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1
Moradi, Neda. "The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms." Language Testing in Focus: An International Journal 2 (October 2020): 22–33. http://dx.doi.org/10.32038/ltf.2020.02.03.
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The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.
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Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (December 1, 2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.
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AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.
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Mireles-Rios, Rebeca, John A. Becchio, and Shadi Roshandel. "Teacher Evaluations and Contextualized Self- Efficacy." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 6–17. http://dx.doi.org/10.32674/jsard.v4i1.1938.
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Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.
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Moalosi, Smitta Waitshega Tefo. "Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?" Journal of International Education Research (JIER) 9, no. 4 (December 2, 2013): 397–406. http://dx.doi.org/10.19030/jier.v9i4.8266.
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Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.
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Afiah, Devi Siti. "Classroom Management Problems Faced by Pre-Service Teachers Study Case: At Senior High School 1 of Plumbon." Academic Journal Perspective : Education, Language, and Literature 6, no. 1 (May 30, 2018): 32. http://dx.doi.org/10.33603/perspective.v6i1.1129.
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This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.
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Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.
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The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.
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Colson, Tori, Yajuan Xiang, and Moriah Smothers. "How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers." Rural Educator 42, no. 1 (April 29, 2021): 20–31. http://dx.doi.org/10.35608/ruraled.v42i1.897.
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The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.
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Hartono, Juni, Aswandi Aswandi, and Sukmawati Sukmawati. "The Effect of Class Management and Identity Crisis on Class 7 of Students’ Behavior Digression at Junior High School in Sambas District." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 354. http://dx.doi.org/10.26737/jetl.v4i2.1902.
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Students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. This study aims to describe the effect of class management and identity crisis together on behavior digression of class VII ( 7th Grade) students in the state junior high school class in Subrayon 4 Tebas, Sambas District. The research method used is descriptive expost method, with a quantitative research approach. The population in this study were all public junior high school teachers in Subrayon 4 Tebas, Sambas District as many as 174 people and the samples were taken by random sampling. The data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in Subrayon 4 Tebas, Sambas District. The data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at State Junior High School in Subrayon 4 Tebas of Sambas District, students who sat in class VII of state junior high school in Subrayon 4 Tebas of Sambas District, the results of data from BP teacher and homeroom teacher. The data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. The results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. Based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class VII of state junior high school in Subrayon 4 Tebas, Sambas District.
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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.
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The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a primary and a secondary school, are used for the pilot study. This case study involved 112 teachers from a primary school and 75 teachers from a high school in Kuala Lumpur. Data collected, over a period of one year, include attendance records, teacher movement records and medical appointment letters. On average, teachers who were absent from school or the classroom comprised10% of the school year. 50% of the teacher absenteeism was due to personal reasons, and 50% was due to work duties. The financiallossto students due to teacher absenteeism is estimated to be equal to that of the teacher’s average monthly salary. The total costs to both schools were calculated to be more than half a million Malaysian Ringgit for an academic year of schooling. This amount is enough to pay the annual salaries of almost seven teachers for each school. Instructional time lost needs to be prevented as this means high financial costs and an adverse impact on student learning. It also indicates the inefficient use and management of economic resources. However, the findings based on one case study alone are insufficient tojustify for an immediate change in the education policies. Further in-depth study involving more samples and more comprehensive research needs to be carried out to obtain a better picture.
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Aida, Lia. "An Investigation of the Practice of Effective Teaching Strategies in Three Islamic Senior High Schools in South Jakarta." IJEE (Indonesian Journal of English Education) 2, no. 1 (June 25, 2015): 59–72. http://dx.doi.org/10.15408/ijee.v2i1.2195.
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Some research has argued that effective teachers significantly influence students’ performance. However, becoming effective teachers are not easy because they have to apply some strategies of effective teaching. For that reason, this paper intends to investigate whether teachers from three Islamic Senior High Schools in South Jakarta practice effective teaching strategies. These schools have been considered good due to the high mean score of English subject in Ujian Nasional. The framework of effective teaching follows the model developed by Creemers and Kyriakides, which relate teacher behavior in the classroom and student achievement . The framework consists of orientation, structuring, questioning, teaching modeling, applications, teacher role in making classroom a learning environment, management of time, and classroom assessment.
