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Türnüklü, Abbas. "Classroom management in Turkish and English primary classrooms." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30943.
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The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.
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Wragg, Caroline Maria. "Classroom management in the primary school." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384986.
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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the
constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom
Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects
and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables
on classroom management approaches of teachers.
Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquomanagement approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
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Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.
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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.
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Cordoba, Deborah Lea. "Developing and organizing a primary multigrade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1541.
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Ho, Wai-chun. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183697.
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Roland, Erling. "School influences on bullying." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.
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Ye, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.
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Katanga, Mudumbi Marcelius. "Management of learners' absenteeism in rural primary schools in the Kavango region of Namibia." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60946.
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The purpose of the study was to investigate teachers? perceptions and experiences of the management of learner absenteeism in rural primary schools in the Kavango region of Namibia. This study was conducted in the Kavango region of Namibia where absenteeism has been identified as a problem in achieving quality education. A further purpose of the study was to gain some insight into the management challenges faced by teachers and the strategies they use to reduce learner absenteeism in their classes. The main research question was: How do teachers in rural primary school in the Kavango region of Namibia manage learner absenteeism? This exploratory study was conducted within an interpretive, qualitative paradigm. The researcher used semi-structured interviews to generate data and the findings of the study showed that learner absenteeism is a problem in the rural primary schools in the Kavango region of Namibia. Factors that contribute to learners absenteeism were identified and categorized as family (domestic work); individual (lack of motivation, especially over-aged learners); environmental (changing seasons, such as cold, rain and harvesting); and socio-economic (hunger).
The study also found that there is little parental participation in dealing with learner absenteeism because of the lack of teacher-parent relationships; a lack of value for education; and a lack of learner support. Furthermore, the study showed that some the classroom management challenges faced by the teachers in terms of learner absenteeism include the need to repeat lessons for absent learners; a lack of learner motivation; and other individual learner problems. Some of the strategies teachers use to reduce learner absenteeism emerged from findings of the study, including providing a school feeding scheme; presenting certificates and awards to learners for regular attendance; and establishing positive relationship strategies. It was also found that teachers apply an ethic of care in terms of modelling, dialogue, practice and confirmation in order to reduce learner absenteeism in the classroom. The ethic of care was evident in initiatives, like teachers making home visits to assess the domestic situations of learners and giving motivational talks to learners, encouraging them to care for other learners by using prefects to the encourage learners.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Adams, Anthony PC. "An investigation into learner discipline at Silverlea Primary school." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1654.
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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2004.Corporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used
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Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.
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South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo
learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo
responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.
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Harley, Joan Mary. "To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040729.142903/index.html.
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Storti, Dawn. "Promoting motivational needs to improve academic engagement in the primary classroom : using homework completion rates to measure the efficacy of classroom behaviour management strategies." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125256/.
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Engaging primary aged children in academic tasks beyond the school gates is an age-old problem for many teachers and ubiquitous across many school settings. While the process can be felt as intrusive in the home environment (Edwards and Warin 1999) the benefits have been associated with more than subject specific academic achievement. Homework can develop fundamental learning behaviours (Bempechat 2004) which include the encouragement of independent learning, intrinsic engagement and life-long learning skills which can improve academic achievement in secondary school and beyond. However, around a third of children were found to regularly not complete homework tasks at primary school (Cooper et al 1998) which may disadvantage these pupils and harm their life choices when they are older. Homework is an integral part of the UK primary curriculum but its completion involves a complex list of motivational factors which can be influenced by rewards and punishments in the classroom. This project explored the efficacy of some common rewards systems, using homework completion rates as the measuring instrument. The project focuses on the impact of ClassDojo, a popular internet-based program, as a classroom behaviour management tool that incorporates homework completion as an important requirement of the pupils’ practice. The system’s efficacy is compared in two ways. The study was done over two school terms and involved twin classes (a Comparison and a focus class). In term one both classes were treated the same, following the school policy of using a Zone Board for behaviour management and house points to reward classwork and homework completion. In term two the Focus class used ClassDojo to reward all of these while the Comparison class continued as in term one. The findings suggest that when a classroom behaviour management system incorporates homework, school work and classroom behaviour within the same reward structure, while consistently supporting the motivational factors important for intrinsic engagement and pupil self-worth, homework turn-in rates can be improved within a few weeks. ClassDojo in itself was not found to be the motivationally pertinent factor but the way it was used to address and support all pupil learning and behaviour that influenced the children’s homework completion rates and classroom academic engagement. Alternative behaviour management systems could be equally effective if they address the needs identified in the motivational model and support intrinsic motivational engagement.
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Ainsworth, Karyn. "Effective classroom practices to support the English literacy development of primary aged bilingual students." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.
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Saun, Gabriel John. "Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2342.
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Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.
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Riemann, Jodie. "Strategies primary school teachers find effective for students with conduct problems & disruptive behaviour : an exploratory study /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17729.pdf.
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Morcom, Veronica Elizabeth. "Mediating classroom culture based on democratic values : an exploration of a teacher's facilitative role /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.153604.
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Ho, Wai-chun, and 何惠珍. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196090X.
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Ioannou, Evangelia. "BEHAVIOR MANAGEMENT INTERVENTIONS FOR STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30269.
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During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of Salamanca Statement and Framework for Action (UNESCO, 1994), in inclusive preschool and primary school classrooms. The aim was also to examine the outcomes of these interventions. Four databases were searched and nine articles were included for data extraction. Results indicated the implementation of different interventions such as function-based interventions, peer support, visual cue cards, structured teaching with graduated guidance, social stories and social scripts. The target behavior was principally assessed through Functional Behavioral Assessment (FBA) or it was not assessed at all. Some interventions were provided by the researcher or the teacher only, some were provided by different people in different phases and some were provided by two or more people together. Interventions’ goals were to decrease problem behavior, to increase desirable behavior and both to decrease problem behavior and to increase desirable behavior. It was observed that all interventions reached their goals, even though at a low level in some cases. In conclusion, this literature review provided a summary of interventions and their outcomes for behavior management of students with ASD in inclusive classrooms with a further purpose to help the teachers identify the strategies most useful for their classroom.
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Atici, Meral. "An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30911.
