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.

scholarly journals A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis

2020 ◽  
Vol 53 (1) ◽  
pp. 24-32
Author(s):  
Sarah A. Nagro ◽  
Shanna E. Hirsch ◽  
Michael J. Kennedy
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Video Analysis ◽  
Teacher Educators ◽  
Management Practices ◽  
Management Strategies ◽  
Evidence Based ◽  
Self Reflection ◽  
Classroom Management Strategies ◽  
Analysis Process

Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

scholarly journals Classroom Management Practices of Secondary School Teachers in District Swat

2021 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Asad Iqbal ◽  
Atta Ullah ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Practices ◽  
Personality Development ◽  
Management Strategies ◽  
Secondary Level ◽  
Chi Square ◽  
Classroom Management Strategies ◽  
Questions And Answers ◽  
In The Beginning

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency,  percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class,  identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

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 Management Strategies in English Language Teaching: A Perspective of English Teacher

2020 ◽  
Vol 3 (2) ◽  
pp. 105-113
Author(s):  
Rifdah Diniatulhaq ◽  
Annafi Ananda Oktaria ◽  
Azwar Abbas
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
English Language ◽  
Lesson Plan ◽  
Management Strategies ◽  
Structure Interview ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Classroom Management Strategies ◽  
Learning Conditions

The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management’s (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).

scholarly journals Classroom Management Practices of Secondary School Teachers in District Swat

2021 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Asad Iqbal ◽  
Atta Ullah ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Practices ◽  
Management Strategies ◽  
Simple Random Sampling ◽  
Chi Square ◽  
Classroom Management Strategies ◽  
Questions And Answers ◽  
Chi Square Test ◽  
In The Beginning

The study aimed to investigate teachers' classroom management strategies atsecondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachersand suggest strategies for effective classroom management atsecondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers through simple random sampling for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of teachers as interactive discussion before classes, in the beginning,development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in their classes.It identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management. Keywords:classroom management, district Swat, practices, secondary schools teachers

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.

scholarly journals Enhancing Student Learning by “Building a Caring Climate”: School Counselors’ Experiences With Classroom Management

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1985261
Author(s):  
Emily Goodman-Scott
Keyword(s):  
Classroom Management ◽  
Focus Groups ◽  
Student Learning ◽  
School Counseling ◽  
School Counselors ◽  
Thematic Analysis ◽  
Management Strategies ◽  
Counseling Practice ◽  
Classroom Management Strategies ◽  
Qualitative Thematic Analysis

To address a gap in the literature and inform school counseling practice, this investigation explored school counselors’ experiences with classroom management. A qualitative thematic analysis triangulated data from a national archival survey and two focus groups. Participating school counselors communicated two overarching themes: appreciating and utilizing classroom management strategies and factors that influenced their classroom management. This article provides discussion and implications, including applicable recommendations for practicing school counselors.

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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