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Khory, Fifukha Dwi, Setiyo Hartoto, Sudarso Sudarso, and Bayu Budi Prakoso. "Persepsi Guru Pamong Terhadap Kualitas Mahasiswa Calon Guru PJOK Saat Melaksanakan Program Pengelolaan Pembelajaran di Sekolah Mitra." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 4, no. 1 (May 18, 2018): 38. http://dx.doi.org/10.29407/js_unpgri.v4i1.12092.
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This study aims to determine the quality of prospective PE teachers (PPET) in implementing learning management program (LMP) in a partner school of Universitas Negeri Surabaya. Descriptive qualitative approach wa applied. The research subjects were ten PPET who conducted LMP. There were three criteria that would be assessed by the supervising teacher: (1) students’ feasibility to become a PE teachers; (2) need of teacher competence; and (3) competence in student teaching. Research findings showed that the average of students’ feasibility score as student teachers 80.5 (very feasible). Based on the supervising teacher’s perception, the school needs quality teachers who have good academic skills, master the latest curriculum and teaching materials, have good classroom management skills and problem solving, and are creative and inovative. The quality of PPET was sufficient because they were able to manage the class, develop a lesson plan based on the 2013 curriculum, master teaching techniques, know the latest information of the 2013 curriculum, have high self-development ability, dedication, and discipline. In conclusion, the results of this study were able to describe the quality of PPET in conducting LMP, but this study only had few subjects, the findings might not be able to generalize the whole population.
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Schumacher, Gary, Bettye Grigsby, and Winona Vesey. "Determining effective teaching behaviors through the hiring process." International Journal of Educational Management 29, no. 1 (January 12, 2015): 139–55. http://dx.doi.org/10.1108/ijem-04-2013-0071.
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Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.
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Apriani, Eka. "Utilizing Preservice English Teachers Strategies and Classroom Management at Junior High School in Rejang Lebong Regency." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 149. http://dx.doi.org/10.29240/ef.v1i2.291.
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ABSTRACT
The objective of this research is aimed to know what are the most strategies and classroom management which are used by Preservice English Teacher at STAIN Curup in the academic year 2016/2017. The total of English Teacher was 7 teachers which as cooperating teacher of 17 preservice English Teacher. The types of english teaching strategies used by preservive English teacher were: (1) Task-Based Language Learning (100%) and (2) Cooperative Learning (100%); (3) Grapic Organizers (29%); (4) Technology (5.8%); (5) Roleplay (5.8%); (6) Storytelling (11.7%); (7) Vocabulary Building (11.7%); (8) Summarizing and Notetaking (5.8%); and (9) Analysis of Student Work (5.8%). The most strategies used by preservice english teacher (>50%) were Task-Based Language Learning and Cooperative Learning (100%). The types of classroom management used by preservive English teacher were: (1) Maintaning Discipline (58.5%), (2) giving feedback (100%), and classroom interaction (17.6%). The most classroom management used by preservice english teacher (>50%) were giving feedback and maintaning discipline.
Keywords: Classroom Management, Presrvice English Teacher, Teaching Strategies
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Blinder, Melanie B., Brandis M. Ansley, Kris Varjas, Gwendolyn T. Benson, and Susan L. Ogletree. "Supporting Students by Maintaining Professional Well-Being in High-Stress Jobs." LEARNing Landscapes 10, no. 2 (July 10, 2018): 59–72. http://dx.doi.org/10.36510/learnland.v10i2.996.
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Student mental health, well-being, engagement, and deep learning is tied to teacher wellness. Georgia State University’s Center for Research on School Safety, School Climate, and Classroom Management in partnership with The Collaboration and Resources for Encouraging and Supporting Transformations in Education project approached student health, wellness, and achievement by promoting change within teachers. Culturally specific professional development workshops were delivered to teachers, administrators, and other school staff. The workshops positively affected participants’ health and wellbeing through activities focused on identifying the body’s stress response and the development of personalized stress management plans to support healthy lifestyles.
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Bussing, Regina, Faye A. Gary, Christina E. Leon, Cynthia Wilson Garvan, and Robert Reid. "General Classroom Teachers’ Information and Perceptions of Attention Deficit Hyperactivity Disorder." Behavioral Disorders 27, no. 4 (August 2002): 327–39. http://dx.doi.org/10.1177/019874290202700402.
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The authors used survey methods to examine three sources of teachers’ ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.