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This thesis describes a study of the relationships between self-efficacy in primary school teachers and their classroom management strategies in England and in Turkey. The study includes a survey of 73 Turkish teachers and 51 British teachers in terms of teacher efficacy in classroom management, followed up by observation and interviews with 6 teachers identified as high and 6 teachers as low efficacy. The role of self-efficacy in classroom management is examined through the application of Bandura's (1977, 1986, 1997) self-efficacy approach. A second important part of this study is the investigation of cultural differences between teachers in England and in Turkey with respect to misbehaviour and its management. The study demonstrated that as teachers felt more efficacious they were more likely to employ effective, long term and positive methods to deal with misbehaviour and, in doing so, to create a more appropriate and orderly learning environment. This then enhanced teachers' confidence and encouraged positive, quality relationships with pupils. Similarities rather than differences were common in terms of misbehaviour and methods used by both British and Turkish teachers to deal with it. However, some considerable differences existed, suggesting that, in comparison with British teachers, Turkish teachers lacked in familiarity with the concepts of classroom management and discipline in education terms through pre or in-service training and training in the use of systematic management strategies based on certain theoretical roots. A striking difference emerged in the application of discipline policies in the British sample as there are no such policies in the Turkish context. The development of self-efficacy appeared to result from experience, as a means of seeing positive outcomes of their own behaviour, positive encouragement from parents and the head, observing colleagues and from teacher personality. The findings of the study are discussed in order to formulate implications for teacher training courses and for qualified teachers. Training programmes to enhance self-efficacy in classroom management and discipline are suggested.
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Coetzer, Zanie. "The impact of classroom management duties on the discipline of grade two learners / Zanie Coetzer." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8520.
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The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
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Li, Kai-ming, and 李啓明. "A study of the quality of classroom communication processes of experienced teachers and novice teachers in primary schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957286.
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Blom, Sofie Clara. "The integration of school garden activities, the classroom and the feeding scheme : a case study of two primary schools in Tigray, North Ethiopia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86348.
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Thesis (MPhil) Stellenbosch University, 2014ENGLISH ABSTRACT: In an increasingly complex world where food security remains a challenge in many areas and especially Africa; it is essential to educate children about food – from production to consumption; and to ensure they eat enough as this is a crucial factor for concentration and learning abilities. How can we teach children about food in a sustainable way? This study focuses on schools in Tigray, Northern Ethiopia, which have a school feeding programme, school garden and nutrition curriculum. The question studied is: To what extent do two primary schools in central- and east Tigray (North Ethiopia) integrate the feeding scheme, school garden and nutrition curriculum? The methodology chosen is a case study and the empirical data was collected through interviews, surveys and observations. Principals of 14 schools were interviewed about the school gardens, curricula and school gardens. Two schools were then selected for a further in-depth research. The school gardens, mostly initiated by the staff, serve the purpose of creating income for the school and teaching students the skills of gardening. The curriculum is standard for Tigray and focuses on different food types and creating a balanced diet. The school food in most schools is provided by the World Food Programme (WFP), but some exceptions exist. This research shows that integration between the three objectives will be beneficial. Obstacles include getting the staff ‘on board’ as a priority and controlling the unification of the three, for example schools feel that they have less ownership over the feeding scheme because it is organised by an external NGO. This study suggests stakeholders view school gardens, nutrition education and school feeding schemes under one umbrella for the ultimate benefit of creating a sustainable model to teach about food. The case study provides an insight to the specific challenges in Tigray, Ethiopia but important conclusions can also be generalised.
AFRIKAANSE OPSOMMING: In ’n toenemend komplekse wêreld waar voedsel sekuriteit in baie gebiede, veral in Afrika ’n uitdaging bly, is dit baie belangrik om kinders oor voedsel op te voed - vanaf produksie tot by die verbruik daarvan, en ook om seker te maak dat hulle genoeg eet, wat baie belangrik is vir konsentrasie en die vermoë om te leer. Hoe kan ons kinders op ’n volhoubare manier leer oor voeding? Hierdie studie fokus op twee skole in Tigray, in Ethiopië wat skoolvoedingskemas, skooltuine en voedingkurrikula het. Die vraag wat gevra is, is: Tot watter mate integreer hierdie twee skole in Tigray die voedingskemas, die skooltuine en die voedingkurrikula? Die gekose metodologie is ’n gevallestudie. Empiriese data is ook deur middel van onderhoude, oorsigte en observasies versamel. Onderhoude oor skooltuine, voedingskemas en die kurrikula is gevoer met die skoolhoofde van 14 skole. Twee skole is toe gekies vir in-diepte navorsing. Die skooltuine bring geld in vir die skool en word ook gebruik om vir die leerling tuinmaakvaardighede aan te leer. Die kurrikulum is standaard vir die hele Tigray en word deur die Wêreld Voedsel Program verskaf. Daar is egter ’n paar uitsonderings. In hierdie navorsing is daar bewys dat die integrasie van die skooltuin, die voedingskema en die kurrikula, goeie gevolge kan hê. Dit is egter belangrik dat die skool personeel moet saamwerk en dat die vereniging van die drie beheer moet word. Skole voel bv. Tans dat hulle nie eienaarskap oor die voedingskema het nie, want dit word deur eksterne NROs beheer. Hierdie navorser stel voor dat die skooltuine, skoolvoedingskema en die voedingkurrikulum onder een sambreel beskou moet word met die doel om ’n volhoudbare model vir die onderrig van voeding te skep. Die gevallestudie verskaf insig in die spesifieke uitdagings in Tigray, Ethiopië, maar belangrike slotsomme kan ook veralgemeen word.
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Aldossari, Ali Tared N. "Classroom management approaches of primary teachers in the Kingdom of Saudi Arabia : descriptions and the development of curriculum and instruction with a focus on Islamic education teachers." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/6981/.
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The modern era has witnessed considerable change in the educational environment which in turn has contributed to classroom management problems for teachers. The issue of classroom management, which is one of the most common fears for teachers, has received increased attention in Saudi Arabia recently. However, it remains one of the key challenges at all stages of the education system.This research describes the reality of classroom management approaches practiced by primary teachers of upper classes (boys) with a focus on Islamic education teachers in Riyadh, Saudi Arabia. The research provides suggestions for the development of curricula and teaching methods. The questionnaire was the main instrument used supported by observing 31 teachers in order to validate the questionnaire results and have a deeper understand of the research problem. The participants included 547 teachers and 87 educational supervisors. The data were analysed using the SPSS programme. Frequencies, descriptive statistics, inferential statistics (t-test and ANOVA), Factor analysis, reliability analysis, correlation and GLM with two way interaction were used for the analysis. Results indicate that teachers and educational supervisors realise the importance of the role of classroom management approaches on the quality of teaching performance. Although teachers are attempting to be effective across a range of different circumstances there are challenges that hinder the practice of effective classroom management. For example, school buildings, both rented and state-owned, are a major problem that requires to be resolved by the government, as most buildings do not support teaching practice. This is exacerbated by the large size of classes, with up to 40 pupils being taught by one teacher. After drawing the conclusions, suggestions and recommendations are offered for improving the quality of classroom management approaches in Saudi primary schools. From the qualitative data, for example there are a number of suggestions related to classrooms and buildings, to curricula, to teaching aids and technical equipment, to training courses on classroom management, to teachers’ motivations in classroom management, to educational supervisors’ methods, and to the culture of teacher-pupil-parents relationships. Finally, future research should be conducted on aspects such as the role of the educational supervisor in developing classroom management approaches and the effect of school buildings on classroom management approaches. Furthermore, the effectiveness of the classroom environment on teaching and curriculum performance in the various stages of the education system can be carried out.
