scholarly journals The evaluation of class management strategies of preschool teachers in classroom activities

2011 ◽  
Vol 1 (3) ◽  
pp. 01-09 ◽  
Author(s):  
Ege Akgün ◽  
Melike Yarar ◽  
Çağlayan Dinçer
Keyword(s):  
Classroom Management ◽  
Life Skills ◽  
Preschool Teachers ◽  
Management Strategies ◽  
Classroom Activities ◽  
Classroom Management Strategies ◽  
Class Management ◽  
Social Achievement ◽  
Associate's Degree ◽  
Research Findings

Classroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.

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  

Gamification in Classroom Management

2022 ◽  
pp. 1743-1758
Author(s):  
Murat Topal ◽  
Gozde Sezen-Gultekin
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
Management Strategies ◽  
Next Generation ◽  
Classroom Management Strategies ◽  
Education Environment ◽  
Class Management ◽  
Methods And Techniques

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

Gamification in Classroom Management

2020 ◽  
pp. 224-239
Author(s):  
Murat Topal ◽  
Gozde Sezen-Gultekin
Keyword(s):  
Classroom Management ◽  
Classroom Climate ◽  
Management Strategies ◽  
Next Generation ◽  
Classroom Management Strategies ◽  
Education Environment ◽  
Class Management ◽  
Methods And Techniques

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

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.

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