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  

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.

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 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 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.

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.

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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