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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.
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The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
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Marande, Perrin Ghislaine. "Evaluación del impacto de una intervención multinivel, multicomponente y multiagente para combatir el rechazo entre iguales en el primer ciclo de Educación Primaria." Doctoral thesis, Universitat Jaume I, 2014. http://hdl.handle.net/10803/396343.
Full textAbstract:
Los resultados obtenidos al finalizar una intervención contra el rechazo entre iguales en el primer ciclo de educación primaria fueron muy esperanzadores tanto a nivel universal (todo el alumnado) como a nivel específico del alumnado rechazado, y tanto desde la perspectiva de los iguales, como de los padres y profesores. Comparando con la muestra Control, en las aulas de Intervención, a) el rechazo es menos intenso, b) hay menos alumnos rechazados y c) hay menos alumnos rechazados crónicos. Además, d) la reputación de agresividad del alumnado es más baja; tienen menos expectativas negativas y se sienten más aceptados por sus iguales, y la centralidad de los alumnos rechazados es más alta. Por otra parte, e) las relaciones interpersonales profesorado-alumnado, y especialmente con el alumnado rechazado, son más cálidas en muestra Intervención que en muestra Control, y f) padres y profesores informan más positivamente de las relaciones entre iguales.The results obtained at the end of an intervention against peer rejection conducted in first and second grades of primary education were very encouraging, both at universal level (all the students) and at specific level (rejected students), from the perspectives both of peers, and of parents and teachers. Compared to the control sample, in intervention classrooms, a) rejection is less intense, b) there are fewer rejected students and c) there are fewer chronic rejected students. In addition, d) the reputation of students' aggressiveness is lower; they have less negative expectations and feel more accepted by their peers, and the centrality of rejected students is higher. Moreover, e) the teacher-students relationships, especially the relationships with rejected students, are warmer in intervention sample than in control sample, and f) parents and teachers report more positive peer relationships.
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Colsoul, Alain. "La construction de la compétence de conduite de classe chez le futur enseignant d'école primaire: une étude des actions situées et de leur élaboration pendant la formation initiale." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210660.
Full textAbstract:
Résumé.Cette recherche a pour but d’étudier le développement de la compétence de conduite de classe chez les futurs enseignants du primaire.
Cette idée touche à deux préoccupations. La première renvoie à la question de l’intérêt de la formation initiale dans le développement des compétences d’enseignement. La deuxième est liée à notre pratique de formateur d’enseignant et au constat que les contraintes contextuelles liées à l’environnement de la classe structurent la pratique des futurs enseignants en les obligeant à procéder à une mobilisation d’actions de conduite de classe.
Pour répondre à la question du développement de cette compétence, le travail de thèse s’articule sur trois parties emboîtées. Les deux premières sont indispensables à la troisième dans la mesure où elles fournissent le matériau nécessaire pour mortaiser cette dernière.
Sur le plan méthodologique, le travail du chercheur se fonde dans la dynamique de la recherche qualitative pour dégager des données sujettes à l’interprétation et à la réflexion.
La première étude est réalisée auprès d’un public d’enseignants. Elle est destinée à explorer la compétence de conduite de classe. La seconde s’intéresse aux contraintes contextuelles qui interfèrent dans les activités d’enseignement des futurs enseignants. La troisième a pour objectif de rendre compte des actions de conduite de classe mobilisées par les futurs enseignants et de la réflexion qui pourvoit à cette mise en œuvre.
Sur le plan des résultats, l’étude dégage dans un premier temps les actions de conduite de classe privilégiées par les futurs enseignants et les scénarios d’enchaînement de ces actions. Ensuite, la démarche d’analyse qualitative inductive des données empiriques permet de charpenter une structure explicative de la réflexion des futurs enseignants lors de la mise en œuvre des actions et montre les composantes qui étayent cette structure.
Les éléments dégagés lors de cette troisième étude donnent à penser qu’une construction de la compétence de conduite de classe est bien entamée dans la formation initiale et que le dispositif des stages d’enseignement est un atout dans la formation. Il permet en l’occurrence d’acquérir des connaissances de la pratique du métier, c'est-à-dire un socle de savoirs qui sont utiles au futur enseignant et qui lui permettent d’ «être » dans ses activités d’enseignement.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Yuan-hao, Liao, and 廖淵豪. "The primary efficiency indicator of elementary school classroom-management." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/e6996a.
Full textAbstract:
碩士國立臺東大學
教育研究所
95
The purposes of this study are: firstly, to explore the main contents of elementary school teacher’s classroom-management efficiency; secondly, to build appropriate efficiency indicator for elementary school teacher’s classroom-management; thirdly, according to the conclusion, to advance suggestions for teacher’s classroom-management in elementary schools. For accomplishing these purposes, this study utilizes documentary research and the Delphi technique as main approaches. First of all, the researcher analyzes related documents and investigates current conditions of elementary school classroom-management; furthermore, through these study results, the researcher builds up “The primary efficiency indicator of elementary school classroom-management.” In order to test indicator items concretely, this study utilizes the Delphi technique. Twenty one experts are included, they are, firstly, six educators in elementary schools; secondly, six principles in elementary schools; thirdly, nine chiefs and senior teachers in elementary schools. The Delphi technique questionnaire, thus, builds up “The primary efficiency indicator of elementary school classroom-management.” This indicator consists forty-nine items, seven components: classroom-management routines, cultivating of classroom ambiance, resolving of classroom environment, communication circumstances for parents and teachers, student’s learning achievement, teacher’s teaching quality and student’s deviational behaviors management. Eventually, basing on the study results, the researcher brings up suggestions for educational administration institutions, elementary schools and teachers for reference in the future.
