the authors highlight the potential value of examining social interdependencies and interconnectedness among students in a classroom network. The SNA toolkit was employed to calculate social network measures and develop network maps for each classroom. Findings The toolkit has shown to provide a comprehensive platform in gaining important insights into students’ social relationships, particularly those who are underserved and at higher risk of exclusion. The findings have shown that some of the students in the two classrooms were more likely to remain on the periphery of their social networks, particularly those who are traditionally more likely to be marginalized including students with disabilities as well as racially and linguistically diverse students. Originality/value The toolkit in the hands of leaders and teachers may provide a powerful tool for personalized professional development and act as a catalyst in bridging the gap between research and practice.

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Muchtar, Zainuddin, Sri Adelila Sari, Siti Rahmah, Moondra Zubir, Rini Selly, and Marini Damanik. "The implementation for natural science online lecture with chemistry education base at Nurul Fadhillah school Bandar Setia." Jurnal Pendidikan Kimia 13, no. 1 (April 1, 2021): 85–93. http://dx.doi.org/10.24114/jpkim.v13i1.24212.

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The Covid-19 pandemic forces learning activities to change from classroom learning to online-based learning. Based on the results of the interview, it was found that the teachers at Nurul Fadhilah school did not yet have the readiness to manage online teaching and learning activities, especially in science subjects. The influencing factors are (1) understanding of basic science concepts (physics, chemistry, biology), (2) understanding of systematic online learning management and (3) mastery of Learning Management System (LMS) technology. Therefore, the aim of this activity is to implement LMS technology in the management of online science learning using a basic conceptual approach to chemistry education. LMS is a technology application developed specifically for managing classrooms, distributing learning materials and enabling collaboration between students and teachers online. The LMS used in this activity is Google Classroom. Based on the data, it is known that 65% of the teachers at Nurul Fadhilah School have not managed online science teaching and learning activities using LMS technology. The results of the systematic online science learning management workshop using the basic concepts of chemistry education and the implementation of LMS technology, especially Google Classroom, showed an increase, as many as 80% of teachers have created, designed and managed classes interactively using Google Classroom LMS technology and have integrated the concept of basic chemistry education in science learning. So that students are more happy and comfortable in learning online and are more disciplined in collecting assignments and teachers are more comfortable in managing and evaluating student assignments. Keywords: Natural science, Learning management system, Google classroom

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Lee, Scott, and Duncan Dickson. "Increasing Student Learning in the Classroom through Experiential Learning Programs outside the Classroom." Journal of Hospitality & Tourism Education 22, no. 3 (July 2010): 27–34. http://dx.doi.org/10.1080/10963758.2010.10696982.

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Chen, Chien-Chih. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective." Sustainability 13, no. 16 (August 19, 2021): 9298. http://dx.doi.org/10.3390/su13169298.

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This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

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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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Jones, Stephanie M., Rebecca Bailey, and Robin Jacob. "Social-emotional learning is essential to classroom management." Phi Delta Kappan 96, no. 2 (September 22, 2014): 19–24. http://dx.doi.org/10.1177/0031721714553405.

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Winitzky, Nancy, and Don Kauchak. "Learning to teach: Knowledge development in classroom management." Teaching and Teacher Education 11, no. 3 (May 1995): 215–27. http://dx.doi.org/10.1016/0742-051x(94)00029-6.

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Notar, Charles E., and Stefanie R. Sorbet. "THE BRIDGE to LEARNING is you the TEACHER!" Advances in Social Sciences Research Journal 7, no. 4 (May 5, 2020): 462–82. http://dx.doi.org/10.14738/assrj.74.8081.

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Teachers in today’s classrooms are called to “build a bridge” in order to best meet the needs of their students. Through organizing a classroom, building procedures and rules, fostering intrinsic motivation in students, providing engaging lessons that attain meaningful objectives all while self-reflecting and adjusting along the way are just some of the steps taken by classroom teachers each day in order to best “build a bridge” and meet their students’ needs. Teachers with well-planned and thoughtfully organized classrooms that are constructed with a foundation of support, lead students with routines to succeed. Through accepting feedback and engaging in self-reflection, teachers can adjust lessons and management techniques throughout the school year based on students’ response and achievement. This article provides a guided approach for teachers from setting up the classroom, establishing rules and procedures, to the organization and delivery of content area in a manner that best supports the successes of all students involved.

