Multitiered Support for Classroom Management Professional Development

2018 ◽  
Vol 28 (1) ◽  
pp. 5-12
Author(s):  
Nicolette Grasley-Boy ◽  
Nicholas A. Gage ◽  
Ashley S. MacSuga-Gage
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Classroom Management ◽  
Empirical Support ◽  
Great Benefit ◽  
Management Skills ◽  
Implementation Team ◽  
Quality Professional Development

Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program and its empirical support. We also provide specific recommendations for developing an MTS-PD implementation team, data collection systems, and classroom management skills for training.

scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices

2019 ◽  
Vol 22 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Diane Myers ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Management Skills ◽  
Opportunities To Respond ◽  
Empirically Supported ◽  
Brief Training ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

Using Microcomputer Simulation to Teach Classroom Management Skills to Preservice Teachers

1987 ◽  
Vol 13 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Donna M. Murphy ◽  
James M. Kauffman ◽  
H. R. Strang
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Undergraduate Students ◽  
Management Skills ◽  
Management Information ◽  
Subject Variables ◽  
Management Techniques ◽  
The Mean ◽  
Types Of Information

Recent advances in microcomputer technology have made it possible to simulate realistic classroom situations, thereby allowing preservice teachers to learn and practice a wide variety of fundamental instructional and management skills under controlled conditions. This study was undertaken to provide further evidence of the effectiveness of the misbehavior component of the Curry Simulation in training preservice teachers to use research-based classroom management techniques. Participating in two consecutive 10- to 20-minute simulation sessions in which they presented a spelling lesson to a group of software-defined “pupils” were 18 undergraduate students of regular and special education. Each subject received one or two types of information about classroom management between simulation sessions. Analyses of performance data revealed that the mean number of appropriate management responses made to computer-generated pupil talkouts increased significantly across simulation sessions while the mean number of inappropriate responses decreased significantly. The amount of time spent dealing with pupil misbehavior was also significantly reduced. Furthermore, effects were maintained at a 2- to 8-week follow-up session. No significant effects were found for type of management information provided to subjects between sessions or for selected subject variables. Limitations of the study and implications for program development are discussed.

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.

scholarly journals Manajemen Kepala Sekolah dalam Melaksanakan Perencanaan, Implementasi, Penilaian dan Tindak Lanjut Supervisi Akademik

2021 ◽  
Vol 4 (1) ◽  
pp. 21-30
Author(s):  
Muklis Riyanto ◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
Edy Susanto ◽  
Desi Tri Anggereni
Keyword(s):  
Data Collection ◽  
Classroom Management ◽  
Research Result ◽  
School Principal ◽  
Management Planning ◽  
Analysis Techniques ◽  
Collection Data ◽  
Implementation Assessment ◽  
Planning Implementation

The purpose of this study was to describe the management of the principal in carrying out planning, implementation, assessment and follow-up of academic supervision at SMA Negeri 6 Lubuklinggau. Data collection techniques include observation, interviews and documentation studies. Data analysis techniques include data collection, data reduction, data presentation and summarizing. Research result; 1) planning for academic supervision has been carried out in accordance with procedures, 2) implementation of academic supervision including methods, media, and classroom management has been carried out properly, 3) assessment of academic supervision includes techniques and procedures that have been carried out with good coaching, 4) follow-up academic supervision including planning, implementation, and assessment, good guidance has been carried out by the school principal. In conclusion, the management of the principal in carrying out academic supervision has gone well in accordance with existing procedures, but in planning and assessing the principal should be able to maintain and even make innovations in conducting academic supervision. Keywords: Management, Planning, Implementation, Assessment, Follow-up Supervision

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances ◽  
Information And Communication

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.

scholarly journals Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

2015 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Sarup R. Mathur ◽  
Scott C. Marley
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Online Survey ◽  
Management Practice ◽  
Challenging Behaviors ◽  
Hierarchical Regression ◽  
Management Skills ◽  
Teachers Perceptions ◽  
General Classroom ◽  
Positive Correlations

<p class="2M-body">114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.</p>

scholarly journals The Influence of Classroom Management Quality on the Students’ Behaviour

2016 ◽  
Vol 13 (1) ◽  
pp. 154-157
Author(s):  
Maria Niculescu ◽  
Ancuţa Ioana Franţ
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
High Quality ◽  
Behaviour Management ◽  
Student Behaviour ◽  
Management Quality ◽  
Sensitive Issue ◽  
Teachers And Students ◽  
Quality Professional Development ◽  
And Training

AbstractThe value of a teacher depends, among others, on their ability to transfer information from the scientific level to that of the efficient reception and understanding of each beneficiary of education, depending on individual features and age.The present study investigates the teachers’ and students’ beliefs and visions about student behaviour management.Starting from the assumption that the identification of the line between formative supervision vs punitive supervision or between formative supervision vs the absence of supervision is a sensitive issue, the present study analyses these forms of supervision in order to provide support for high quality professional development and training.

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Yousef Al Marshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Rapid Change ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It Focuses lower case F on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods reference needed. The study was done based on 120 people from Aljouf region which includes the city of Sakaka, Duma, Garra and Zallum. Its subjects are 60 male teachers and 60 female teachers carefully selected how? For the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterized by its rapid change and great technological advances.

scholarly journals CLASSROOM MANAGEMENT PRACTICES REPORTED BY CHILEAN PRE-SERVICE AND NOVICE IN-SERVICE TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE (EFL)

2020 ◽  
Vol 8 (4) ◽  
pp. 335-348
Author(s):  
Tania Tagle ◽  
Claudio Díaz ◽  
Paulo Etchegaray ◽  
Richard Vargas ◽  
Héctor González
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Data Collection ◽  
Foreign Language ◽  
Classroom Management ◽  
Management Practices ◽  
Research Subjects ◽  
Instructional Management ◽  
Behaviour Management ◽  
Stimulated Recall

Purpose of the study: The objective of this study is to reveal classroom management practices reported by Chilean pre-service and novice in-service teachers of English as a Foreign Language (EFL). This is associated with their classroom performance and considering the dimensions of people management, instructional management, and behaviour management. Methodology: The present study used a qualitative research methodology and a case study design. The participants were 30 pre-service teachers studying in two Chilean universities and 30 novice graduate English teachers from the same institutions. The data collection techniques were non-participant observations concerning the subjects’ classroom interventions and semi-structured interviews with stimulated recall based on the former. The researchers analysed the collected data by using the ATLAS.ti software for content analysis. Main Findings: The results indicate that most of the pre- and in-service EFL teachers declare the implementation of classroom management practices that employed an interventionist approach. This considering the dimensions of people management, instructional management, and behaviour management. Consequently, the research subjects’ pedagogical actions tend to be more teacher-centred rather than student-centred. Applications of this study: This study is related to English as a Foreign Language (EFL) teaching and learning and teacher education. The findings of this research can be useful for English language pre-service teacher education programs and professional development programs. The study suggests the relevance of helping pre- and in-service teachers reflect on their practices to modify their pedagogical beliefs and, consequently, improve the way they teach. Novelty/Originality of this study: This article considers teachers’ classroom management as a comprehensive construct that involves the dimensions of people management, instructional management, and behaviour management. Moreover, the data collection techniques include stimulated recall interviews based on the participants’ classroom observation. These techniques can be useful for educational research. Professional development undergraduate and postgraduate courses can also consider these procedures to help individuals examine their teaching practices, and their underlying beliefs, to reflect on them.

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