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Zikhali, T. T. "Educators' perceptions of discipline in senior primary school." Thesis, 2006. http://hdl.handle.net/10530/715.
Full textAbstract:
Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION
in the Department of Educational Psychology and Special Education of the
Faculty of Education at the University of Zululand, 2006.The aim of this study was to pursue an investigation into educators' perceptions of discipline in senior primary schools. From the literature study it became clear that discipline cannot be considered as an object or event in itself but that it has to be seen in terms of factors in and outside the school, and that its maintenance is essentia! for overall class control, without which effective learning is impossible. One of the prerequisites for all children is that they should learn how to behave at home, in school and in the community. Children have to adhere to the family's and the school's codes of conduct. This study has found, however, that discipline remains the most significant problem in senior primary schools, as many schools experience a break¬down of discipline resulting in disruptive behaviour in the classroom. A code of conduct for learners contains school and classroom rules which regulate the day to-day relationship between educators and learners. The adoption of a code of conduct and the effective implementation thereof is the responsibility of the school governing body. It should be reviewed annually by the stakeholders and any amendments should be agreed upon by ail the members. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: Good behaviour must be inculcated in learners by means of positive and constructive discipline. A code of conduct for learners must be enforced to regulate the learners' behaviour.
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Lee, Lesley Jean. "Why is classroom practice so difficult to change? : lessons from five schools in the Toyota Teach Primary Schools Project in Durban." Thesis, 2009. http://hdl.handle.net/10413/479.
Full text
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Magabe, Raymond Peace. "The management of classroom discipline by educators and HODs of Gauteng East primary schools." Thesis, 2020. http://hdl.handle.net/10500/27294.
Full textAbstract:
Abstract in English, Afrikaans and SesothoClassroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward.
Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is.
Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng.
Educational Management and Leadership
D. Ed. (Education Management)
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Molefe, Patricia K. "Managing classroom discipline in primary school in the Ngaka Modiri Molema district / Patricia K. Molefe." Thesis, 2011. http://hdl.handle.net/10394/15772.
Full textAbstract:
This study was underpinned by the view of the researcher that classroom discipline is gradually
collapsing in South African schools. Learners seem to be uncontrollable thus affecting the
quality of teaching and learning. Educators worldwide have many responsibilities in managing
classroom discipline and shaping the behaviour of learners in schools. For educators to undertake
these many responsibilities there is need for them to carryout effective teaching and learning
through maintaining a disciplined classroom without enforcing corporal punishment. This might
seem difficult from the view of certain attitudes learners display in classroom, but it is possible if
educators are groomed with contemporary classroom discipline strategies which conform to the
demands of the Department of Education.
The study investigated the phenomenon of managing classroom discipline in Ngaka Modiri
Molema District to determine the extent to which educators are conversant with the legal
framework for managing classroom discipline and to determine strategies currently employed by
educators to establish discipline in the classroom. The study also state and describe disciplinary
challenges currently faced by educators in the classroom and make recommendations and
guidelines on the findings with regard to managing classroom discipline.
A literature review was done on conceptual literature relating to issues on managing classroom
discipline. Learner's misconduct in class, causes of disciplinary problems and how to prevent
and manage classroom discipline by applying the legal framework in class was also reviewed.
The research approach was qualitative. Purposively selected participants included experienced
teachers and student members of school student governments (prefects) of two purposefully
selected schools. Views and experience of participants to this study were captured and explained
through interviews, observations and document analysis. Results are discussed in relation to
relevant literature, allowing the flow of an open coding process in inductive qualitative analysis.
Findings from the research indicated that participants are experiencing varying forms of
continued ill discipline in their classrooms. Some of which are; learners not doing their school
and homework, absenteeism, disruption of classes by noise making, learners bullying fellow
learners and even educators. Literature review revealed that there are nationwide guidelines and
legal framework for managing discipline in schools as embedded in SASA. Participants know
the guidelines and a legal framework for managing discipline in classrooms that has been used to
design a school code of conduct and classroom rules. Most educators are not very conversant
with the legal framework for managing classroom discipline except for the fact that they know
they are not allowed to use corporal punishment. The findings of this study suggested that
educators, through the help of the Department of Education, should familiarise themselves with
legal documents on managing discipline in order for them to establish and maintain positive
classroom discipline management.Thesis (M.Ed) North-West University, Mafikeng Campus, 2011
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HUI, CHEN HSIEN, and 陳嫻慧. "The research on willingness of the classroom Management of primary school homeroom teachers in Kaohsiung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/30309187767676875533.
Full textAbstract:
碩士高苑科技大學
經營管理研究所
103
The purpose of this study was to investigate the willingness of the classroom management among primary school teachers in Kaohsiung city. In order to realize the key factor of this study through the use of Analytical Hierarchy Process (AHP). It will also implement a literature review method and a compilation of expert opinion in outlining the factor of the classroom management among primary school teachers in Kaohsiung city. The use of an expert questionnaire method will be helpful to create an index that will ultimately be used with AHP to gauge the effectiveness of purchasing decision. A total of 40 questionnaires were sent to homeroom teachers who had more than five years experience in classroom management.A total of 38 were returned,with 35 valid ones,for a total of 95% return rate, and 87.5% validity rate. There are three categories,” the hygiene factor, the motivation factor, work value”in this study.The result of this research showed the most important key is work value. Meanwhile, the prior consideration key factor is the motivation factor. The main crucial six indexes are as follows: sense of duty, useful to others,sense of safety, challenge of the work, learning and growth, affirmation of the students parents. The less critical index is the executive's support. Keywords: The hygiene factor；The motivation factor；Work value
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Yu, Dung Mei, and 于冬梅. "A study on the relationship between the uses of reinforcement punishment and the effectiveness of classroom management in primary school classrooms." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19626360399296430081.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
94
The main porpose of this research was to understand the relationship between the the uses of reinforcement、punishment strategies and the effectiveness of classroom management in primary school classrooms. A sample of 196 primary school teachers, drawn from southern Taiwan, participated in the study. The study adopted the questionnaire survey method. The collected data were analyzed using t-tests, a single-factor ANOVA, and product moment correlations. The major conclusions of this research are summarized as follows: 1. Female teachers used more positive reinforcement than the male ones. 2.The positive reinforcement strategies were more frequently used by those teachers graduating from non-normal colleges than those from normal colleges. 3. Teachers with more students in the classroom used more reinforcement strategies than those with fewer students. 4. Female teachers were better in the classroom management than males. 5.Teachers with university’s degree performed better on ”classroom atmosphere”and “total classroom management effectiveness” than the others. 6.Teachers with more students in the classroom performed better on ”communication between teachers and parents”and ”total classroom management effectiveness” than the others. 7.There were positive correlations between positive reinforcement、punishment and classroom management effectiveness.
