Journal articles: 'Primary Classroom management'

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Simbolon, Naeklan. "PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 3, no. 1 (June 30, 2015): 19–23. http://dx.doi.org/10.24114/esjpgsd.v3i1.2186.

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Rytivaara, Anna. "Collaborative classroom management in a co-taught primary school classroom." International Journal of Educational Research 53 (January 2012): 182–91. http://dx.doi.org/10.1016/j.ijer.2012.03.008.

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Hamedoğlu, Mehmet Ali. "The Use of Information and Communication Technologies in Classroom Management in Primary Schools." Malaysian Online Journal of Educational Technology 7, no. 4 (October 1, 2019): 145–54. http://dx.doi.org/10.17220/mojet.2019.04.010.

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

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

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

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

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Oghuvbu, Enamiroro Patrick, and Theresa Edirin Atakpo. "Analysis of Classroom Management Problems in Primary Schools in Delta State, Nigeria." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 381–88. http://dx.doi.org/10.2304/ciec.2008.9.4.381.

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This article identifies classroom management problems, their causes, and possible ways to reduce these problems in primary schools located in Delta State, Nigeria. A total of 600 teachers selected from twelve local government areas participated in this study. Data were collected in a checklist containing 27 items and a two section questionnaire containing 19 items. Three research questions and three hypotheses were formulated and tested using percentage, bar and pie charts, chi-square and analysis of variance at 0.05 level of significance. The study revealed that common classroom management problems were related to students shouting, calling names, sleeping and talking/engaging in discussion during lessons. Identified causes of these problems were seen as originating in: overcrowded classrooms; parent neglect of the health conditions of children; and an unhygienic and below-standard teaching and learning environment. School location does not significantly influence teachers' views on identified causes and possible ways to reduce classroom management problems in primary schools in Delta State, Nigeria.

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Rahmadani, Anisa, and Farida Kurniawati. "Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 75–92. http://dx.doi.org/10.25115/ejrep.v19i53.3444.

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Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

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Fields, Barry A. "The Nature and Incidence of Classroom Behaviour Problems and their Remediation Through Preventive Management." Behaviour Change 3, no. 1 (March 1986): 53–57. http://dx.doi.org/10.1017/s0813483900009116.

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Classroom management rates highly as one of the major concerns and problems experienced by techers. Unfortunately, evidence of the extent and nature of management problems, particularly data related to behaviourally and emotionally disturbed children in classrooms is conflicting. The result is that differences in opinion exist as to the complexity and magnitude of the interventions required to deal with such children. This study investigates the proposition that extreme behaviour problems are rare in primary classrooms and that procedures for preventive management are sufficiently powerful to alleviate most classroom behaviour disturbances.

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Beyleroglu, Malik, Sakir Bezcı, Muhsin Hazar, Emre Ozan Tıngaz, and Hacer Ozge Baydar. "Examination of the Classroom Management Profiles of Secondary and Primary School Teachers." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 66. http://dx.doi.org/10.19044/esj.2017.v13n28p66.

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The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

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Shireen, Saira, Samreen Mehmood, and Mehwish Habib. "Effects of Class Size on Classroom Management: A Study on Elementary Schools." Global Educational Studies Review V, no. III (September 30, 2020): 207–13. http://dx.doi.org/10.31703/gesr.2020(v-iii).21.

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The main aim of this study was to see the relationship between class size and classroom management), Classroom management (CRM) for comparing teaching in overcrowded classes versus small sized classrooms. Primary data were collected from same teachers who had the experience of teaching both overcrowded classes and small sized classes. For overcrowded classes, it was hypothesized that teachers can very effectively maintain discipline in the small-sized classrooms as compared to the overcrowded classes. In case of class room management (CRM), it was hypothesized that overcrowded classes do not allow good class room management compared to small sized classes. Reliability tests were carried out to check consistency of the answers from respondents on all seven variables, in both the overcrowded and small-sized classes. The test chornbachs� alphas yielded acceptable to very good range. The mean values of variable Classroom management (CRMO) was estimate at 4.04. On the basis of descriptive statistics coupled with One-sample t test, this research concluded that majority of the teachers had found that overcrowded class rooms were not appropriate for Classroom management (CRMS). Considering the conclusions, the study recommends that classes should not be overcrowded to the best possible circumstances.