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Liang, Fei Shin, and Mei Kin Tai. "TEACHER SELF EFFICACY IN NATIONAL SECONDARY SCHOOLS AT PENINSULAR MALAYSIA." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 160–67. http://dx.doi.org/10.35631/ijepc.640013.
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Teacher self-efficacy is a cognitive process that allows an individual to measure the level of self-confidence in behavior change. In relation to that, this study was conducted to identify the level of self-efficacy of teachers in National Secondary School (SMK) in Peninsular Malaysia. Three dimensions namely Student Engagement, Instructional Strategies, and Classroom Management were measure in this study. There were 357 teachers selected randomly for this study. Data were collected through a questionnaire using the Teacher Sense of Efficacy Scale (TSES) instrument. Data were analyzed using descriptive statistics to describe the level of self-efficacy of teachers. The findings of the study show that the level of self-efficacy of teachers in SMK in Peninsular Malaysia at a high level (Mean = 4.15, SP = .425). Student Engagement dimension (Min = 4.11, SP = .443), Instructional Strategies dimensions (Mean = 4.15, SP = .456) and Classroom Management dimension (Mean = 4.19, SP = .491).
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Tahir, Mohammed Mizel. "Effective ways for the Classroom Management." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 214, no. 2 (November 11, 2018): 67–84. http://dx.doi.org/10.36473/ujhss.v214i2.633.
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This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.
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Suparmi. "The Implementation of Classroom Management Principles in Teaching English at Vocational High School 3 Padang." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (June 30, 2021): 13–17. http://dx.doi.org/10.35134/jlesson.v3i1.4.
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The aim of this research was to find out how the teachers implemented principles of classroom management in teaching and learning process at SMKN 3 Padang during teaching and learning process. This is a qualitative research. The data were the result of observation and interview. The participants of this research were three English teachers of SMKN 3 Padang who teach at grade X, XI and XII. The finding of this research indicates that English teachers at SMKN 3 Padang do not implement almost all of the principles of classroom managements during teaching and learning process. They implemented them in three stages of teaching; such as pre-activity, whilst-activity and post activity. Almost all of the principles of classroom management are implemented in whilst-activity. At pre and post-activity, the teacher only implemented three principles, such as warm and enthusiasm, emphasizing on the positive things and building self-discipline. Moreover, the data shows the teachers’ reasons in implementing classroom management. The reason is increasing students’ motivation and achievement. It can be concluded that the English teachers at SMKN 3 Padang should improve their focuses to the principles of classroom management in teaching English. Hopeful, this research can be a significant contribution for English teachers in teaching.
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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.
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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
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Ford, W. Blake, Keith C. Radley, Daniel H. Tingstrom, and Brad A. Dufrene. "Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms." Journal of Positive Behavior Interventions 22, no. 3 (January 10, 2020): 181–90. http://dx.doi.org/10.1177/1098300719890059.
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Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.
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Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (May 6, 2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.
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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.
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Marks, Helen M., and Karen Seashore Louis. "Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 245–75. http://dx.doi.org/10.3102/01623737019003245.
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Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.
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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.
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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.
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Agemso, Wakgari Deressa. "Factors that Affect Classroom Management in English Classes with Reference to Gore High School, South West Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 11 (December 2, 2020): 223. http://dx.doi.org/10.18415/ijmmu.v7i11.2242.
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This study focused on identifying factors that affect classroom management in English classes and tried to give suggestions for the identified problems. The data were collected from Gore High School grade nine students, and English teachers who teach grade nine. The sample consisted of 213 students, and four English teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, questionnaires/open-ended and close-ended/ and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom.
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Celik, Suleyman. "The intervention of online teaching practicum to teachers’ sense of self-efficacy." Revista Amazonia Investiga 10, no. 37 (March 8, 2021): 190–201. http://dx.doi.org/10.34069/ai/2021.37.01.19.
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The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.
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Göldağ, Battal. "Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1464–79. http://dx.doi.org/10.18844/cjes.v15i6.5285.
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This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.
Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;
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Karakaya, Esra G., and Mumin Tufan. "Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings." Journal of Education and Training Studies 6, no. 5 (April 9, 2018): 123. http://dx.doi.org/10.11114/jets.v6i5.3076.