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Lehlaha, 'Makabelo Melida. "Leadership and management of classrooms with orphans and vulnerable children : a study of three primary schools in Lesotho." Thesis, 2011. http://hdl.handle.net/10413/6080.
Full textAbstract:
With introduction of Free Primary Education in Lesotho, teachers are now leading and managing
classrooms with increased numbers of orphans and vulnerable children (OVC). This study seeks
to understand how teachers lead and manage classrooms with OVC. It explores the experiences
of teachers who lead and manage classrooms with OVC, and the support they receive from
School Management Committees (SMCs) in their leadership and management of classrooms
with OVC. Transformational leadership and democratic classroom management theories are used
as theories underpinning the study.
The study is located within the interpretive paradigm. It employs a qualitative approach. The
data was collected from three primary schools in the Leribe dissemination centre in Lesotho. One
community school and two church schools were sampled. Nine participants (3 from each school)
were purposively selected. One teacher each was selected from the three different levels of
teaching from each primary school. Semi-structured interviews with open-ended questions were
used to generate data. The findings reveal that teachers experience increased existence of poverty
among OVC, which is illustrated by severe hunger, lack of basic requirements like food, clothing
and educational support. Teachers have formulated different strategies to deal with these issues
in their classrooms. When difficult issues arise the principals play an important role in helping
the teachers. Unfortunately, there is less support for teachers from other SMC members.Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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Padayachie, Sagree. "Management strategies for establishing discipline in primary classrooms in a KwaZulu-Natal district." Diss., 2013. http://hdl.handle.net/10500/13837.
Full textAbstract:
The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning.Educational Leadership and Management
M. Ed.
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Chen, Hsiang-ling, and 陳湘玲. "A case study of classroom management strategies of the first grade teacher in a primary school." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/50767751973088366252.
Full textAbstract:
碩士臺東師範學院
教育研究所
88
Abstract The study aims to investigate the classroom management ideal and strategies of the first grade teacher in a primary school and analyze the factors in the formation and transformation of classroom management strategies through the actual operation of them. A first-grade class of a public primary school located in Taitung City was selected, and a one-year case study was conducted on the pupils and teachers of the class, who had been included as research subjects. Such research methods as participant observations, in-depth interviews and analysis of documents, supported by voice recording, picture-taking, on-site description, and reflective diary, were adopted to collect primary data and conduct thorough investigations. The observations, three days of a week on the average, were carried out in the first semester of the 1999 academic year, while the in-depth interviews continued until late April of 2000 (in the midst of the second semester of the 1999 academic year). The subjects under observation included Chinese Language Art, Arithmetic, and Natural Science. From literature interviews, research finding, and discussions, the study has come up with four conclusions: I. The beginning of a semester is the important timing to establish class rules. II. Excellent teaching is the optimal strategy of classroom rule management, and rule management is integrated into teaching. III. The commendation-punishment system for first-and-second graders is carried out based on behaviorism and aims to internalize pupils’ behavior. IV. The handling and guidance of misbehavior should depend on the mutual efforts of teachers and parents. V. The arrangement of classroom environment should take into consideration the overall classroom conditions and must conform to teaching objectives. VI. Personal character and family and school education affects the formation of the classroom management ideal of the case teachers. In light of the above finding and conclusions, the study has, from four perspectives, proposed the following suggestions: I. Suggestion on teachers’ classroom management (I) Teachers must have a positive, correct ideal of classroom management. (II) A teacher must have a classroom management style that matches his/her personality and other characteristics. (III) Diversified classroom management strategies must be flexibly employed. (IV) Classroom rules must be effectively, uniformly executed. (V) The classroom rule should enumerate examples. (VI) Teachers should be encouraged to participate in action research. II. Suggestion to the school and educational administration (I) The educational administration should decrease the number of pupils in a class to facilitate group interaction between teachers and pupils. (II) The school should carefully plan and arrange school building facilities and equipment to help teacher’s plan the classroom environment. (III) The school guidance office should be prepared to provide pupils with misbehavior with psychological counseling. III. Suggestion to teachers’ colleges (I) Observing and emulating the classroom management by excellent teachers should be an important method of cultivating teachers. (II) Concentrated practice curriculum and practice system should be strengthened. IV. Suggestion to future researchers (I) Increase the number of research subjects and teaching subjects, and prolong the observation time. (II) Extend the scope of research and use other research methods.
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CHEN, YU HAN, and 陳羽涵. "Teacher Leadership Style, Organizational Citizenship Behavior and Classroom Management Effectiveness:An example of Hualien County’s Primary Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/8452b4.
Full textAbstract:
碩士高苑科技大學
經營管理研究所
102
This research is to discuss the relationship between teacher leadership style, organizational citizenship behavior and the management effectiveness of class. There are three purposes as below: a. To realize whether the teacher leadership style will obviously affect the classroom management effectiveness of Hualien County’s Primary schools . b. To realize whether the teacher leadership style will obviously affect the organizational citizenship behavior of Hualien County’s Primary schools’ students. c. To realize whether the organizational citizenship behavior of Hualien County’s Primary schools’ students will obviously affect the management effectiveness of class. To achieve the purposes of this research, the objects are all the elementary school teachers in Hualien. The researching method is through the survey of Questionaire,containing 3 subjects : （1）Questionaire of teacher leadership style ；（2）Questionaire of organizational citizenship behavior； and （3）Questionaire of classroom management effectiveness. 296 questionaires are sent to the research objectives, 283 solid questionairs are collected, the effectiveness percentage of 95.61% .The data is rendered via Windows Statistic Software, to obtain the statistics for this research. The analytics of the statistics leads to the conclusion below: （1）The leadership style of elementary school teachers in Hualien is positive to bring an influence on classroom management effectiveness；（2）The leadership style of elementary school teachers in Hualien is positive to bring an influence on the students’ organizational citizenship behavior；and（3）The students’ organizational citizenship behavior is positive to bring an influence on classroom management effectiveness. Finally, according to the conclusion of this research, here is the suggestions for the future references to the educational organizations, elementary school teachers.
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Ko, Mei-Yu, and 柯美瑜. "Action Research of a New Primary School Physical Education Teacher on the First Grade Classroom Management." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ynxvv4.
