scholarly journals CLASSROOM MANAGEMENT STRATEGIES FOR EFFECTIVE TEACHING AND LEARNING IN UNIVERSITIES IN RIVERS STATE, NIGERIA

2020 ◽  
Vol 5 (3) ◽  
pp. 491-513
Author(s):  
Chinyere Amini-Philips ◽  
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Rivers State ◽  
Effective Teaching And Learning

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.

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.

scholarly journals A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms

2019 ◽  
Vol 7 (12) ◽  
pp. 1
Author(s):  
Hayley Franklin ◽  
Ingrid Harrington
Keyword(s):  
Academic Success ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Experienced Teachers ◽  
Metacognitive Skills ◽  
Digital World ◽  
Classroom Management Strategies ◽  
Future Success ◽  
Social And Academic Success

A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.

scholarly journals Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Nancy Maynes ◽  
Blaine Hatt
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Professional Growth ◽  
Teaching Practice ◽  
Management Strategies ◽  
The Body ◽  
Learning Ability ◽  
Pedagogical Content ◽  
Faculty Advisors ◽  
Classroom Management Strategies

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher’s conceptual focus shifting from an emphasis on their teaching to their students’ learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the  content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language  of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

scholarly journals Classroom Communication in Engineering and Arts at Undergraduate Level in Indian Context

2019 ◽  
Vol 8 (4) ◽  
pp. 6101-6106
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Computer Assisted ◽  
Actual Process ◽  
Classroom Communication ◽  
Undergraduate Level ◽  
Classroom Management Strategies ◽  
Power Point Presentation ◽  
Teaching Learning

Effective classroom communication is the highest challenge to teachers at undergraduate level in this 21st century. Owing to the higher level of exposure to internet and distractions through entertainment, when teachers stand in the classroom to establish an intellectual communication that is transmission of ideas, so many factors disrupt the effective communication between the teacher and the learner. The role of a teacher has also become a facilitator, which is diminishing the rigidity of a teacher. A facilitator is supposed to impart knowledge and skill using all the latest technological advancements like power point presentation, computer assisted teaching, using internet, you tube videos and online learning platforms etc. The challenge is that the facilitator should excel the machines and internet by maintaining classroom dynamics to make the teaching-learning process interesting, lively and fruitful. This paper is an attempt to delineate the salient features of effective classroom mechanism at undergraduate level in arts and science, maritime and technical education. It presents the importance of communication as a dialogue in classroom, learner participation, the reasons for non-participation, classroom management strategies and limitations, actual process of long lasting learning amongst Engineering, Arts and Science domain learners, the necessity of experiential learning and the requirement of skills based teaching and learning.

Albanian Teachers’ Approaches to Classroom Management

2015 ◽  
Vol 4 (1) ◽  
pp. 186
Author(s):  
Nihat Aksu
Keyword(s):  
Classroom Management ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Management Strategies ◽  
Years Of Experience ◽  
Incredible Years ◽  
Social Emotional ◽  
Teacher Strategies ◽  
Classroom Management Strategies ◽  
Frequency Of Use

One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.

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.

Building An Effective Educational Communication: A Study on Educator-Educatee Relationship in an Effective Teaching and Learning

2018 ◽  
Vol 2 ◽  
pp. 84-94
Author(s):  
Sunhaji Sunhaji
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interpersonal Relationship ◽  
Educational Communication ◽  
Effective Communication ◽  
Learning Activity ◽  
Instructional Effect ◽  
Effective Teaching And Learning

This paper discusses about educational communication, particularly in teaching and learning process. Teaching and learning is a dymanic educative interaction process between educators and educatees. Building communication in teaching and learning constitutes an important medium to realize an effective teaching and learning. Effective communication has significant impact on the successful goal achievement. Communication can be said as effective when there is two-way flow of information between communicator and communicant, and this information is equally responded to as expected by both of them. An effective communication is characterized by a good interpersonal relationship. When an effective communication takes place between teachers and educatees during teaching and learning, then it is a successful teaching and learning process. Communication in teaching and learning is highly complex in nature since it involves paedagogical, psychological, and didactical aspects. The paedagogical aspect refers to the fact that teaching and learning take place in an educational environment. Therefore, teachers are demanded to accompany their students to successfully learn and accomplish their competences. The psychological aspect refers to the fact tha students have varied development extents and these require varied materials to be taught, including various varieties in learning, ranging from learning concepts, learning attitudes and learning motoric skills. Finally, the didactic aspect refers to the operational stage of student classroom management in attending the teaching and learning activity. Teaching and learning are said to be effective when the teaching and learning process produces good products, be it the products of instructional effect and nurturant effect. The product of nurturant effect has wider impact as outcome; this nurturant effect is thought as more important as compared to the instructional effect.

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