Classroom Management Through Lesson Design: Considering Some Often-Overlooked Variables to Prevent Issues Before They Start

2018 ◽  
Vol 32 (1) ◽  
pp. 33-35 ◽  
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Classroom Teacher ◽  
Detailed Examination ◽  
Music Educators ◽  
Time Of Day ◽  
Management Skills ◽  
Lesson Design ◽  
Behavior Issues ◽  
Music Class ◽  
Service Music

Classroom management skills and related issues are usually top concerns of preservice and new in-service music educators. This column, the first in a series about classroom management issues, is about designing lessons to avoid common behavior issues. There are many more variables to consider besides curriculum when designing a lesson, such as the students’ experiences directly prior to music class, the culture set by the classroom teacher, and dozens of others. This column contains a detailed examination with applicable strategies concerning two such variables: time of day of the lesson and students’ physiological needs.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

scholarly journals Challenges and encouraging educational practices: Observations from field experiences

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Belete Mebratu
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Development Programs ◽  
Course Work ◽  
Need Support ◽  
Management Changes

This study is an analysis of the reported observations of teacher candidates about the challenges and encouraging practices at schools following their field experiences visits required to meet course work and licensure for teaching.  The findings of the study indicate that the participants of the study observed that classroom teachers face the challenges of too much workload, meeting the needs of too many students who need support, lack of resources, classroom management, changes of curriculum and policies, and meeting the needs of diverse students. The candidates, however, are encouraged by their observations of the use and applications of a wide variety of instructional approaches, the prevalence of a culture of a community of learners and co-operations, discipline systems, applications of technology and inspiring teachers’ professionalism and commitment to make differences in the lives of their students. Ways of addressing the observed challenges include measures of providing support staff and assistants to the classroom teacher, supplying classrooms with adequate resources, efforts to involve parents and guardians in the education of their children and in the affairs of schools, refocusing teacher education programs on those reported areas of challenges classroom teachers face, and ongoing in-service trainings and professional development programs for teachers.  

Teachers' Perceptions of Effective Preparation to Teach

1997 ◽  
Vol 80 (3) ◽  
pp. 955-961 ◽  
Author(s):  
John C. Houtz ◽  
Ilene K. Weinerman
Keyword(s):  
Delphi Technique ◽  
Professional Preparation ◽  
Experienced Teachers ◽  
Consensus Building ◽  
Management Skills ◽  
Lesson Design ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Perceived Importance

The Delphi Technique of survey and consensus-building was used to obtain ratings from experienced teachers to four questions related to their professional preparation. 13 teachers with varying amounts of experience completed four rounds of questioning over a 14-wk. period. The highest-rated responses indicated teachers' perceived importance of classroom organization and management skills, lesson design and delivery skills, and a “humanistic” orientation toward pupils. These perceptions were considered in relation to conclusions from research on effective teaching.

Classroom Management for Beginning Music Educators

1991 ◽  
Vol 78 (2) ◽  
pp. 53-56 ◽  
Author(s):  
Margaret Merrion
Keyword(s):  
Classroom Management ◽  
Music Educators

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2016 ◽  
pp. 1656-1681
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

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