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This study aimed to determine preschool teachers’ classroom management skills and investigate the relationships between teachers’ classroom management skills and inclusion students’ social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli province and 42 inclusion students aged 4-7. Personal Information Form, Classroom Management Skills Inventory for Pre-school Teachers and Pre-School and Kindergarten Behavior Scale were used to collect data. Mann Whitney U and Kruskal Wallis methods were utilized to analyze the descriptive statistics. Results revealed that participating pre-school teachers had high level of perceived classroom management skills, teachers’ classroom management skills did not differ based on inclusion students’ age and gender but they significantly differed based on teachers’ age, seniority, type of school they graduated from and staff status. Inclusion students were found to have moderate social skills and high level of problem behaviors. Children scores in social skills and problem behavior scales did not change based on age but they significantly differed based on gender. According to the results, no meaningful relationships existed between teachers’ classroom management skills and inclusion students’ social skills and problem behaviors.
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Gable, Robert A., Jo M. Hendrickson, Clifford C. Young, and Mohsen Shokoohi-Yekta. "Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders." Behavioral Disorders 17, no. 2 (February 1992): 126–34. http://dx.doi.org/10.1177/019874299201700202.
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A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.
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Tobin, Kenneth, and Barry J. Fraser. "Investigations of Exemplary Practice in High School Science and Mathematics." Australian Journal of Education 32, no. 1 (April 1988): 75–94. http://dx.doi.org/10.1177/000494418803200105.
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Past research has often highlighted problems of science and mathematics education. As a consequence, case studies of exemplary teachers were conducted to emphasize positive aspects and to stimulate and improve science and mathematics education. Comparisons of three exemplary teachers with colleagues from the same schools indicated that the exemplary teachers used effective classroom management strategies; used a range of whole-class, small-group and seat-work activities; kept students on-task; and monitored the extent to which students understood the content to be learned. In contrast, the comparison teachers had difficulty in maintaining discipline, emphasized whole-class activities and focused on content coverage rather than student understanding.
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Teguh, Muhammad, and Wahidul Basri. "Historical Learning Behavior of High School Students During the Covid-19 Pandemic." Journal of Social Work and Science Education 2, no. 1 (May 7, 2021): 21–34. http://dx.doi.org/10.52690/jswse.v2i1.162.
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This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.
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Nurindah, Nurindah, Mansyur Akil, and Basri Jafar. "Teachers’ Self-efficacy and Performance in Teaching Literature in the Interest-based Classes at Senior High School." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1271. http://dx.doi.org/10.17507/jltr.1006.16.
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Teacher’s self-efficacy is a specific phenomenon that can be seen as one of the contributors to the process of learning and effective teaching. Teacher self-efficacy was investigated at two Senior High Schools (SMAN 1 and SMAN 2) in Kendari, and proved its importance in the interest-based classes at senior high schools in Kendari. Findings revealed two major methods employed in the research study: 1) interviews conducted in the form of an open interview with 5 teachers; and 2) observation was focused on teachers teaching materials, classroom management, as well as the enthusiasm of the teacher during the learning process takes place. Based on the finding, this study argues that teachers have high confidence in their ability to teach literature because they ascribe high value to their performance. However, the self-efficacy of teachers did not have an impact when applied in practice. In the classroom observation, these elements generally did not show up. This shows that the dependence of teachers on textbooks is not accompanied by an increase in the ability of teachers to ask questions to the students during the learning process, so that the high self-efficacy of teachers does not produce learning achievement is high. This goal can be achieved by giving more opportunities and experiences for teachers to improve the quality of learning.
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Egeberg, Helen, and Andrew McConney. "What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools." Australian Educational Researcher 45, no. 2 (December 1, 2017): 195–216. http://dx.doi.org/10.1007/s13384-017-0250-y.
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Abstract Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.
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Reddy, Linda A., Adam Lekwa, and Elisa Shernoff. "Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools." Journal of Learning Disabilities 54, no. 1 (November 26, 2020): 36–53. http://dx.doi.org/10.1177/0022219420970194.
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Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.
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Torelli, Jessica N., Blair P. Lloyd, Claire A. Diekman, and Joseph H. Wehby. "Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms." Journal of Positive Behavior Interventions 19, no. 1 (July 31, 2016): 14–25. http://dx.doi.org/10.1177/1098300716632878.
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In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.
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V, Kowsalya, and Nalinilatha M. "A COMPARATIVE STUDY ON CLASSROOM MANAGEMENT TECHNIQUES AMONG GOVERNMENT AND PRIVATE SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 514–18. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2065.