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Graff, Danielle M., and Kerry S. Caperell. "Concussion Management in the Classroom." Journal of Child Neurology 31, no. 14 (September 29, 2016): 1569–74. http://dx.doi.org/10.1177/0883073816666205.

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There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the “Returning to Learning” recommendations. The authors’ primary objective was to assess and improve high school educators’ knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant ( P < .001). Initial areas of weakness were the description and identification of concussions. Questions regarding concussion classroom management also showed a statistically significant increase in scores ( P < .001). This study identifies the deficits in the knowledge of educators regarding concussions and classroom management as well as the significant improvement after an online educational module.

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

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

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O’Neill, Sue, and Jennifer Stephenson. "Classroom behaviour management content in Australian undergraduate primary teaching programmes." Teaching Education 23, no. 3 (September 2012): 287–308. http://dx.doi.org/10.1080/10476210.2012.699034.

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Tazuddin, S. M. "Attitude of Student, Teacher Behaviour and Class Management: A Study." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 25, 2020): 446–51. http://dx.doi.org/10.38124/ijisrt20aug091.

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Attitude is one of the most important factors in helping to get through the highs and lows of life. Since attitude spells how a person copes, whatever perspective you may hold will invariably have an effect in your performance and the way you and secondary data collected from various secondary sources. In any teaching-learning situation, teacher plays an handle rejection. This study based on both primary and secondary data. Primary data collected from survey method important role in the classroom management. This study focused on the student’s attitude, teacher’s behavior and classroom management. This study showed elements of student’s attitude and socialization is made up of eight stages of psychosocial development. And also mention seven mental disorders of childhood. This research explains some principles and techniques of classroom management and discipline. This study reveals that teacher activities in classroom to maintain well management in classroom. Finally, the research gives some suggestion and recommendation to overcome barriers in classroom management.

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Baker-Henningham, Helen, Yakeisha Scott, Marsha Bowers, and Taja Francis. "Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial." International Journal of Environmental Research and Public Health 16, no. 15 (August 6, 2019): 2797. http://dx.doi.org/10.3390/ijerph16152797.

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This study investigated the effect of a school-based violence prevention programme implemented in Grade 1 classrooms in Jamaican primary schools. Fourteen primary schools were randomly assigned to receive training in classroom behaviour management (n = 7 schools, 27 teachers/classrooms) or to a control group (n = 7 schools, 28 teachers/classrooms). Four children from each class were randomly selected to participate in the evaluation (n = 220 children). Teachers were trained through a combination of workshop and in-class support sessions, and received a mean of 11.5 h of training (range = 3–20) over 8 months. The primary outcomes were observations of (1) teachers’ use of violence against children and (2) class-wide child aggression. Teachers in intervention schools used significantly less violence against children (effect size (ES) = −0.73); benefits to class-wide child aggression were not significant (ES = −0.20). Intervention teachers also provided a more emotionally supportive classroom environment (ES = 1.22). No benefits were found to class-wide prosocial behaviour, teacher wellbeing, or child mental health. The intervention benefited children’s early learning skills, especially oral language and self-regulation skills (ES = 0.25), although no benefits were found to achievement in maths calculation, reading and spelling. A relatively brief teacher-training programme reduced violence against children by teachers and increased the quality of the classroom environment.

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Sung, Su Jin. "Primary School Teachers' Use of Music for Classroom Teaching and Management." Journal of Music and Human Behavior 13, no. 2 (November 30, 2016): 1–16. http://dx.doi.org/10.21187/jmhb.2016.13.2.01.

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Rahman, K. A., Mohamad Muspawi, Muazza Muazza, and Panji Firman Kurniawan. "INCREASING LEARNING OUTCOMES AMONG PRIMARY SCHOOL STUDENTS BY USING CLASSROOM MANAGEMENT." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 22, no. 2 (December 23, 2019): 193. http://dx.doi.org/10.24252/lp.2019v22n2i1.

