scholarly journals The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers’ Selected Behaviors in a Music Integration Course

2021 ◽  
pp. 002205742110250
Author(s):  
Jennifer L. Potter
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Behavior Management ◽  
Management Strategies ◽  
Proactive Behavior ◽  
Management Skills ◽  
Music Integration ◽  
Classroom Management Strategies ◽  
Extended Practice ◽  
University Course

The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Classroom Management Strategies: Are They Setting Events for Coercion?

1993 ◽  
Vol 18 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Richard E. Shores ◽  
Philip L. Gunter ◽  
Susan L. Jack
Keyword(s):  
Classroom Management ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Management Strategies ◽  
Appropriate Behavior ◽  
Reciprocal Interactions ◽  
Classroom Management Strategies ◽  
Setting Events ◽  
External Reinforcement ◽  
Teachers And Students

The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.

scholarly journals Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 398-414
Author(s):  
Ertan Altınsoy
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Lesson Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Management Skills ◽  
Methodological Foundation ◽  
Classroom Management Strategies ◽  
Study Experience

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

The Coverage of Classroom Management in Teacher Evaluation Rubrics

2018 ◽  
Vol 42 (2) ◽  
pp. 161-174
Author(s):  
Allison F. Gilmour ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer ◽  
Joseph H. Wehby
Keyword(s):  
Teacher Evaluation ◽  
Classroom Management ◽  
Students With Disabilities ◽  
Management Strategies ◽  
Potential Method ◽  
Management Skills ◽  
Large Variability ◽  
Classroom Management Strategies ◽  
Student Misbehavior ◽  
Evaluation Rubrics

Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.

scholarly journals Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context

2018 ◽  
Vol 5 (2) ◽  
pp. 178
Author(s):  
Maqsood Ahmed ◽  
Munazza Ambreen ◽  
Ishtiaq Hussain
Keyword(s):  
Classroom Management ◽  
Secondary School Teachers ◽  
High Reliability ◽  
Management Strategies ◽  
Management Skills ◽  
Urban Sector ◽  
Gender Differentials ◽  
Model Schools ◽  
Female Teachers ◽  
Classroom Management Strategies

<p>The main purpose of this study was to get an insight about teachers’ classroom<br />management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model<br />Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management<br />than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. </p><p><strong>Keywords:</strong> gender, differentials, classroom management, strategies</p>

Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator

2019 ◽  
Vol 35 (2) ◽  
pp. 63-75
Author(s):  
Kristine E. Larson ◽  
Shanna E. Hirsch ◽  
Jillian P. McGraw ◽  
Catherine P. Bradshaw
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Student Teachers ◽  
Mixed Reality ◽  
Management Strategies ◽  
Student Behaviors ◽  
Guided Practice ◽  
Classroom Management Strategies ◽  
Current Article ◽  
And Performance

Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies. Yet these technologies may be difficult for preservice programs to integrate into the curriculum and may be perceived as stressful for some student teachers. The current article presents findings from a feasibility and acceptability study of the TeachLive™ mixed-reality teaching simulator, which was used as a supplemental guided practice opportunity for preservice student teachers enrolled in classroom management and special education methods classes. Data from 62 preservice teachers suggest there is potential for acceptability among teachers in training, particularly if adjustments are made to reduce their stress and performance anxiety. Recommendations for using mixed-reality simulators in preservice training are provided.

scholarly journals Classroom Management and the Librarian

2017 ◽  
Vol 37 (1-2) ◽  
pp. 23
Author(s):  
Heidi Blackburn ◽  
Lauren Hays
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Management Skills ◽  
Classroom Management Strategies ◽  
Management Techniques ◽  
Library School

As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.

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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