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Marsick, Victoria. "Experience‐based Learning: Executive Learning outside the Classroom." Journal of Management Development 9, no. 4 (April 1990): 50–60. http://dx.doi.org/10.1108/02621719010003189.

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Wilks, Ray. "Classroom Management in Primary Schools: A Review of the Literature." Behaviour Change 13, no. 1 (March 1996): 20–32. http://dx.doi.org/10.1017/s0813483900003922.

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A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

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Gallagher, Robert S., Edward C. Luschei, Eric Gallandt, and Antonio DiTommaso. "Experiential Learning Activities in the Weed Science Classroom." Weed Technology 21, no. 1 (March 2007): 255–61. http://dx.doi.org/10.1614/wt-06-100.1.

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Considerable discussion has occurred among the weed science community regarding the potential benefits and limitations of integrated approaches to crop and pest management. This discussion also needs to occur in our weed science classrooms, where students from a wide range of academic disciplines are trained in the fundamentals of weed ecology and management. Although the inherent complexity of integrated crop and pest management can make this adaptation to our weed science courses challenging, the use of experiential learning techniques provides an effective means to promote understanding and retention of these concepts. This paper outlines several classroom activities based on the experiential learning approaches that have been implemented by the authors. The activities focus on (1) weed identification and natural history, (2) weed population processes, and (3) integrated management systems. For each activity, we offer our rationale for the exercise, an example of its implementation in the classroom setting, potential pitfalls, and student feedback regarding their perceptions of the activity's educational value. With this paper, we hope to provide examples that may be useful to other weed science educators wishing to incorporate more experiential learning activities into their courses and to initiate a dialogue between educators that can help our community improve and enliven weed science education.

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Noel, Terry W. "Lessons From the Learning Classroom." Journal of Management Education 28, no. 2 (April 2004): 188–206. http://dx.doi.org/10.1177/1052562903252651.

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Raber Hedberg, Patricia. "Learning Through Reflective Classroom Practice." Journal of Management Education 33, no. 1 (April 15, 2008): 10–36. http://dx.doi.org/10.1177/1052562908316714.

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Sumarmi, Sumarmi. "PENERAPAN MANAJEMEN KELAS PADA PEMBELAJARAN DONGENG UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS II SDN JADI IV SEMANDING TUBAN." EDU-KATA 6, no. 2 (August 31, 2020): 183–92. http://dx.doi.org/10.52166/kata.v5i2.1784.

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This study was arranged based on a qualitative descriptive research design which the results of this study indicate that the application of classroom management in fairy tale learning to improve learning motivation of students in class II SDN Becomes IV Semanding Tuban has not been maximized. The results showed that the fairy tale learning process had not been optimal for the application of classroom management because the teacher had not made a classroom management plan before the learning took place and the lack of learning facilities in the classroom so that the class was less conducive. Class management emphasizes efforts to achieve student learning motivation and student achievement, so that visible classroom management is a systematic and structured management process by prioritizing strategic planning consisting of class management design in fairy tale learning, classroom management in fairy tale learning and assessment in learning fairy tales so as to increase student learning motivation.

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Das, Ashish, Tri Khai Lam, Susan Thomas, Joan Richardson, Booi Hon Kam, Kwok Hung Lau, and Mathews Zanda Nkhoma. "Flipped classroom pedagogy." Education + Training 61, no. 6 (July 8, 2019): 756–74. http://dx.doi.org/10.1108/et-06-2018-0133.

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Purpose The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course. Originality/value Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

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Arnold, Connie B., Sallee H. Reynonds, Cathy D. Stellern, Diane Bohannon, Katherine Harmon, Leanne Hill, Cathy Mamantov, and Suzanne H. Reed. "Tips for Beginners: Positive Classroom Management." Mathematics Teacher 85, no. 9 (December 1992): 720. http://dx.doi.org/10.5951/mt.85.9.0720.

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Brown, Sue, and Robert M. Jones. "Group Management in the Mathematics Classroom: Exploring Pentominoes." Arithmetic Teacher 39, no. 5 (January 1992): 38–40. http://dx.doi.org/10.5951/at.39.5.0038.