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Abstract:This study aimed to determine the implementation of classroom management, and to find out the supporting and inhibiting factors in improving the students’ learning outcomes. This research used qualitative method which focused on interviewing the principal and teachers. The data were analyzed through classifying the data, coding and theme creation, then presenting the results. The finding of this study indicated that classroom management had impact on students’ learning outcomes. There were also some supporting factors, such as coordination and motivation from the school and parents who had big part in encouraging the improvement of the students’ learning outcomes. However, there were inhibiting factors, such as learning environment which was not conducive.Abstrak:Penelitian ini bertujuan untuk menentukan implementasi manajemen kelas, serta faktor pendukung dan penghambat dalam meningkatkan hasil belajar siswa. Penelitian ini menggunakan metode kualitatif yang berfokus pada wawancara kepala sekolah dan guru. Data dianalisis melalui pengklasifikasian data, pengkodean dan pembuatan tema, kemudian menyajikan hasilnya. Temuan dari penelitian ini menunjukkan bahwa manajemen kelas berdampak pada hasil belajar siswa. Terdapat juga beberapa faktor pendukung, seperti koordinasi dan motivasi dari sekolah dan orang tua yang berperan besar dalam mendorong peningkatan hasil belajar siswa. Namun, ada beberapa faktor penghambat, seperti lingkungan belajar yang tidak kondusif.

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Demir, Semra. "Teacher perceptions of classroom management and problematic behaviors in primary schools." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 584–89. http://dx.doi.org/10.1016/j.sbspro.2009.01.105.

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Al-Malik, Abdul Rahman A. "Classroom Management Techniques by Islamic Education Teachers at the Primary Stage." Journal of Educational & Psychological Sciences 10, no. 03 (September 1, 2009): 243–70. http://dx.doi.org/10.12785/jeps/100310.

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Bayraktar, Hatice Vatansever, and M. Cihangir Dogan. "Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management." Higher Education Studies 7, no. 1 (January 16, 2017): 30. http://dx.doi.org/10.5539/hes.v7n1p30.

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The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

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CARPENTER, STEPHANIE L., and ELIZABETH McKEE-HIGGINS. "Behavior Management in Inclusive Classrooms." Remedial and Special Education 17, no. 4 (July 1996): 195–203. http://dx.doi.org/10.1177/074193259601700402.

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PERHAPS THE PRIMARY REQUISITE FOR STUDENTS WHO ENTER INCLUSIVE SETTINGS IS THE ABILITY OF THE STUDENTS AND TEACHERS TO EFFECTIVELY DEAL WITH BEHAVIOR ISSUES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE (A) COMPONENTS OF EFFECTIVE BEHAVIOR MANAGEMENT PROGRAMS AND (B) HOW ONE TEACHER, FACED WITH A VARIETY OF STUDENT BEHAVIORS, WAS ABLE TO VIEW THE CONTEXT OF HER SITUATION, EVALUATE BOTH TEACHER AND STUDENT BEHAVIORS, AND BRING ABOUT DRAMATIC CHANGES IN HER CLASSROOM. DISCUSSION INCLUDES PROACTIVE METHODS TEACHERS CAN USE TO ENRICH CLASSROOM CLIMATES AND PROMOTE A COMMUNITY OF LEARNERS THAT INCLUDES STUDENTS WITH CHALLENGING BEHAVIORS.

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Zhumasheva, N. S., and Zh Sundetova. "PSYCHO-PEDAGOGICAL CONDITIONS OF ORGANIZATION OF MANAGEMENT ACTIVITIES IN A PRIMARY SCHOOL BASED MANAGEMEN." BULLETIN Series Psychology 65, no. 4 (May 20, 2020): 59–63. http://dx.doi.org/10.51889/2020-4.1728-7847.11.

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This article examines the importance of leadership and management and discusses their role in the education system. The importance of leadership and management provides the foundation for building and engaging in education. After considering the issues of teaching and research, the article outlines the future needs and directions of leadership and education management. A more systematic approach to developing the necessary skills to take on leadership and management roles maybe useful. Whether the teacher is in a formal leadership position or not, acquiring these skills can help improve classroom performance.Also, a systematic approach to developing the necessary skills to take on leadership and management roles can be useful for leading a class, a group of staff. The increase in classroom performance will grow if the teacher acquires leadership and management skills. Everything we have: knowledge, family, payments, material and spiritual riches of culture, all of them have some information that we need. Information has a huge impact on everything people do. This is the main form of discussion of people, negotiations, communication, actions and profits. All this is necessary for good management and leadership. As internationalexperience shows, an important part of this change is understanding the science and art of management.

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Mavroudis, Nick. "Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools." International Journal of Learning and Development 10, no. 4 (December 31, 2020): 95. http://dx.doi.org/10.5296/ijld.v10i4.18136.

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This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.

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Konti, Feray. "Teachers and Students Perceptions towards teachers classroom management applications in primary schools." Procedia - Social and Behavioral Sciences 15 (2011): 4093–97. http://dx.doi.org/10.1016/j.sbspro.2011.04.503.

