scholarly journals Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Michael Rosenberg ◽  
Sunny Duerr ◽  
Kate Ingraham ◽  
Karen Bell ◽  
Art Gould
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Self Efficacy ◽  
Classroom Behavior ◽  
Mixed Reality ◽  
Challenging Behaviors ◽  
Virtual Classroom ◽  
Management Skills ◽  
Preparation Programs ◽  
Management Plans

Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their plans. However, self-efficacy increased indicating that participants believed they were better able to manage classroom behavior than they did prior to the intervention. Implications of these outcomes are discussed with an emphasis on how adequate opportunities to practice acquired classroom management skills are included in budget-challenged teacher preparation programs.

scholarly journals Preservice Teachers’ Reflections on Their Teaching Self-Efficacy Changes for the First Professional Experience Placement

2021 ◽  
Vol 46 (10) ◽  
pp. 62-76
Author(s):  
Kang Ma ◽  
◽  
Michael Cavanagh ◽  
Anne McMaugh ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Vital Role ◽  
Professional Experience ◽  
Management Skills ◽  
Face To Face ◽  
High Level

Professional experience plays a vital role in the formation of teaching self-efficacy (TSE), a construct which has attracted much attention from teacher education researchers. This study investigates how 18 preservice teachers (PTs) reported changes in their TSE for their first professional placement. Data were collected via face-to-face interviews with each PT and analysed in NVivo. Results show the majority of interviewees reported an increase in their TSE after completing the placement. Also, three patterns of individual TSE change were identified: beginning with a low level of TSE before quickly rising to a higher level at the end of the practice, experiencing growth from a medium starting level, and either decrease or increase from an initial high level of TSE. Variations of TSE in subdomains including classroom management, student engagement, instruction, and flexibility were also found. Teacher educators could facilitate PTs’ TSE development by providing extra assistance at the beginning of their placements, especially with their classroom management skills.

scholarly journals Mixed-Reality Teaching Experiences Improve Preservice Special Education Students’ Perceptions of their Ability to Manage a Classroom

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Melissa E. Hudson ◽  
Karen S. Voytecki ◽  
Guili Zhang
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Undergraduate Students ◽  
Mixed Reality ◽  
Teacher Preparation Program ◽  
Management Skills ◽  
Teaching Experiences ◽  
First Semester

Classroom management is an important skill for classroom teachers that they typically learn while completing their teacher preparation program. Traditional ways of teaching classroom management skills, such as practicum and internship experiences, may not provide the intensity of instruction needed for preservice teachers to develop the classroom management skills needed to be successful in the classroom. An alternative to these traditional methods of teacher preparation is Mursion. Mursion is a mixed-reality environment that allows preservice candidates to practice teaching specially designed scenarios (simulations) with student avatars. In this mixed methods study, we evaluated the effects of Mursion teaching experiences on undergraduate special education juniors’ perceptions of readiness to manage a classroom. Twenty-five undergraduate students aged 18-29 participated in the study during the first semester of their junior year. Results indicated that following the Mursion experiences, most participants perceived that: they were better prepared to teach, Mursion was an effective way to practice new skills, the avatars seemed like real students, they had more confidence to manage undesired behaviors, and they felt like they were in a real classroom. Implications for practice indicate that Mursion provides a safe environment for preservice teachers to learn complex skills such as classroom management. Additional research is needed to evaluate how much time is optimal for learning in mixed-reality environments and the efficacy of using Mursion with distance education learners.

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.

scholarly journals A Commentary on the misalignment of teacher education and the need for classroom behavior management skills

2020 ◽  
Author(s):  
Nathan A. Stevenson ◽  
Janet VanLone ◽  
Brian R. Barber
Keyword(s):  
Teacher Training ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Management Skills ◽  
Behavior Support ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
And Behavior

Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report higher levels of stress and are more likely to leave the profession (Ingersoll et al., 2018; Zabel & Zabel, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements for and by teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an over reliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

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 From Preservice to Practice: Expectations of/in the Secondary ELA Classroom

2019 ◽  
Vol 9 (6) ◽  
pp. 35
Author(s):  
Tiffany Karalis Noel ◽  
Melanie Shoffner
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Self Efficacy ◽  
Lived Experiences ◽  
Critical Reflection ◽  
First Year ◽  
Data Set ◽  
Disruptive Students ◽  
Individual Interviews ◽  
Building Rapport

The paper explores how preservice ELA teachers’ expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers’ expectations of first-year teaching and their development of self-efficacy. Their two major concerns – classroom management and building rapport – identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers’ self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers’ self-efficacy.

Preservice music teachers’ self-efficacy and concerns before and during student teaching

2021 ◽  
pp. 025576142199078
Author(s):  
Bradley J Regier
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Music Teachers ◽  
Developmental Process ◽  
Contextual Factors ◽  
Teaching Experiences ◽  
Student Impact

The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ ( N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching ( n = 5 weeks) and student teaching placements ( n = 5 weeks at 1 placement), interviews ( n = 4), and my own researcher journal ( n = 31 entries). Preservice teachers’ self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students’ music and academic performance.

scholarly journals The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers’ Selected Behaviors in a Music Integration Course

2021 ◽  
pp. 002205742110250
Author(s):  
Jennifer L. Potter
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Behavior Management ◽  
Management Strategies ◽  
Proactive Behavior ◽  
Management Skills ◽  
Music Integration ◽  
Classroom Management Strategies ◽  
Extended Practice ◽  
University Course

The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.

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