Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy

2021 ◽  
pp. 136216882110463
Author(s):  
Nada Jaber Alasmari ◽  
Abeer Sultan Ahmed Althaqafi
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Management Practices ◽  
Management Strategies ◽  
Positive Association ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Institutional Rules ◽  
Classroom Management Strategies

Teachers’ proactive and reactive classroom management strategies are a significant component of teaching effectiveness. Teachers need to develop such strategies to structure a positive classroom environment. In addition, teachers’ self-efficacy beliefs concerning their classroom management strategies are equally significant. This research aimed to identify the teachers’ effective proactive and reactive classroom management strategies. It also sought to investigate the obstacles that inhibit proactive classroom management use and identify the association between teachers’ self-efficacy and classroom management practices. The research adopted a mixed-methods paradigm, consisting of two tools: a questionnaire and semi-structured interviews. The sampling included 80 Saudi teachers of English as a foreign language (EFL) participated in the survey and eight teachers participated in the interviews. The results showed that EFL teachers find proactive classroom management strategies more effective than reactive strategies. In addition, there was a difference between novice and experienced teachers’ effective classroom management strategies, in which experienced teachers found proactive strategies more effective. The findings also indicated that there are four types of obstacles that hinder proactive classroom management strategies. System-related obstacles (subject-centered curriculum and institutional rules), system/teacher related obstacles (institutional rules and teachers’ predispositions concerning e-tools), teacher-related obstacles (lack of understanding of the discipline plan), and student-related obstacles (unmotivated students). The final finding cited the positive association between teachers’ high self-efficacy and proactive classroom management application.

scholarly journals EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 32 (2) ◽  
pp. 267
Author(s):  
Marzieh Sadat Mirmojarabian ◽  
Ehsan Rezvani
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Self Efficacy ◽  
Management Strategies ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Classroom Management Strategies ◽  
Efl Teachers

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions.

AI-Based Virtual Classroom Simulator With a Recommendation System in Preservice Teacher Training During COVID-19

2022 ◽  
pp. 33-45
Author(s):  
Şeyma Çağlar Özhan ◽  
Arif Altun
Keyword(s):  
Artificial Intelligence ◽  
Teacher Training ◽  
Classroom Management ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Recommendation System ◽  
Management Strategies ◽  
Virtual Classroom ◽  
Learning Tools ◽  
Classroom Management Strategies

Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators' professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.

scholarly journals A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis

2020 ◽  
Vol 53 (1) ◽  
pp. 24-32
Author(s):  
Sarah A. Nagro ◽  
Shanna E. Hirsch ◽  
Michael J. Kennedy
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Video Analysis ◽  
Teacher Educators ◽  
Management Practices ◽  
Management Strategies ◽  
Evidence Based ◽  
Self Reflection ◽  
Classroom Management Strategies ◽  
Analysis Process

Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

Creating Engaging Classrooms for All Learners

2020 ◽  
Author(s):  
Diane Myers ◽  
Brandi Simonsen ◽  
George Sugai
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Strategies ◽  
Classroom Behaviors ◽  
Inappropriate Behaviors ◽  
Engagement Strategies ◽  
Classroom Management Strategies ◽  
Empirically Supported ◽  
Diverse Learning ◽  
Behavioral Instruction

Actively engaging learners in the classroom has been associated with increases in learners’ academic and behavioral performance. Multiple empirically supported strategies exist for actively engaging learners, including increasing opportunities for learners to respond and planning highly engaging lessons. In support of these engagement strategies, educators also systematically implement empirically supported classroom management strategies to increase the likelihood of appropriate behaviors and decrease the likelihood of inappropriate behaviors. These classroom management strategies include: (a) maximizing structure, which includes both the physical (e.g., desk arrangement) and embedded (e.g., classroom routines) aspects of structure; (b) establishing, operationally defining, teaching, prompting, and monitoring students’ expected classroom behaviors; (c) developing a continuum of acknowledgment strategies to reinforce (i.e., increase the future likelihood of) those expected behaviors; and (d) establishing a continuum of responses for behaviors that do not meet expectations. In addition, educators collect relevant data to evaluate if learners are engaged and meeting academic and behavioral expectations. Finally, to create a classroom environment conducive to engaging all learners, academic and behavioral instruction and support must be: (a) contextually and culturally relevant for learners, and (b) differentiated to meet the diverse learning and behavioral needs within the classroom. If educators explicitly and routinely implement empirically supported academic and behavioral instruction and support for all learners, the majority of learners will engage in instruction and demonstrate behaviors that meet expectations, reducing the number of learners who require additional levels of support. Meanwhile, effective educators review academic and behavioral data to determine if learners require more intensive support at a group or individual learner level.

scholarly journals A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms

2019 ◽  
Vol 7 (12) ◽  
pp. 1
Author(s):  
Hayley Franklin ◽  
Ingrid Harrington
Keyword(s):  
Academic Success ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Experienced Teachers ◽  
Metacognitive Skills ◽  
Digital World ◽  
Classroom Management Strategies ◽  
Future Success ◽  
Social And Academic Success

A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.

scholarly journals Classroom Management Practices of Secondary School Teachers in District Swat

2021 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Asad Iqbal ◽  
Atta Ullah ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Practices ◽  
Personality Development ◽  
Management Strategies ◽  
Secondary Level ◽  
Chi Square ◽  
Classroom Management Strategies ◽  
Questions And Answers ◽  
In The Beginning

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency,  percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class,  identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

scholarly journals Professionalism, Urban Settings, and Teachers’ Self-Efficacy in Developing Countries: A Ghanaian Perspective.