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Inan, Mehmet, and Fatih Dervent. "Investigation of the relevance between democratic tendencies and classroom management perceptions of preservice physical education and classroom teachers." Pegem Eğitim ve Öğretim Dergisi 3, no. 1 (March 1, 2013): 27–34. http://dx.doi.org/10.14527/c3n1m3.

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The main aim of this study is to determine the relevance between democracy tendencies and classroom management perceptions of preservice physical education and homeroom teachers who will teach in primary schools at 1-4 classes. The sample of the research was comprised of 4th grade students of Marmara University Atatürk Faculty Department of Primary Education and Department of Classroom Teaching (n=108) and School of Physical Education and Sport, Department of Teaching of Physical Education (n=30). In order to obtain the data Lutfu Ilgar's Classroom Management Skills Scale (r=0,809 and 0,790) and Democratic Tendency Scale which is composed by Akbaşlı, Yelken and Sünbül (r=0,74) were used. Correlation, t-test and variance analysis statistical techniques were used to analyze the collected data. Researh results show that there is a significantly positive correlation between democracy tendencies and classroom management perception of the preservice teachers (r=,414). Also it is determined that there is no significant difference between democracy tendencies and

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Ayele Eyob Kenta, Markos Mathewos Alaro. "Assessing Classroom Management Experience of Local Language Teachers in Ligaba Primary School in Wolaita Zone, Ethiopia: Focus on Wolaita Language." International Journal of Current Research and Academic Review 7, no. 4 (April 20, 2019): 41–51. http://dx.doi.org/10.20546/ijcrar.2019.704.006.

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The main aim of the study was to evaluate classroom management experience of local language teachers at Ligaba Primary school in Wolaita Zone of Ethiopia. The participants of the study were purposively selected six students from grade-5 and six teachers who were teaching that grade. Two tools were used to gather data: questionnaire and interview. Both qualitative and quantitative data analysis methods were employed to obtain the results. The study clearly disclosed that there were gaps regarding teachers' time management. They did not enter the class on time and this might lead students to disturb in the class. Moreover, the study genuinely indicated that teacher did not tell the students the rules and regulations of the class and this might also seriously hampers the classroom management of teachers. It also proved that sometimes teacher interrupts teaching and go out of the class to entertain any other individuals through phone or physically. Thus, it is possible to generalize that teachers' experience in classroom management is not effective due to lack of relevant knowledge on how to manage the classroom and due to various classroom factors. Hence, it is recommended that different classroom facilities should be fulfilled for teachers and students and appropriate training should be given for the teachers by stake holders like wereda education bureau on how to manage the classroom effectively.

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Hartikainen, Jani, Anna-Maija Poikkeus, Eero A. Haapala, Arja Sääkslahti, and Taija Finni. "Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students." Sustainability 13, no. 14 (July 20, 2021): 8116. http://dx.doi.org/10.3390/su13148116.

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Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and student ratings of task-focused behavior and attitude towards school as indicators for behavioral and emotional engagement, respectively, with the associations of gender, grade, and classroom design on CPA among 206 3rd and 5th grade students in open learning spaces and conventional classrooms. Structural equation modelling showed open classroom design to be directly associated with better attitude towards school (B = −0.336; CI95% −0.616 to −0.055), but not with task-focused behavior. The relationship between task-focused behavior and attitude towards school was statistically significant (B = 0.188; 95%CI 0.068 to 0.031). CPA was not associated with task-focused behavior and attitude towards school, while classroom design (B = 1.818; 95%CI 1.101 to 2.536), gender (B = 1.732; 95%CI 20 1.065 to 2.398), and grade (B = 1.560; 95%CI 0.893 to 2.227) were statistically significantly associated with CPA. Open learning spaces seem to be associated with better emotional engagement, which is associated with behavioral engagement. Longitudinal studies investigating associations of open learning spaces and CPA on students’ behavioral, emotional, and cognitive engagement concurrently are warranted.

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Neminska, Rumyana. "Managing the Online Classroom (А Reflexive Observation of the Experience of Primary Teachers in Distance Learning)." Педагогически форум 8, no. 3 (2020): 25–34. http://dx.doi.org/10.15547/pf.2020.020.

