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.

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 Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

2015 ◽  
Vol 15 (2) ◽  
pp. 174-194 ◽  
Author(s):  
Grainne Hickey ◽  
Sinead McGilloway ◽  
Lynda Hyland ◽  
Yvonne Leckey ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Classroom Management ◽  
Controlled Trial ◽  
Management Strategies ◽  
Management Training ◽  
Training Programme ◽  
Incredible Years ◽  
Classroom Management Strategies ◽  
Classroom Management Training ◽  
Teacher Classroom ◽  
The Incredible Years

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

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.

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.

scholarly journals The Reflection of the Observation of English Classes

2021 ◽  
Vol 3 (3) ◽  
pp. 11
Author(s):  
Wanyun He
Keyword(s):  
Classroom Management ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Management Strategies ◽  
Language Education ◽  
Teaching Activities ◽  
English Classes ◽  
Classroom Management Strategies

Classroom observation is of essential significance for teaching practice and language education. Based on the observation experiences of English classes, this article explores classroom observation from six aspects, such as lesson structures, classroom management strategies, types of teaching activities, teaching strategies, teachers' use of materials and teachers' use of language.

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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