2019 ◽  
Vol 8 ◽  
pp. 194-217
Author(s):  
Bernard Gumah ◽  
Nora Bakabbey Kulbo ◽  
Prince Clement Addo
Keyword(s):  
Classroom Management ◽  
Rural Areas ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Management Practices ◽  
Poor Performance ◽  
Experienced Teachers ◽  
Self Confidence ◽  
Teacher Trainees ◽  
Positive Effect

In achieving the goals of education, it is imperative for teachers to have high self-efficacy which has a direct positive effect on their delivery and for the overall benefit of their pupils. This study was in three-fold. First was to access the influence of teachers’ demographics on their self-efficacy. Second, how work environment influences teachers’ self-efficacy and finally, how their self-efficacy impact students’ performances in the Bolgatanga municipality of Ghana. The efficacy dimensions studied are classroom management practices, classroom instructional practices, and student engagement. It was noted that whiles gender has no significant impact on teachers’ self-efficacy, older, more educated and highly experienced teachers had higher self-efficacy. Also, teachers in the urban area tend to have higher self-efficacy than those in rural areas. Not overlooking other factors, students’ poor performance in some rural areas can largely be attributed to the lower self-efficacy of their teachers as compared to their urban counterparts. Governments should intensify their extrinsic motivation packages to make life more comfortable for teachers working in rural areas and by bridging the rural-urban developmental gap. It is also imperative to intensify self-efficacy in teacher trainees to increase their self-confidence where ever they find themselves.

scholarly journals Multicultural Classroom Management: Strategies for Managing the Diversity of Students in Elementary Schools and Madrasah Ibtidaiyah

MADRASAH ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 84-96
Author(s):  
Fita Mustafida
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Strategies ◽  
Gender Diversity ◽  
Student Diversity ◽  
Management Approach ◽  
Multicultural Classroom ◽  
Human Needs ◽  
Classroom Management Strategies ◽  
Class Management

A comfortable classroom environment cannot be separated from the role of the teacher in managing the learning environment. Heterogeneous classroom conditions are a challenge for teachers to create a conducive and meaningful learning atmosphere. This is because each student has different characters, needs, and potentials that need to be developed. On the other hand, the heterogeneity of students if not managed properly can be a source of various problems in the classroom. Starting from bullying, the learning atmosphere is uncontrollable, even the attitude of antipathy to diversity triggers other negative attitudes, such as discrimination and injustice. Therefore, to overcome this problem, it requires the ability of teachers to create a classroom environment that respects diversity (multicultural). Based on this view, multicultural class management is needed. This is because multicultural classroom management is believed to be able to foster student diversity while still adhering to universal human values that are just and in favor of equality. Multicultural classroom management is also able to provide educational services that are by human needs, and respect differences with the human approach. On this basis, this study discusses teacher strategies in managing the diversity of students using a multicultural classroom management approach. Multicultural classroom management needs to be developed to create a more humanist and democratic learning atmosphere which is needed to foster the diversity of students in the classroom. Among the multicultural class management strategies that can be carried out are managing gender diversity, social status, ethnicity, including intelligence  

scholarly journals Classroom management problems pre-service teachers encounter in ELT

2018 ◽  
Vol 13 (4) ◽  
pp. 511-520
Author(s):  
Kubra Keser ◽  
Fatih Yavuz
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Senior Year ◽  
Classroom Management Strategies ◽  
Management Problems

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students. Keywords: Classroom management, problems, teacher training, classroom management strategies.

scholarly journals An Investigation of Classroom Management Strategy ( A Case Study of Tenth Grade English Teachers at SMAN 2 Kota Bengkulu)

2019 ◽  
Vol 3 (2) ◽  
pp. 156-170
Author(s):  
Dona Novianti Ulfa ◽  
Rudi Afriazi ◽  
Elfrida .
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Management Strategies ◽  
English Teachers ◽  
Dominant Strategy ◽  
Classroom Management Strategies ◽  
Tenth Grade ◽  
Effective Teaching And Learning

The objective of this research was to find out the classroom management strategies implemented by the English teachers and the reason in applying the most often strategy than others strategies. This study employed the descriptive qualitative method, the subject of the research were the English teachers (2 persons) at SMAN 2 Kota Bengkulu.. The data was collected by using observations checklist and interview. The result of the research revealed there are 5 strategies used by the teachers in managing the classroom; 1) Strategies to arrange the classroom, 2) Strategies to build positive relation with the student, 3) Strategies to create positive classroom environment, 4) Strategies to prevent misbehavior and5)   Strategies to handle the students’ discipline situation. In 5 meetings the total aspects of the first strategy applied by the teacher 1 and teacher 2 was about 33 and 37. The second strategy was 30 and 31. The third strategy was 26 and 24. The fourth strategy was 25 and 28. The last strategy was 25 and 24. Furthermore, the reasons of why the teachers applying the most often strategy than others strategies because it helps the teachers in the teaching and learning process to be more conducive. Beside that the strategies also help the teachers to create an effective teaching and learning process. Therefore, it could be concluded that the English teachers of SMAN 2 Kota Bengkulu used all the 5 strategies asmentioned by Marzano (2003) in managing classroom but not all aspects they used in teaching and learning process. The dominant strategy implemented by Teacher I and Teacher 2 were strategy to arrange the classroom. Meanwhile, the least strategy implemented by both teachers were the strategy to handle the students discipline situation.

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