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Classroom management is terms used by teachers to describe the process of make sure that classroom lessons run easily in spite of troublesome activities by students. Today, educators are anticipated to manifest a high degree of specialized competence, and therefore to be able to manage their classes in such a way that students originate the maximum benefit from their schooling. The study aimed to examine the comparative study on classroom management techniques among government and private school teachers. The investigator adopted survey method to study the classroom management techniques among government and private school teachers. For this study a sample of 300 school teachers from six various schools which are situated in Coimbatore district selected by the investigator using simple random sampling technique. The findings revealed that there is no impact of demographic variables were found both on emotional competency and class room management techniques among school teachers and there is no relationship was found between emotional competency and class room management techniques among school teachers.
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Wirussawa, Seatuch, Kowat Tesaputa, and Amporn Duangpaeng. "An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School." International Education Studies 9, no. 5 (April 26, 2016): 235. http://dx.doi.org/10.5539/ies.v9n5p235.
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<p class="apa">This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying the effects of the learning environment management system at the secondary schools. This research was the research and development (R&D). Tools employed in this study consisted of: a questionnaire, a form of opinion expression of the scholars, a form of interview, a form of system evaluation as well, a form of satisfaction evaluation. Data were analyzed by percentage, mean and standard deviation. The findings were as follows: 1) The components of the learning environment management system on outputs included: school policies, personnel, budget, materials used in the application, management as well as participation. On process, there were: environment inside classroom, environment outside classroom, information technology, class atmosphere, creation of learning and instruction and curriculum.</p><p class="apa">The outputs comprised: an increase in the learners’ leaning achievement, eagerness to learn among the learners, learning resources conducive to learning of the learners, teachers’ and school administrators’ satisfaction as well as interaction between the teachers and learners. The feedback consisted of a report on the effects and recommendations to those concerned, application of evaluation results to be improved based on recommendations. 2) The current states of the learning environment management system in the secondary schools were at the high level while the problems of the application were at the moderate level. 3) The system of the learning environment management in the secondary schools comprised 6 sub-factors including: inside classroom environment, outside classroom environment, information technology, classroom atmosphere, creation of learning, and instruction and curriculum. 4) The effects of the system application revealed that the teachers obtained interaction with the learners at the high level. More learning resources were added to the schools. The learners gained the higher learning achievement. The school administrators and teachers were satisfied with the system on the learning environment management in the secondary schools.</p>
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
Full textAbstract:
The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Avillanova, Anchieta Ave, and Paulus Kuswandono. "ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES." English Review: Journal of English Education 8, no. 1 (December 27, 2019): 41. http://dx.doi.org/10.25134/erjee.v8i1.1972.
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This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers� challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers� needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers� real needs as opposed to given programs.
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Thoyibi, Muhammad, Mauly Halwat Hikmat, and Aryati Prasetyarini. "Teachers’ Perspective on Student’s Right to Participation in Classroom Management." Asian Journal of University Education 17, no. 1 (March 8, 2021): 63. http://dx.doi.org/10.24191/ajue.v17i1.12602.
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The study aimed at exploring the teachers’ perspective on the right of the child to participate in the seating arrangement and how the teachers resolved when values and norms were in conflict. The data were collected through questionnaires by accidental sampling technique from seven regencies in Central Java and East Java, Indonesia. The participants of the research were teachers at Junior High Schools and Senior High Schools. The results of the study showed the following findings. Firstly, 81% of the teachers stated that the students had the right to choose their own seats. However, half of the teachers excluded the rights of the students to choose with whom they sat. Secondly, practices in different schools, especially private and Islamic schools, demonstrated that religious norms played such a significant role in the school and classroom management that the values derived from the legal sources were subject to the aim of complying with the religious norms.
Keywords: Child Right to Participation, Classroom Management, Seating Arrangement, Teachers’ Perspective.
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Chukwu, Chukwuemeka Joseph, Evelyn Ijeoma Ezepue, Kalu-mba Evelyn, Ukamaka Felicia Iremeka, Nweke Prince Onyemaechi, Madu Chioma Vivian, and Iro Stephen Uwakwe. "Teachers’ Professional Ethics and Classroom Management as a Correlate of Students’ Academic Performance in Public Secondary Schools in Abia State, Nigeria." Journal of Social Sciences Research, no. 67 (July 25, 2020): 715–19. http://dx.doi.org/10.32861//jssr.67.715.719.