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In 1989 the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics. A basic assumption shaping the K-4 standards is that “K-4 classrooms need to be equipped with a wide variety of physical materials and supplies” (p. 17). The 5-8 standards also make the assumption that “every classroom will be equipped with ample sets of manipulative materials and supplies …” (p. 67). In using materials in an elementary mathematics classroom, each student can be placed in a cooperative-task group, with each member of the group performing a specific function. This structure establishes a positive interdependence in which each student contributes significantly to the achievement of a learning goal. The following activity describes how this management system can be implemented in a mathematics classroom.

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Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.

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English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.

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Mudianingrum, Ratu Amalia, Sutrisno Sadji Evenddy, and Rosmania Rima. "An Analysis of Teachers’ Classroom Management in Teaching English." Journal of English Education Studies 2, no. 1 (May 30, 2019): 1–11. http://dx.doi.org/10.30653/005.201921.27.

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Classroom Management is a multifaceted concept and views about classroom and its styles can be categorized in various ways. This study focused on the classroom itself. Therefore, this study was intended to describe the classroom management and the use of teaching learning strategy at the eight grade students in SMPN 05 Kota Serang. This study was also aimed to give some contributions concerning the Classroom Management Strategy and the students’ participation on the use of the strategy in teaching learning process in the class. This study is qualitative research. The writer had chosen two english teachers who taught the eighth grade students of SMPN 05 Kota Serang in the academic year of 2017/2018 as the subject. The writers describe the process of organizing teaching and learning process in SMPN 05 Kota Serang by applying interview and observation to the teachers. The writers could conclude that T1 applied 72% and T2 applied 70% classroom management strategy in their classroom. They applied the classroom strategies from opening to closing activities, used seating arrangement during the teaching learning process, explained the material well, gave motivation, had positive attitude and built the relationship with students.

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Budiya, Bahroin. "Manajemen Pengelolaan Kelas Masa Pandemi di SD Ta’miriyah Surabaya." Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 4, no. 1 (May 29, 2021): 50–54. http://dx.doi.org/10.54069/attadrib.v4i1.129.

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. In teaching and learning activities, there are two things that determine whether or not a teaching and learning process is carried out, namely class management and managing itself. The two things are interdependent. Students can study well, in a reasonable atmosphere without pressure and in conditions that stimulate learning. To create an atmosphere that fosters passion for learning, improves student learning achievement, and allows teachers to better guide students in learning, adequate classroom management is needed. Therefore, researchers are interested in taking the title of research on the effectiveness of classroom management in increasing learning activities at SD Ta'miriyah Surabaya. This study and discussion aims to: 1) Describe effective classroom management in terms of room management in increasing learning activities. 2) Describe effective classroom management in terms of student management in increasing Islamic Education learning activities. 3) Describe the inhibiting factors in class management to increase learning activities. In the current pandemic era, many schools have closed, causing learning through courage or learning from home. Therefore, the researchers took the title regarding classroom management during this pandemic

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Tantri, Niki Raga. "Optimizing Face To Face Interactions In English Classroom Blended Learning Of Higher Education Level." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 2, no. 02 (May 28, 2019): 37–50. http://dx.doi.org/10.33479/klausa.v2i02.156.

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This article discussed Blended Learning after the flourished utilization of Learning Management System (LMS) in English classrooms. LMS is found to be one of the efficient digital tools in delivering the content learning, especially English subject. Almost all language skills can be exploited by LMS. It provides English learning both synchronous and asynchronous modes; which meet the purpose of personalized learning. However, there still could be found that LMS has been mistakenly used and created blended learning becomes inefficient learning strategy in the classroom, mostly in face to face meetings. To tackle the problems, this paper attempts to propose the concept of face to face interactions in blended learning classroom. It will be seen from LMS’s ability in the classroom, characteristics of Generation Z students, and the demand of 21st century skills for future workforce.

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Yuniarti, Wenty Dwi. "UTILIZING LEARNING PLATFORM FOR PAPERLESS CLASSROOM." Vision: Journal for Language and Foreign Language Learning 3, no. 2 (October 31, 2014): 105. http://dx.doi.org/10.21580/vjv3i2295.