Full textAbstract:
碩士國立東華大學
體育與運動科學系
106
The purpose of this study was to survey a new physical education (PE) teacher developing the process of classroom management and the teaching effectiveness. The study adopted the action research on a variety of teaching strategy use in the first grade physical education. The researcher collected and analyzed the data through multiple methods such as classroom observation, interview records, reflection notes, and performance records of students in PE class. The main conclusions of this study can be summarized as follows: I. The process of classroom management is completed by the developing, teaching, performing, and evaluation. II. In terms of the effectiveness of enhancing classroom management. 1、 Establishing classroom management and introducing it clearly in PE class, students are willing to obey the rules of PE class. 2、 Keeping on teaching classroom management can improve students’ behaviors. 3、 Performing classroom management needs a complete system of rewards and punishments. 4、 Cooperating with master teachers can be of great benefit to researcher’s classroom management. III. The action process of PE classroom management facilitates researcher’s professional development. 1、 With Self-talk and reflections, researcher can make progress. 2、 Helping researcher develop a suitable mode of classroom management.
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Li, Li-hua, and 李莉華. "A Practice Research on Application Multiple Intelligences into Classroom Management in Grade One of Primary School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/79758175389732675992.
Full textAbstract:
碩士國立臺南大學
初等教育學系輔導教學碩士班（88~89）
90
Aiming at discussing the practice progress of application multiple intelligences theory into classroom management in grade one of primary school, this study includes teaching management, class environment management, routine tutorship and class interpersonal management, and researches with quality methods and collects with multiple ways. After comprehensively researching and analyzing, this study finds that: (I) Application multiple intelligence theory into phonetic symbols teaching 1. Can apply multiple intelligences teaching methods into the existing teaching materials with phonetic symbols. 2. Multiple intelligences phonetic symbols teaching not only can help students to learn phonetic notation, but also can make the students obtain illumination from multiple intelligences. 3. Must deeply consider the teaching effectiveness of multiple intelligences teaching activities during the course of designing multiple intelligences teaching (II) Application multiple intelligences theory into class environmental management 1. Find out the usable space and resource in the classroom. 2. Seek for the school’s support and householder resource to lay out multiple intelligences learning environment. (III) Application multiple intelligences theory into routine tutorship 1. The beginning of school is the important opportunity to establish classes. 2. Multiple intelligences routine strategy accords with different intellectual students. (IV) Application multiple intelligences theory into class interpersonal management 1. Multiple intelligences theory is helpful to accelerate the excellent class atmosphere. 2. Can accelerate excellent communication between the families and teachers and make the householder become the teacher’s assistant. 3. Must teach the students and the householder to know multiple intelligences. (V) Teacher’s self-considering ability is important According to the findings and conclusion of this study, the researcher offers the following several suggestions aiming at the application and implement of multiple intelligences theory: (I) Suggestions for the teachers in primary school 1. Deeply know multiple intelligence 2. Self-examine and view own teaching and engage in advanced studies 3. Change own teaching idea and innovate teaching 4 Be a good associate of the householder (II) Suggestions for the school administration units: 1. Establishes multiple intelligences professional growth team 2. Provide resource and lay out multiple intelligences learning environment 3. Give the teacher a big say in profession.
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Singh, Nirasha. "Teacher's management of learner discipline in a primary school in the Phoenix District." Thesis, 2012. http://hdl.handle.net/10413/9415.
Full textAbstract:
This study set out to explore how teachers at a primary school in the Phoenix area in Durban manage discipline problems among learners. I employed a qualitative approach to collecting data. This facilitated meaning making from the data by considering the bigger picture and converting the raw empirical information into what is known in qualitative research as ‘thick description’. The two main methods used were observations and face-to-face, semi-structured interviews. A series of semi-structured interviews with probing questions for clarity were used extensively, with each interview lasting approximately 40 minutes. The sample size was five participants. Participants were teachers purposively chosen from the researched school, all of whom resided in the Phoenix district. Data analysis of the responses to the open-ended interview questions were categorised and were inductive in establishing themes through the process of coding. These themes were then organised into increasingly more meaningful units of knowledge. Three broad findings emerged. The first is that many teachers use a heavy handed approach to manage discipline problems among learners. The second is that other teachers used a softer, more ‘gentle’ approach in handling discipline problems. The third is that the school policy does not seem to have the desired effect in terms of assisting teachers to manage discipline problems. While I arrived at these findings from my observations as well as from the interviews with teachers, it should be pointed out that some teachers, who may have subscribed to ‘softer’ forms of discipline, might also occasionally use a ‘tougher’ approach. Furthermore, other teachers who were routinely ‘tough,’ might have a ‘soft side’ (at times). This study recommends that a sound understanding of the learners’ local context and backgrounds will equip teachers to formulate practical ways to manage discipline which will act as a guiding tool in eradicating the problems that originate from having to make decisions in the absence of a firm set of principles. An appropriate discipline system should be established by teachers of their own accord and engineered to suit their personalities and the realities of their learners, the community and the school.Thesis (M.Ed)-University of KwaZulu-Natal, Durban, 2012.
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Liao, Ying-Chao, and 廖英昭. "A Research into the Relationship between the Leadership Behaviors andthe Classroom Management Effectiveness of Primary School Class Tutors." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/39166815077985952906.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
93
The main purpose of this research is to understand the relationship between the leadership behaviors and the classroom management effectiveness of primary school class tutors. Another purpose of the research is to investigate the prediction capability of background variables and teachers’ leadership behaviors for classroom management effectiveness. Based on the research results, conclusions and suggestions will be proposed to benefit school education and the innovation and development of teachers’ classroom leadership. To achieve the purposes mentioned above, literature review and a questionnaire survey method is used in the research. The statistical methods used for data analysis are t test, single-factor ANOVA, LSD multiple comparison procedure, Pearson product moment correlation and stepwise multiple regression analysis. The conclusions of this research are as follows: 1.The present state of primary school class tutors’ transformational and transactional leadership behaviors is acceptable. They perform best on “intellectual stimulation” and “management-by-exception(active)”but worst on “ management-by-exception（passive）”. 2. On the whole, the primary school teachers’ performance on classroom management effectiveness is acceptable. They perform best on “teaching quality” but worst on “class conventions”. 3. Very often, there exists significant difference in leadership behavior and classroom management effectiveness between teachers classified by a background variable into different groups. 4. The better is the teachers’ performance of transformational and transactional leadership behaviors, the more outstanding is their classroom management effectiveness. There is strongest correlation between “overall transformational leadership” and “teaching quality”. 5. Teachers’ transformational and transactional leadership behaviors are crucial factors in enhancing classroom management effectiveness. The prediction capability of “overall transformational leadership” for the whole and each aspect of classroom management effectiveness is most significant.
