Technology-Based Classroom Management

2021 ◽  
pp. 238-248
Author(s):  
Shelley Kathleen Krach ◽  
Lori R. Kern
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Classroom Ecology ◽  
Intervention Selection ◽  
Classroom Management Strategies ◽  
Management Interventions

Many recent studies incorporate technology into classroom management strategies. Technology-based interventions can be used to increase the engagement of students in schools because they can be personalized to each student and meaningfully incorporated into the existing classroom ecology. This chapter describes how to effectively implement technology-based classroom management strategies. There is a particular focus on intervention selection and implementation. An evaluation of ClassDojo is included as an evaluative case study. Also, considerations of diversity and equity within classroom management interventions incorporating technology are included.

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

Mobile Devices and Classroom Management

2015 ◽  
pp. 64-74
Author(s):  
David Fuentes ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
Classroom Management ◽  
Mobile Devices ◽  
Teacher Educators ◽  
Classroom Teacher ◽  
Management Strategies ◽  
First Year Experience ◽  
Fifth Grade ◽  
First Year ◽  
Classroom Management Strategies

In this account of a fifth grade classroom teacher embarking with her class into the world of mobile learning, three university researchers collaborated to describe her first year experience using iPads in a one-to-one setting. As Ms. G set out to effectively infuse mobile devices into her classroom pedagogy, the authors detail some of the key decisions that led to her successfully managing the iPads while seamlessly adjusting her classroom management strategies to meet the needs of her students and classroom routines. The exploratory case study findings offer practicing educators and teacher educators, alike, helpful suggestions for introducing mobile devices into their classroom and begin a dialogue about the various practices and classroom management implications for a variety of uses of mobile devices in K-6 settings.

Classroom Management

2021 ◽  
pp. 226-237
Author(s):  
Todd F. Haydon ◽  
Cara L. Dillon ◽  
Alana M. Kennedy ◽  
Meagan N. Scott
Keyword(s):  
Classroom Management ◽  
Peer Influence ◽  
Classroom Climate ◽  
Management Strategies ◽  
Positive Outcomes ◽  
Inappropriate Behaviors ◽  
Classroom Management Strategies ◽  
Color Wheel ◽  
Management Interventions

Classroom management refers to a variety of strategies aimed at increasing appropriate behaviors and reducing inappropriate behaviors in classrooms. Common peer-mediated strategies in classroom management include establishing rules and classroom procedures, setting routines, and maintaining a positive classroom climate. Interventions such as the Color Wheel System can be helpful in establishing classroom expectations. This chapter discusses the use of classroom management strategies in schools, with a focus on strategies that can leverage peer influence to promote positive outcomes. This chapter also includes considerations of diversity and equity in classroom management interventions.

scholarly journals STRATEGI PENGELOLAAN KELAS DI SEKOLAH DASAR

2020 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Isnanto Isnanto ◽  
Samsi Pomalingo ◽  
Meldiana N Harun
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Management Strategies ◽  
Qualitative Approach ◽  
Classroom Management Strategies ◽  
Teacher’S Role ◽  
Emotional Environment ◽  
Eclectic Approach ◽  
Pluralistic Approach

The Objective of this research was to explore teacher’s role in maximizing the potency of the class; factors inhibiting classroom management; teacher’s efforts in coping with issues of classroom management; and classroom management strategies. This case study was conducted at elementary school of SDN 83 Kota Tengah Gorontalo City, and employed a qualitative approach. The data were collected from technical and source triangulations. The result shows that in classroom management, the teacher serves as a counselor, motivator, facilitator, demonstrator, and evaluator. Therefore, the teacher was able to analyze issues revolving around the students, teachers, as well as the physical and socio-emotional environment in the classroom. Regarding this, the teacher endeavors to apply preventive and corrective acts with the involvement of the school and the committee. Teacher tends to apply eclectic or pluralistic approach in which two or more approaches were applied at the same time. Accordingly, it was expected that the eclectic approach helps teachers improve their capacity in selecting approaches that allow them to cope with problems regarding classroom management

Mobile Devices and Classroom Management

2018 ◽  
pp. 542-552
Author(s):  
David Fuentes ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
Classroom Management ◽  
Mobile Devices ◽  
Teacher Educators ◽  
Classroom Teacher ◽  
Management Strategies ◽  
First Year Experience ◽  
Fifth Grade ◽  
First Year ◽  
Classroom Management Strategies

In this account of a fifth grade classroom teacher embarking with her class into the world of mobile learning, three university researchers collaborated to describe her first year experience using iPads in a one-to-one setting. As Ms. G set out to effectively infuse mobile devices into her classroom pedagogy, the authors detail some of the key decisions that led to her successfully managing the iPads while seamlessly adjusting her classroom management strategies to meet the needs of her students and classroom routines. The exploratory case study findings offer practicing educators and teacher educators, alike, helpful suggestions for introducing mobile devices into their classroom and begin a dialogue about the various practices and classroom management implications for a variety of uses of mobile devices in K-6 settings.

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

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