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Technology, in the present time, has been integrated in a variety of human activities, not least in learning. Learning platform provides the integration of technology-based learning environment. Learning platform places technology as “substitute” for a variety of learning activities that previously had to be done manually and must be presented physically to any other form that the virtual tools while providing a social area in order to maintain the importance of the relationship between teacher and student.Through virtual tools, learning platforms provide a learning environment that models the interactions within the class as a whole starting from the preparation of lesson plans, presentation materials, use of media, assignments, group work, assessment, management of the rating value to students. Support for learning administrative aspects are available through the authorization feature and access scope management that aims to clarify the roles, forms of participation and the interaction process of each of group involved in the learning, both students, teachers and system administrators. The variety of learning platform is available either in the form of open source or limited use, either in the form of package systems such as Learning Management System via Moodle and cloud-based tools such as Google’s Classroom, etc. Haiku learning. The following section will describe the use of virtual tools in a learning platform for implementing learning environment as a whole. One thing that can not be avoided and instead be more value in the use of learning platforms are the creation of a new paradigm of learning without paper. Except giving a new form for efﬁcient and optimal learning, in the perspective of the present paperless classroom certainly economical and environmentally friendly.

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Handayani, Sri. "CLASSROOM MANAGEMENT IN THE TEACHING AND LEARNING OF HISTORY." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (June 1, 2013): 49. http://dx.doi.org/10.17509/historia.v14i1.1916.

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History education, including the teaching and learning of history, is a form of teaching and learning that is establishing national character values as to develop critical and chronological thinking as well as to acquire knowledge about the past in order to understand and explain the development and the changes in society as well as socio cultural diversity in order to find national identity among world society. The goals of the teaching and learning will be achieved if the student are well managed. As to manage teaching and learning in a proper way, educational management is required. Teaching and classroom management are a certain activities or process in managing cooperative group efforts in educational organization as to reach the goals effectively and efficiently. The functions of management includes: planning, organizing, actuating, controlling and evaluating. History education requires the functions in order to manage teaching and learning to be productive. Productivity is reflected from the effectivity and efficiency of learning.

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Jiang, Xiaoli. "Intercultural Management in Culturally Diverse Classrooms." Asian Education Studies 3, no. 2 (April 11, 2018): 69. http://dx.doi.org/10.20849/aes.v3i2.374.

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Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher’s desire to allow students to learn more effectively and teachers’ belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

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Hernan, Colleen J., Julie Q. Morrison, Tai A. Collins, and Stephen D. Kroeger. "Decreasing Inappropriate Mobile Device Use in Middle and High School Classrooms." Intervention in School and Clinic 54, no. 1 (April 18, 2018): 47–51. http://dx.doi.org/10.1177/1053451218762498.

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Although mobile phones and tablets can be effective tools for searching and retrieving information efficiently, accessing interactive learning platforms, and capturing audio/video, the inappropriate use of mobile devices can create distractions in the classroom that are detrimental to learning. This column presents a classroom management strategy for reducing the inappropriate use of mobile devices and increasing academic engagement in middle and high school classrooms, including students with emotional and behavioral disorders.

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Napitupulu, Mery, Daud K. Walanda, Detris Poba, and Sri H. V. Pulukadang. "Ace Chemistry Classroom Management with LMS Schoology." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 179. http://dx.doi.org/10.3991/ijim.v14i12.15585.

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It is no doubt that information technology has played significant importance in higher education in particular in the era of the 4.0 industrial revolution. The progress in technology is expected to support and facilitate the teaching and learning process. One information technology product that can be used is a learning management system (LMS) such as Schoology. Schoology offers all the tools in classroom management which are needed to create interesting content, support learning activities, and assess student understanding. However, the platform itself being used in a chemistry classroom is still rarely found. For this reason, the purpose of this study is to investigate chemistry classroom management using LMS Schoology. A quantitative-descriptive analysis was used to analyze data. Registered inorganic chemistry undergraduate students (n = 52) of semester IV participated in this study. The data was collected using a 28-items questionnaire which accumulated the perception of students regarding chemical class management using Schoology. The results of the study showed positive responses toward that management of teaching materials, management discussions, assignments, quizzes/exams, management of communication and ultimately interaction using LMS Schoology aced the chemistry classroom management.

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Schultz, Robert M. "Media Review: Comprehensive Classroom Management: Creating Positive Learning Environments." Behavioral Disorders 13, no. 3 (May 1988): 222–23. http://dx.doi.org/10.1177/019874298801300309.

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Bigelow, Barbara, Priscilla Elsass, and Margarete Arndt. "Dialogue in the graduate management classroom: Learning from diversity." International Journal of Management Education 13, no. 1 (March 2015): 48–56. http://dx.doi.org/10.1016/j.ijme.2014.09.007.

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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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Journal articles on the topic 'Learning Classroom management'

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