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The study examined teachers’ professional ethics and classroom management as a correlate of students’ academic performance in public secondary schools in Abia State, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a Correlational Research Design. The population of the study consisted of 9,200 Secondary School Students in Public Secondary Schools. The study sampled 920 students representing 10% of the populations using Stratified Random Sampling Technique. The instrument for data collection was structured questionnaire titled: “Teachers’ Professional Ethics and Classroom Management of Students Academic performance (TPECMSAP)”. The instrument was validated by three experts. The instrument was tested using t-test method and calculated with Pearson’s Product Moment Correlation which yielded an index of 0.71 for teachers’ professional ethics and 0.89 for classroom management. Data collected was analyzed using mean and standard deviation to answer the research questions. Pearson’s r, R2 (coefficient of determination) and multiple regression analysis was used to test the null hypotheses at 0.05 levels of significance. The findings of the study revealed that there is a significant relationship between teachers’ professional ethics, classroom management and students academic performance. The findings of the study revealed that employment of qualified teachers and other professionals’ demands for practices to ensure high academic performance. Based on the findings, it was recommended among others that government and the school administrators should organize seminars, workshops and conferences to create more awareness on teachers’ ethics and classroom managements on academic performance of students in Nigeria.
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Tanjung, Ellisa Fitri. "Improving the Quality of Religious Islamic Education Learning through Collaborative Learning Approach in SMP Muhammadiyah Pandan Tapanuli Tengah." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (April 22, 2021): 1809–14. http://dx.doi.org/10.33258/birci.v4i2.1858.
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The product quality of education is determined by teachers in learning processes underlying curriculum (official), which results of highly dependence on what is done by the teacher in the classroom (actual). Atmosphere of learning and teaching was directed so that learners can develop her potential. Previous learning approach which concentrates on the teacher (teacher-centered) to the student-centered approach to learning (student-centered), it takes master-teacher teaching methods, classroom management, and the ability to motivate students. Mastery of the teaching method is far more important than the provision of subject matter (al-Thoriqoh ahamm min al-hymn). The problems related to this study include: (1) description of the educational approach that can improve the quality of teaching Islamic education in junior high school students of class VII in Muhammadiyah Pandan Central Tapanuli. (2) collaborative learning education approach can improve the quality of teaching Islamic education in junior high school students of class VII Muhammadiyah Pandan. This study applies the quality approach and collaboration from any action researchers. The study was carried out in SMP Muhammadiyah Pandan Central Tapanuli. Data source were derived from class VII.The subject of study comprised 30 students.
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Chuenpraphanusorn, Teeradet, Jongkon Boonchart, Ongorn Snguanyat, Amuka Wachirawin, Sarawut Chimbuathong, Kanchulee Moonlapat, and Chanin Thitipetchkul. "The Project Evaluation for Development the Learning Integrated Model between the International Program (IP) and the Fundamental Level Curriculum in Education Hub Project of the Ministry of Education, Thailand." Mediterranean Journal of Social Sciences 8, no. 6 (November 27, 2017): 73–80. http://dx.doi.org/10.1515/mjss-2017-0043.
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Abstract The objectives of these investigation were: 1) evaluate the input process and the out-put of the International Program in Thailand, 2) study, analysis and synthesis the educational management, 3) develop the integrated model between the international classroom and the national curriculum classroom, 4) evaluate the model and 5) present and submit the model to the relevant educational organization. The mixed research methods: the qualitative and quantitative were used for this research methodology. The sampling group consisted of students, program leaders, school committees, teachers and school officers, total 827 people from 8 schools in the Education Hub Project. The tool for gathering the quantitative data was the questionnaire the reliability was in 0.950. Then the data was analyzed by the statistic in term of the percentage, mean and standard deviation. The in-depth interview and structural interview form was the main tool for the qualitative method. The results of this investigation were; 1) The result of the quantitative method was informed that 1.1) the In-Put process of the international program management especially the quality of the teachers were in the high ranking of demand in 4.15, furthermore, a) the classroom and supporting materials or teaching aids were in the high ranking in 3.98, and b) the area of teaching and learning were in the high ranking in 4.17. On the other hand, 1.2) the process factor: a) the students, program leaders, school committees, teachers and the school officers were participated in educational management in the high ranking in 3.96 b) the program management and the correlation with the community were in high ranking in 4.01 c) the quality of the teacher was in high ranking in 4.17 and d) the quality of the school officer was also in high ranking in 4.12. Moreover, 1.3) the out-put of the program can be seen as: a) the result of the student development and the progress of the Education Hub Project were in high ranking in 4.06 2) The result of the qualitative method was found that 2.1) the supporting of the school budget from the department of education was also insufficient, 2.2) the capacity of the school teachers and school officers were in high ranking too, and 2.3) the management, the correlation of any parts of the school within the teacher, classroom and the supporting material or teaching aids were in the high ranking. 2.4) the result of the model’s evaluation can be confirmed in the highly quality, especially; the model’s capacity that it was including both of In-Put, Process and Out-Put.