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CHEN, MEI-HUI, and 陳美惠. "The Study on the Relationship between Parent-Teacher Communication Skills and Classroom Management Effectiveness of Primary School Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2cw3g4.
Full textAbstract:
碩士國立暨南國際大學
教育政策與行政學系
105
The purpose of this study is to explore the relationship between parent-teacher communication skills and classroom management effectiveness of primary school teachers in the Taiwan region, and to explore the differences of the parent-teacher communication skills and classroom management effectiveness of primary school teachers in different background variables. In this study, the questionnaire survey method and the random sampling method were used to investigate the current situation of the parent-teacher communication skills and classroom management effectiveness of primary school teachers at the level of public primary schools in Taiwan. Research tools for the " parent-teacher communication skills and classroom management effectiveness of primary school teachers questionnaire". A total of 1000 questionnaires were sent and 741 valid questionnaires were collected. The effective questionnaire recovered 74.1%. The data obtained from the questionnaire were analyzed by descriptive statistics, t test, one-way ANOVA and and Pearson product correlation analysis with Windows for SPSS 20.0 statistical software, and the following conclusions were drawn: 1.In Taiwan region, the parent-teacher communication skills of primary school teachers in the current situation is good. 2.In Taiwan region, the classroom management effectiveness of primary school teachers in the current situation is good. 3.The current situation of the parent-teacher communication skills of primary school teachers,there are no significant differences in the background variables of different gender, different qualifications, different years of teaching and different service years. 4.The current situation of the parent-teacher communication skills of primary school teachers, there are significant differences in different age and different school size. 5.The current situation of the classroom management effectiveness of primary school teachers, there are no significant differences in the background variables of different educational backgrounds. 6.The current situation of the classroom management effectiveness of primary school teachers, there are significant differences in the background variables of different classes, different ages, different years of teaching, different service years and different school sizes. 7.There is a significant positive correlation between the parent-teacher communication skills and classroom management effectiveness of primary school teachers in Taiwan region. The better the parent-teacher communication skills, the higher the classroom management effectiveness.
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Wu, Shu-chih, and 吳淑智. "A Case Study on the Classroom Management of the 5th and 6th Grade Teacher in a Primary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8d3ruv.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
97
This study is aimed to investigate the problems dealt with in the classroom management of the 5th and 6th grades and its corresponding strategies. This case study is on a senior teacher in an elementary school. The analysis methods are conducted by the qualitative research, in-depth interviews, non-participant observations as well as the analysis of documents. The discussion topics are focused on how the senior teacher effectively develops his classroom management strategies in the aspect of his class affairs, class teaching, class environment, class rules, class climate and the Parent-Teacher Association communication skills. And the findings are as follows: 1.The teacher’s effective management strategies are deeply influenced by his personal background, life experiences and the personality traits. 2.An appropriate classroom management does not necessarily need fancy ideas or skills, but rather it should be embedded with the teacher’s own teaching styles and the reasonable as well as fair ideals. 3.The purpose of a good classroom management is on prevention rather than cure. 4.To form an effective classroom management takes a teacher’s belief in caring about his students and his attentively focus on the students. On top of that, it needs to carry on the action. These results of this study hopefully can be a resource or a reference to other teachers as strategies in the field of classroom management.
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Tasi, Yu-Lun, and 蔡育倫. "Application Research on Diskless Management System - The Case Study of PC Classroom In Ming-Yih Primary School, Hualien." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/4s3cd8.
Full textAbstract:
碩士國立東華大學
藝術與設計學系
100
Thanks to the rapid development of information technology, the educational environment displays an multiple innovation. Nevertheless, innovation derives heavy work pressure for information technology teachers in elementary schools which would in turn of affect teaching. For example, in addition to class teaching, everything relating to internet management, computer seminar activities, update, maintenance of software, hardware and webpage construction are part of the information technology teachers’ heavy workload. In view of this, in order to reduce work load in management and maintenance of computer classroom for teachers, this study plans and establishes diskless system to manage the equipments in PC classroom in Ming Yih Primary School, Hualien County. Moreover, observation and interview are applied and used as reference to modify relative issues to meet the teacher’s demands in terms of computer teaching. After statistically analyzing the data obtained from the questionnaire, it is found that (1) In terms of the questions under “Perceived ease of use,” most informational teachers of Ming Yih Primary School recognize the operational interface of the VHD diskless system as easy to learn and use and is satisfactory of humanized operation. (2) In terms of the questions under “Perceived usefulness,” most of the teachers agree that simplifying the computer equipment in PC classroom to diskless environment and through booting to reverting the issues of virus infection and informational security at client will be solved. (3) In terms of the questions under “Attitude toward Using,” teachers are satisfied with using diskless system in the management of PC classroom. (4) Diskless system used for managing PC equipments in PC classroom has significantly positive effect on “usage satisfaction” of informational teachers and relative personnel with different “professional background” in Ming Yih Primary School. (5) Diskless system used for managing PC equipments in PC classroom has significantly positive effect on “usage satisfaction” (only for the aspect of perceived usefulness) of informational teachers and relative personnel with differential “experience as informational teachers” in Ming Yih Primary School. It is hoped that the research results can be effectively solve the barriers and difficulties encountered by information technology teachers in the elementary schools in Hualien County and that their workload could be reduced and enhance the stability and security of the PC classroom system can be improved.
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SU, YANG-TZU, and 蘇陽孜. "Research of Relationship among Classroom Management, Knowledge Sharing and Virtual Community of Primary School Teachers in Taoyuan City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63186075438402042900.
Full textAbstract:
碩士開南大學
商學院碩士在職專班
102
The purpose of this research is to investigate the relationship among Classroom Management, Knowledge Sharing and Virtual Community of Primary School Teachers in Taoyuan City. In this research, a questionnaire was conducted and the participants were formal primary school teachers in Taoyuan city. From a total 400 responses, 383 were effective responses (return rate 95.7%). The data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation and multiple regressions. According to the results, the findings of the study were as follows: the elementary school teachers generally had high perceptions of classroom management effectiveness; the elementary school teachers generally had high perceptions of knowledge sharing; teachers have ability to operate computers with Internet and could share knowledge through Virtual Community. In addition, there were positive correlations between knowledge sharing and classroom management and teachers’ traits between knowledge sharing strategies and classroom management has mediation effect. According to the conclusions, the following suggestions are provided: To encourage teachers to participate web-based learning community positively and increase teacher’s interests in the participation by building a more attractive Virtual Community platform.
