scholarly journals Classroom management strategies used to deal with unwanted behaviors encountered by pre-school teachersOkul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri

2018 ◽  
Vol 15 (2) ◽  
pp. 1116 ◽  
Author(s):  
Mustafa Dal ◽  
Durdağı Akan
Keyword(s):  
Classroom Management ◽  
Classroom Behavior ◽  
School Teacher ◽  
Management Strategies ◽  
Structured Interview ◽  
English Summary ◽  
Study Group ◽  
School Teachers ◽  
Classroom Management Strategies ◽  
Purposeful Sampling

The aim of this study is to identify classroom management strategies used to deal with unwanted behaviors encountered in the classes of pre-school teacher. Phenomenology patterns, one of the methods of qualitative research, were benefited in the research. The study group consists of 18 pre-school teachers all working in kindergartens in the city center of Igdir. To determine the study group, easy accessible case sampling, which is one of purposeful sampling methods, was benefited. The data, consisting of 3 questions asked to teachers, was obtained via semi-structured interview forms. Analysis of the results indicated not following classroom rules, misbehavior, complaining of friends and violence in classroom behavior as the mostly expressed complaints by teachers. This behavior was found to occur mostly during free time period and during when schools are just opened. It was found that teachers benefited from rewarding and consolidating, identifying the class rules and ignoring to cope with this unwanted behavior. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetBu araştırmanın amacı, okul öncesi öğretmenlerinin sınıf içerisinde karşılaştıkları istenmeyen öğrenci davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejilerini tespit etmektir. Araştırmada yöntem olarak nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseninden faydalanılmıştır. Araştırmanın çalışma grubunu, tamamı Iğdır il merkezindeki bağımsız anaokullarında çalışan 18 okul öncesi öğretmeni oluşturmaktadır. Çalışma grubunun belirlenmesi için amaçlı örneklem seçimi yöntemlerinden kolay ulaşılabilir durum örneklemesinden yararlanılmıştır. Veriler, öğretmenlere sorulan 3 sorudan oluşan yarı yapılandırılmış görüşme formu ile elde edilmiştir. Analiz sonucunda öğretmenlerin en çok belirttiği istenmeyen davranışların sınıf kurallarına uymama, arkadaşlarını şikâyet etme ve şiddet türü davranışlar olduğu tespit edilmiştir. Bu davranışların en çok serbest zaman etkinliklerinde ve okulun yeni açıldığı dönemlerde ortaya çıktığı görülmüştür. Öğretmenlerin de bu istenmeyen davranışlara baş etmek için en çok ödül ve pekiştirme, sınıf kurallarını belirleme ve görmezden gelme stratejilerini kullandıkları tespit edilmiştir.

Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education

2017 ◽  
Vol 6 (3) ◽  
pp. 207
Author(s):  
Gulsen Buyuksahin Cevik
Keyword(s):  
School Teacher ◽  
Structured Interview ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Study Group ◽  
School Teachers ◽  
Guidance Services ◽  
Computer Environment ◽  
Teachers And Parents ◽  
Counseling And Guidance

Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form developed by the researcher. The researcher met the participants individually and asked the questions on the interview form for the current research. The responses that the participants provided were recorded and later transferred onto computer environment. The study group, formed based on voluntary participation, included total 30 participants with 15 pre-school teachers and 15 parents of pre-school children. Pre-school teacher participants 10 females and 5 males, worked for five different preschools in Adiyaman. Total 15 parents in the study group included nine females and six males. An examination of pre-school teachers’ responses based on the current study findings indicated that majority of the teachers did not prepare an annual counseling and guidance plan. Another finding of the current study was that children of most parents and teachers experience adjustment problems in pre-school. Another finding of the current research is about children’s individual problems. Main individual problems that parents experienced with their children included self-care and social development.

scholarly journals A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level

2021 ◽  
Vol 3 (2) ◽  
pp. 59-71
Author(s):  
KIFAYAT KHAN ◽  
DR. TEHSIN TAHIR ◽  
DR. UMBREEN ISHFAQ ◽  
ASAD KHAN
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Time Management ◽  
Management Strategies ◽  
School Level ◽  
School Teachers ◽  
Female Teachers ◽  
Classroom Management Strategies ◽  
Secondary School Level ◽  
Classroom Time

Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.

Classroom Management Strategies: Are They Setting Events for Coercion?

1993 ◽  
Vol 18 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Richard E. Shores ◽  
Philip L. Gunter ◽  
Susan L. Jack
Keyword(s):  
Classroom Management ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Management Strategies ◽  
Appropriate Behavior ◽  
Reciprocal Interactions ◽  
Classroom Management Strategies ◽  
Setting Events ◽  
External Reinforcement ◽  
Teachers And Students

The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.

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.

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