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Cook, Clayton R., Aria Fiat, Madeline Larson, Christopher Daikos, Tal Slemrod, Elizabeth A. Holland, Andrew J. Thayer, and Tyler Renshaw. "Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy." Journal of Positive Behavior Interventions 20, no. 3 (February 19, 2018): 149–59. http://dx.doi.org/10.1177/1098300717753831.
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Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment. The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students’ classroom behavior. Teachers were nominated by their principals for participation and then randomly assigned to the PGD or attention control condition. Observational data on academic engaged time and disruptive behavior were collected pre- and post-implementation. Results revealed that the PGD strategy produced significant improvements in academic engaged time and reductions in disruptive behavior. Moreover, results from a social validity questionnaire indicated that teachers found the PGD strategy to be feasible, reasonable, and acceptable. The limitations of this study and implications of these findings for teacher pre- and in-service trainings are discussed.
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Luka Yelwa Barde, Abubakar Alhaji Ahmed, Salamatu Mohammed, Maryam Gafo Bizi, Nuhu Ibrahim, and Grace Ifemedike Uzoma. "Analysis of large class-size and its effects on teaching and learning process among students’ secondary schools in Potiskum local government area." GSC Advanced Research and Reviews 8, no. 1 (July 30, 2021): 045–52. http://dx.doi.org/10.30574/gscarr.2021.8.1.0113.
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The study was carried out on the evaluation of the effects of over-population on teaching and learning of among students in junior secondary schools in Potiskum Local Government Area. To guide the study, 3 research questions in line with purpose of the study were formulated. Descriptive Survey Research Design was adopted for the study. The target population of the study was the entire teachers in randomly selected four junior secondary schools in Potiskum Local Government Area. Stratified Random Sampling Technique was adopted to select 40 teachers from the 4 junior secondary schools to constitute the sample size of the study. Structure Questionnaire was the major instrument used to collect data for the study. The data collected was analyzed using Mean and Standard Deviation for the questionnaires. The findings of the study revealed that, inability of teachers to paid attention to individual students that need special attention, lack of classroom control and management at overcrowded classroom and teachers found it difficult in conducting effective continuous assessment in classroom are some of the problems faced by teachers and students in teaching and learning in over-populated classrooms in junior secondary schools of Potiskum Local Government Area. The findings of the study also revealed that, high numbers of the students in classroom affect academic performance and that smaller class’s size lead to improvement of academic performance are some of the effects of over-population on the quality of teaching and learning in junior secondary schools in the study area. The findings of the study further revealed that, Admission of the students in junior secondary schools should be based on minimum standard as specified National Junior Secondary School Curriculum and provision of modern teaching aids such as overhead projectors, power point presentation device that each and every individual student will view the content of the lesson in the classroom are some of the ways forwards for overcoming the problems faced by teachers and students in over-populated classroom during teaching and learning in junior secondary schools in the study area. It was recommended that, a ratio of 1:40 teachers to students is hereby suggested for junior secondary schools as stated in the National Policy of Education (2013).
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Susanti, Anita. "the Application of Classroom Management in English Language Teaching to Increase Students’ Speaking Ability at Tenth Grade of SMK Trisakti Bandar Lampung." Pedagogy : Journal of English Language Teaching 5, no. 2 (January 2, 2018): 113. http://dx.doi.org/10.32332/pedagogy.v5i2.937.
