scholarly journals Enhancing Student Learning by “Building a Caring Climate”: School Counselors’ Experiences With Classroom Management

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985261
Author(s):  
Emily Goodman-Scott
Keyword(s):  
Classroom Management ◽  
Focus Groups ◽  
Student Learning ◽  
School Counseling ◽  
School Counselors ◽  
Thematic Analysis ◽  
Management Strategies ◽  
Counseling Practice ◽  
Classroom Management Strategies ◽  
Qualitative Thematic Analysis

To address a gap in the literature and inform school counseling practice, this investigation explored school counselors’ experiences with classroom management. A qualitative thematic analysis triangulated data from a national archival survey and two focus groups. Participating school counselors communicated two overarching themes: appreciating and utilizing classroom management strategies and factors that influenced their classroom management. This article provides discussion and implications, including applicable recommendations for practicing school counselors.

scholarly journals Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher

2020 ◽  
Vol 3 (2) ◽  
pp. 105-113
Author(s):  
Rifdah Diniatulhaq ◽  
Annafi Ananda Oktaria ◽  
Azwar Abbas
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
English Language ◽  
Lesson Plan ◽  
Management Strategies ◽  
Structure Interview ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Classroom Management Strategies ◽  
Learning Conditions

The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).

Classroom Management Strategies and Student Learning

2019 ◽  
Vol 5 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Mukul Kumar ◽  
Ziqian Liu
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Student Learning ◽  
Management Practices ◽  
Classroom Practices ◽  
Management Strategies ◽  
Human Learning ◽  
Classroom Management Strategies ◽  
General Classroom ◽  
Unique Style

Great teachers build great institutions. The teachers who have been playing a central role in human learning and effective teaching are believed to be the shapers of society. Usually, the effectiveness of an instructor is measured on the basis of the performance of his pupil. There exist many factors which affect the performance of the class. Classroom management is one of the important factors which matters a lot in the process of student learning. Classroom management can be considered as an art which varies from teacher to teacher i.e. every teacher has a unique style of managing his class but still there exist some general classroom practices. In this article, the emphasis is given on some of the general classroom management practices, following which can enhance the effectiveness of student learning.

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.

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.

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.

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