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Online classroom management is an innovation in the overall educational process. Its main characteristics - pedagogical communication, digital methodology and quality of learning in the online environment are the main semantic pillars on which this article is built. Empirical results from a teacher survey are presented. Their professional reflection outlines three research profiles: personal professional, pedagogical-methodological, competence-reflexive. In the pedagogical analysis of these profiles a number of conclusions are formed for the management of the online classroom in the process of distance learning. They are related to issues such as basic methodological skills, digital skills of teachers; quality of education, continuing qualification and others. The question is to develop a digital methodology for more successful management of the online classroom in the process of distance learning.

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O’Neill, Sue C. "Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?" Australasian Journal of Special Education 40, no. 2 (August 4, 2015): 117–40. http://dx.doi.org/10.1017/jse.2015.10.

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Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers’ efficacy related to coursework are discussed.

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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (June 2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.

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Tulyakul, Singha. "Classroom management strategies and teaching motivation among physical education teachers in primary school." African Educational Research Journal 7, no. 4 (November 22, 2019): 212–19. http://dx.doi.org/10.30918/aerj.74.19.050.

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Tulyakul, Singha. "Classroom management strategies and teaching motivation among physical education teachers in primary school." African Educational Research Journal 7, no. 4 (November 22, 2019): 212–19. http://dx.doi.org/10.30918/ajer.74.19.050.

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Bhengu, Thamsanqa Thulani, and Sithenjwa Hopewell Ncwane. "School Governance, Financial Management and Learners’ Classroom Needs: Perspectives of Primary School Teachers." International Journal of Educational Sciences 7, no. 3 (November 2014): 463–70. http://dx.doi.org/10.1080/09751122.2014.11890207.

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Okut, Levent. "Primary school science and mathematic teachers' beliefs in terms of the relationship between education and classroom management." Pegem Eğitim ve Öğretim Dergisi 1, no. 4 (December 1, 2011): 39–51. http://dx.doi.org/10.14527/c1s4m5.

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The purpose of this study was to determine if there were a significant relationship between teachers' beliefs related to education and classroom management. For this purpose Educational Beliefs Inventory which was developed by Okut (2009), Attitudes and Beliefs on Classroom Control Inventory which was developed by Martin, Yin and Baldwin (1998) and adapted to Turkish by Savran (2002) were used to gather data. Inventories were administered to 289 teachers. (126 Science teachers, 163 mathematics teachers). Data were analyzed by utilizing descriptive statistics, Chi-Square Test, One-Way Anova Test, t-test, Pearson Product-Moment Correlation Coefficient and Kruskal Wallis H-Test. Results revealed that 10 % of teachers were classified as transmissive, 37 % of teachers were classified as eclectic and 53 % of teachers appeared to have progressive educational beliefs. Teachers had interventionist beliefs on the Instructional Management subscale, whereas they had non-interventionist beliefs on the People Management subscale. Significant relationship was found between teachers' beliefs related to education and classroom management. Teachers who were interventionist also tended to be transmissive. Similarly teachers who were non-interventionist also tended to be progressive.

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Beck, Ann R., and Marcia Dennis. "Speech-Language Pathologists’ and Teachers’ Perceptions of Classroom-Based Interventions." Language, Speech, and Hearing Services in Schools 28, no. 2 (April 1997): 146–53. http://dx.doi.org/10.1044/0161-1461.2802.146.

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Surveys were sent to speech-language pathologists and to teachers regarding their perceptions of classroom-based interventions. Respondents were asked to rate, on a 5-point scale, factors that pertained to classroom-based interventions; to cite what they believed were the primary advantages and disadvantages of these types of interventions; and to rank various models of classroom-based interventions for appropriateness and frequency of use. Results indicated many areas of similarity between the responses of speech-language pathologists and those of teachers, with the primary areas of difference being classroom management and ease of data collection.

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Moghtadaie, L., and R. Hoveida. "Relationship between Academic Optimism and Classroom Management Styles of Teachers—Case Study: Elementary School Teachers in Isfahan." International Education Studies 8, no. 11 (October 28, 2015): 184. http://dx.doi.org/10.5539/ies.v8n11p184.

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The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant.

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Wiarsih, Cicih, and Feisal Aziez. "MENGEKSPLORASI STRATEGI MANAJEMEN KELAS BAHASA INGGRIS DI SEKOLAH DASAR INKLUSI." Khazanah Pendidikan 15, no. 1 (April 27, 2021): 74. http://dx.doi.org/10.30595/jkp.v15i1.10359.