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This research focused on the application of classroom management in English language teaching to increase students’ speaking ability at private vocational high school at Bandar Lampung. Data come from tenth class X accounting 1consists of35 students involving a writer and an English teacher. The research was conducted through a Classroom Action Research (CAR). The result showed that classroom management could be used to increase students’ speaking in learning English by implementing proper classroom management. Classroom management could be effective if it is supported by the ability of the teacher in managing a classroom. How teachers’ talk and behave are important factors in managing a class. Making a classroom climate was comfortable and condusive by proper classroom managing and adequate classroom facilities. The successful application of classroom management can be seen from the students’ positive response and their active participation in speaking learning activities.
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Williams, Janet. "Preferences of High Ability (Gifted) Students in Special and Mainstreamed Classes for Particular Teacher Characteristics." Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 32–36. http://dx.doi.org/10.1017/s0816512200025803.
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ABSTRACTDespite the critical importance of the teacher in any learning environment, there has been relatively little research into the characteristics of effective teachers of high ability (gifted) students. The majority of studies report the view of ‘experts’ rather than judgements made by the students themselves.In this study, a modified version of the Student Perception of Teachers (SPOT) rating scale was used to measure the relative importance to gifted students of personal-social, cognitive and classroom management characteristics of teachers.The sample consisted of two groups of high ability students in years 8,9 and 10 at government senior high schools in Western Australia. One group had been selected to participate in an academic extension programme and therefore the students were in special classes; the other consisted of students of similar ability, but attending the regular school programme.Similarities and differences in the preferences of the mainstreamed and special groups are outlined, and findings compared with the results of two similar studies carried out in lsrael and the USA, but using only students in special programmes.lmplications for the selection and training of teachers of high ability students are discussed.
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Frank, Alicia Roberts. "Using Technology to Connect Students with Emotional Disabilities to General Education." Journal of Cases on Information Technology 13, no. 4 (October 2011): 21–30. http://dx.doi.org/10.4018/jcit.2011100103.
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This case follows a high-school special-education teacher who teaches in a program for students with emotional disturbance (ED) in a large, comprehensive high school. Many of her students cannot attend general-education classes because of anxiety or behavioral issues, but as a special educator, she does not have the subject-area expertise to provide them with the academic education they need to be prepared for life after high school. She hopes that through the use of a video connection to general-education classes her students can be exposed to the highly qualified content-area teachers while remaining in the safe environment of the ED classroom. She believes that virtual attendance in a class could help her students feel comfortable enough to make the move to the actual classroom and be included with their peers to gain academic knowledge and social skills.
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Adela, Melati. "An Investigation into the Link between English Teachers’ Classroom Management and English Achievement at one Islamic Senior High School." Ta'dib: Jurnal Pendidikan Islam 25, no. 1 (June 26, 2020): 57–70. http://dx.doi.org/10.19109/td.v25i1.5488.
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This study investigated the link between each dimension of English teachers’ classroom management and the twelfth grade students’ English achievement, and the influence of each dimension of English teachers’ classroom management on the twelfth grade students’ English achievement of one Islamic senior high school in Palembang. The correlation research design was applied in this study. The population of this study was the twelfth grade students. Convenience sampling technique was used to select the sample consisting of 85 students, 42 students of science class and 43 students of social class. The result analysis indicated that there was no significant correlation between behavioral dimension of classroom management and English achievement since the r-obtained (-.012) was lower than r-table (.213). Then, there was no significant correlation between instructional dimension of classroom management and English achievement since the r-obtained (-.016) was lower than r-table (.213). From the findings, it can be concluded that each dimensions of classroom management had no correlation with English achievement. It means that the English teachers’ classroom management was not a dominant factor affecting students’ English achievement.
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Anindya, Anisha Ayu, Ajeng Putri Nur Anisa, and Akmal. "The Strategies of Novice Teachers’ in the Large Class Management." EDUVELOP 3, no. 2 (March 21, 2020): 73–81. http://dx.doi.org/10.31605/eduvelop.v3i2.603.
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novice teachers, strategies, large class.This research reports which aimed to analyze strategies of novice teachers used in the large classroom management. This work is a comprehensive case study covering all teachers who play an important role in their classroom management. The case study on this research focused on Junior High School novice teachers in Yogyakarta. The researcher choose this school because it has large class that can support the researcher in collecting the data. The subject of this research consists of five novice teachers. The data was gathered through observation and interview. This study indicated the perspectives of the novice teachers in large classroom.The result showed that the teachers mostly divide or organize the students by grouping them, monitoring them to check students’ work and to keep the class calm, give them positive punishment to students who misbehave, and using some teaching method to make students active during the teaching and learning process.