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.

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 Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation

2021 ◽  
pp. 004208592110584
Author(s):  
Andrew Kwok ◽  
Megan Svajda-Hardy
Keyword(s):  
Classroom Management ◽  
Culturally Responsive ◽  
First Year ◽  
Urban Teachers ◽  
Responsive Classroom ◽  
First Year Teachers ◽  
Design And Implementation ◽  
District Administrators ◽  
Management Coaching ◽  
Culturally Responsive Classroom

This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated by district coaches who provided individualized support. Data also indicates specific misconceptions held by FYTs, strategic district decisions in designing the coaching program, and challenges encountered throughout implementation. Findings have implications for the preparation and support of culturally responsive classroom management for FYTs.

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.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

scholarly journals Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

2021 ◽  
Vol 13 (22) ◽  
pp. 12843
Author(s):  
Anna Szép ◽  
Slava Dantchev ◽  
Martina Zemp ◽  
Malte Schwinger ◽  
Mira-Lynn Chavanon ◽  
...  
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Class Size ◽  
Online Survey ◽  
Management Strategies ◽  
Path Model ◽  
Extended Model ◽  
Special Educational Needs ◽  
Implementation Barriers ◽  
Classroom Management Strategies

Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. N = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.

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