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"To what extent is the deep enjoyment of flow experienced in primary classroom learning, and under what teaching and learning conditions might the deep enjoyment of flow be facilitated ?" University of Technology, Sydney. Faculty of Education, 2003. http://hdl.handle.net/2100/297.
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The primary purposes of this research were to identify if and how a selected teacher and her class experience deep enjoyment as flow in the classroom, and if they do have that experience, to investigate the teaching and learning factors that facilitate that deep enjoyment. In particular this research had the following three aims: 1. to explore the conditions and activities that are identifiable in learner's perceptions of their deep enjoyment or flow in learning. 2. to identify the component characteristics of flow articulated in the learners' stories about their enjoyable learning experiences. 3. to identify and examine perceptions of deep enjoyment or flow in learning in teacher practice and student learning through a teacher's stories of her teaching experience and through classroom observations. The research involved a case study of a teacher in a state school Year 5/6 classroom, and seventeen of her students. Qualitative data were collected from interviews with the teacher, interviews with the students, and field observations recorded in the researcher's journal over a period of several months. These data, analysed by using the NUD*IST software, provide valuable insight into how the teacher and her students perceive their teaching and learning experiences. The children and their teacher do experience enjoyment, often the deep enjoyment of flow in their classroom. A classroom culture was identified that includes teaching characteristics, environmental, and instructional variables, which help facilitate deeply enjoyable flow in meaningful learning. This research concludes that the intellectual knowledge is available which will make flow facilitating classroom cultures achievable. Achieving such a classroom culture is possible when educators identify and value the enjoyment of flow, with its subsequent sense of learner control, confidence, success, well-being, energy and motivation to learn. To do this, educators need to identify and implement the teaching and learning strategies available that facilitate the experience, with the intention of ensuring recurrent learner success from the early years of school attendance. Such a change in the educational ethos would lead to successful, enjoyable and vibrant learning experiences for teacher and learner in the classroom.
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Li, Hui, and 李蕙. "The Application and Reflection of Care Ethics in Primary School – An Example of Classroom Management of Teacher and Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2bbzd3.
Full textAbstract:
碩士華梵大學
哲學系碩士班
107
Abstract This study is based on Nel Noddings’ ethics of care, to apply the concept of care, to lead a primary school’s sixth graders to know care, understand care, and exercise care. This study also designs ‘care castle’ in the classroom for teachers and students to manage and work together for establishing a care relationship. Through this study, the researcher cultivates and enhance these students’ behaviors of exercising care and love anytime and anywhere. During the research process, through documentary review, observation, data analysis, discussions and reflections, the researcher understands Nel Noddings’ ethics of care and the concept of care, to elaborate four methods of moral education: modeling, dialogue, practice, and confirmation. Along with the theme of care—care for self, care in the inner circle, care for surrounded acquaintances, and care for distant others, the researcher designs courses and teaching activities. And then this study design teaching strategies and activities for cultivating and enhancing these students’ care behaviors. Furthermore, through working together in the care castle in the classroom, the researcher develops a classroom of care relationship for teachers and students, brings students into the castle to share their minds, to deliver care, and to express feeling of care. Finally, according to the study results, teachers and students should all be used to care, and make care a reflective behavior. Such as the switch is touched, care mode is turned on immediately. Students entering care castle, throughout the process of dialogue, extend there are role play, and provide safe environment of ‘scenario rehearsal.’
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Coetzee, Morné Johan James. "An exploration of effective classroom management in three different phases of a primary school in a small town in southern KwaZulu-Natal." Thesis, 2009. http://hdl.handle.net/10413/1939.
Full textAbstract:
Most teachers want to create classrooms that promote the achievement of learners’ full potential. Learners’ behaviour, however, often disrupts the teaching and learning. Instead, the fact that those teachers have to spend so much time sorting out disruptive behaviour makes the classroom a place filled with tension and unpleasantness. Various studies have shown that children’s troublesome behaviour shows no sign of decreasing and teaching has become more complex and more demanding than ever. Although the teacher brings an enormous amount of expertise to the classroom, this is not enough to ensure that effective teaching and learning will take place. Various, ongoing changes in society and education require teachers to add new understandings about learners’ behaviour and the complexities thereof in the classroom. Teachers are thus required to devise practices and techniques to manage their classrooms to promote teaching and learning. Teachers have to employ methods and techniques to ensure that they create a classroom that is conducive to teaching and learning. Some researchers have suggested that teachers become ‘classroom researchers’ to look at their own practice and then evaluate means and ways to improve on it. Teachers are required to become ‘reflective practitioners’ to improve their classroom management skills through reflection and self evaluation. Teachers are also required to teach with influence and care. The classroom context and the relationship between teachers and learners are cited as particularly important in shaping the way that the teacher manages the classroom to achieve teaching and learning. I have adapted a particular approach to my classroom management that is very specific. This approach focuses on group work, social learning and guided interaction between learners. My method however is not perfect and thus I have set out to review other classroom management approaches with the aim of improving my own practice. To achieve this I have looked at the way in which three of my colleagues manage their classrooms and I have aimed to employ some of their tactics in my personal classroom management. The research was approached using three research questions as a basis. These were as follows: 1. What methods do teachers use to manage their classrooms? 2. What do teachers perceive as effective classroom management? 3. How can the environment be adapted to achieve effective classroom management? To explore these critical questions, the case study approach was adopted. The participants were observed in their classrooms and interviews were conducted to get a holistic picture of the classroom management approaches used by the selected participants. The participants in this study displayed diverse backgrounds, classroom management approaches and personalities. The study revealed that these teachers employed various methods in their classroom management. Group work, reciting of rhymes, arranging the classroom in certain ways, maintaining good human relations and keeping learners gainfully occupied were some of the methods that the participants in the study have employed to achieve effective classroom management. These teachers perceived effective classroom management very differently. Some saw it as a way of getting learners involved in the lesson to minimise distraction, while others had a somewhat idealistic view on this issue. The study also revealed that the teachers involved had reorganised their classrooms, divided their classes into manageable smaller groups and even flooded their learners with work to change the environment to achieve effective classroom management. The findings of this study can be of value in discussion to seek solutions or alternatives to address effective classroom management in schools that experience concerns on this vital issue.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.