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This research aims at: (1) exploring classroom management strategies used by English teachers in inclusive elementary school in Banyumas regency, (2) exploring English teachers’ reasons in using the strategies in their inclusive classes, (3) exploring how English teachers accommodate various needs of students with special needs in the classroom. This is a descriptive qualitative research. The primary data was gathered through classroom observation while secondary data was collected through interviews. This research was done in two inclusive elementary schools in Banyumas regency. This study shows that English teachers in the school have good understanding on classroom management. However, the practice in the classroom indicates that there are still rooms for improvement.

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Jayanti, Jayanti, and Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, no. 1 (April 25, 2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.

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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.

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Kristensen, Karen-Lis. "Do Teachers Leave Their Ethics at the School Gate? Social Practice Research in a Danish Primary School." Qualitative Studies 4, no. 2 (August 22, 2013): 114–33. http://dx.doi.org/10.7146/qs.v4i2.8861.

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This study addresses teachers' ethical dilemmas in everyday participation in school structures in a Danish Primary School. It focuses in particular on their relations with 'disturbing children'. The author and four first grade teachers work in a research team, documenting and analysing the teachers’ interactions in the classroom. This paper focuses on the interactions between two of the teachers and one of the students. The research team focuses on the teachers’ struggles with stress and burnout symptoms that they impute to students’ misbehaviour. Through their work together, documenting what happens in the classroom, and then working together in collective biography workshops, the research team reveals the contradictory conditions of teachers’ work. They find that following current guidelines for good classroom management, and accepting without question current discourses on ADHD, places the teachers in a double-bind, with teachers and children in opposition to each other, and both teachers and children being judged and found wanting. The paper seeks new ways of thinking/doing classroom interaction that challenges some of the binds of current management practices.

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Sundh, Stellan. "Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 37–48. http://dx.doi.org/10.2478/jtes-2020-0004.

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AbstractTeachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.

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Năng Toàn, Khúc. "An evaluation of classroom management skills among primary and secondary school teachers in Hanoi." Journal of Science, Educational Science 60, no. 6A (2015): 97–105. http://dx.doi.org/10.18173/2354-1075.2015-0080.

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Kasapoglu, Hulya. "Efficient Teacher Behavior in Classroom Management According to the Views of Primary School Students." Anthropologist 22, no. 2 (November 2015): 424–34. http://dx.doi.org/10.1080/09720073.2015.11891895.

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Wills, Howard, Joseph Wehby, Paul Caldarella, Debra Kamps, and Rebecca Swinburne Romine. "Classroom Management That Works: A Replication Trial of the CW-FIT Program." Exceptional Children 84, no. 4 (May 8, 2018): 437–56. http://dx.doi.org/10.1177/0014402918771321.

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The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD). Twenty-one elementary schools, 155 general education teachers, and 324 students participated in the multisite efficacy trial of CW-FIT over 6 months. Procedures included teaching attending skills, setting goals and awarding points for appropriate behavior, and differential reinforcement and rewards. Students not responding to the primary-level intervention received self-management or help cards as Tier 2 supports. Fidelity of intervention implementation was high across 4 years, with fidelity checks across groups and during baseline conditions. The primary outcome variables of engagement, disruptive behavior, and teacher praise and reprimands were assessed with repeated direct observation. Results confirmed that CW-FIT can be used to increase on-task behavior and reduce disruptive behavior of students with or at risk for EBD.

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Vincent, Ranjeetha Golde, and Shobha G. "Classroom practices of teachers on learning disabilities in children." International Journal of Educational Management 34, no. 3 (December 2, 2019): 562–75. http://dx.doi.org/10.1108/ijem-07-2019-0228.

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Purpose The purpose of this paper is threefold: to study the classroom practices followed by the government and private school teachers in handling children with learning disabilities; to study the differences in practice levels of government and private school teachers with respect to learning disabilities among children; and to study the influence of Socio-demographic factors of teachers on the level of their classroom practices toward learning disabilities in children. Design/methodology/approach As per the questionnaire development, the present study consisted of a self-developed tool (appendix) by the researcher, to assess the classroom practices of the teachers toward learning disabilities in children. In sum, 10 percent of the total sample size was considered for the pilot study, to know the feasibility, reliability and validity of the developed tool. The sampling technique used was convenient sampling. The data were collected through the survey method from 40 government and 40 private school teachers. Findings Both groups of teachers had low to moderate levels of practice with respect to handling children with learning disabilities in the classrooms. The findings disclosed significant association between demographic variables like monthly income, place of residence, and present school experience and selected features related to learning disabilities. A significant association was observed with teachers’ gender, having special training on handling children with learning disabilities and having children with learning disabilities in the classroom. A significant association was also found between schools offering regular training programs for teachers on teaching, handling and awareness of learning disabilities and practice level of the respondents. Research limitations/implications The study is limited to the assessment of classroom Practices of government and private primary school teachers toward learning disabilities in children. Practical implications The researcher, on the basis of the findings of the present study, suggests that trainings/workshops/intervention measure for teachers are much needed in order to help them in identifying and handling children with LD in a regular classroom especially at the primary level. Social implications Trainings can be provided in the areas of teaching skills, inclusive education, intervention measures/managing children with learning disabilities in the classroom, special education, counseling, classroom habits of a teacher, etc. This will ensure that teachers are empowered thus becoming powerful, operative and competent in teaching children with different needs and handling the uniqueness of each and every child. The school organizations and the government authorities can be informed on the need for such measures. This study recommends that there is a need for improving the classroom practice of teachers, in order to help children, benefit and get equal opportunities as their non-disabled peers. Originality/value This research paper is based on the findings collected from 80 primary teachers from various schools across the city.

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Indrianto, Nino, and Desi Nurul Fatmawati. "Teacher Skills in Classroom Management in Thematic Learning in Elementary Schools/Keterampilan Guru dalam Pengelolaan Kelas pada Pembelajaran Tematik di Madrasah Ibtidaiyah." journal AL-MUDARRIS 3, no. 1 (April 30, 2020): 15. http://dx.doi.org/10.32478/al-mudarris.v3i1.335.

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In service teachers are required to develop teaching skills as well as skill in managing classroom. The present study aims to explore the skills of the grade IV Islamic primary school teachers in Jember in managing classroom and to figure out the supporting and inhibiting factors emerged in thematic learning. This research employs a qualitative approach with a case study design. Data isgarnered through observation, interviews, and documentation. The results of this study are 1) the skills of fourth grade teachers of Darussalam 01 Islamic primary school are depicted from seating patterns arrangement, thematic decoration arrangement, wall magazines, student work display, learning media display, and the teacher carries out thematic learning with a variety of interesting methods and is able to provide meaningful experiences; 2) Supporting factors which have implications for classroom management include the K13 curriculum integration, teacher creativity, school principal support, student involvement, representative classroom conditions, and student guardian support. The inhibiting factors of class management include the teacher time limitation, the low level of student guardian support, and the low sense of ownership and responsibility of students towards their class.

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Aasheim, Merete, Sturla Fossum, Charlotte Reedtz, Bjørn Helge Handegård, and Monica Martinussen. "Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate." SAGE Open 10, no. 2 (April 2020): 215824402092742. http://dx.doi.org/10.1177/2158244020927422.

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In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

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Wilden, Eva, and Raphaela Porsch. "Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 631–55. http://dx.doi.org/10.14746/ssllt.2020.10.3.9.

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This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.

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Tuch, Abby. "Check Out These Checkbooks: Real-Life Banking for the Classroom." Teaching Children Mathematics 5, no. 7 (March 1999): 422–29. http://dx.doi.org/10.5951/tcm.5.7.0422.

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The program that I use to reinforce arithmetic, language arts, and social studies skills is also the primary behavior-management program in my third-grade class. It could easily be adapted for use in secondthrough sixth-grade classes.

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Mukhopadhyay, Lina. "Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study." International Journal of English Language Teaching 7, no. 2 (July 15, 2020): 1. http://dx.doi.org/10.5430/ijelt.v7n2p1.

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In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode.

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R. Sorbet, Dr Stefanie. "Motivating and Meeting Students’ Diverse Needs with Positive Classroom Design and Social-Emotional Learning." World Journal of Educational Research 7, no. 3 (August 31, 2020): p107. http://dx.doi.org/10.22158/wjer.v7n3p107.

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Classroom management has been a primary concern of teachers ever since we can remember. Excellent classroom managers are teachers who understand their own needs as well as the needs of their students. Teachers must get to know their students, where they come from, what motivates them, and what they need in order to best understand them. Through establishing a positive classroom environment, teachers can work to encourage and motivate students through promoting self-discipline while utilizing social-emotional learning.

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Journal articles on the topic 'Primary Classroom management'

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