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 problems pre-service teachers encounter in ELT

2018 ◽  
Vol 13 (4) ◽  
pp. 511-520
Author(s):  
Kubra Keser ◽  
Fatih Yavuz
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Senior Year ◽  
Classroom Management Strategies ◽  
Management Problems

Different ideas and different perspectives on classroom management have long been debated. This study opens a new horizon in classroom management issue by shedding light on the classroom management problems and strategies to overcome these problems by student-teachers at teaching practice courses. The research was designed with a mixed method by using both qualitative and quantitative data from the 4th year students at English language teaching (ELT) department at Balıkesir University. The data were collected through semi-structured interviews with senior students. The main interest of the study was to understand the classroom management problems of ELT student-teachers and their strategies to cope with these problems. The results revealed that classroom management problems generally stem from the noisy and talkative students and crowded classes. The solutions of senior year students include using different teaching methods with well-organised activities and setting good relationships with the students. Keywords: Classroom management, problems, teacher training, classroom management strategies.

scholarly journals Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 398-414
Author(s):  
Ertan Altınsoy
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Lesson Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Management Skills ◽  
Methodological Foundation ◽  
Classroom Management Strategies ◽  
Study Experience

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

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 Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 15-28
Author(s):  
Mariza G. Méndez López
Keyword(s):  
Classroom Management ◽  
Attribution Theory ◽  
English Language ◽  
Teaching Practice ◽  
Management Strategies ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Classroom Management Strategies ◽  
English Language Teachers

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

scholarly journals Complexity, Contradiction, and Carnival: Microethnographic Research on Student Disruption in a High School English Language Arts Classroom

2018 ◽  
Vol 40 ◽  
pp. 70-93
Author(s):  
Matt Seymour
Keyword(s):  
Classroom Management ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Management Strategies ◽  
The United States ◽  
Social Consequences ◽  
Power Structures ◽  
Classroom Management Strategies ◽  
Student Disruption

[full article in English]  When teaching, many educators must respond to unruly and disruptive students. While most scholarship on student disruption focuses on classroom management strategies and tactics, few studies consider the nature of the disruption, its ideological significance and the social consequences that follows. Via ethnographic methods and microethnographic discourse analysis, this paper examines the complexity and contradictions of macro- and microstructures as they manifest during a student’s disruption of a classroom discussion of a novel in an 11th and 12th grade English Language Arts class in the United States. Using Bakhtin’s notion of carnival as a theoretical framework, this paper examines the pattern of disruption in the classroom that evoked multiple and contradictory ideologies and both maintained and subverted power structures in the context. Contrary to the belief that classroom disruptions are always challenges to power, they sometimes reinforced power relations on a broader cultural level. This paper urges that research and scholarship embrace complexity and contradiction as inherent in the interactions of people in schools and seeks to rethink how educators view and respond to classroom disruption. It concludes by advocating that embracing complexity and contradiction will better allow teachers and researchers to think through systems of education as a way to effectively and ethically intervene when these structures prove problematic.

Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction

2018 ◽  
Vol 54 (3) ◽  
pp. 131-140 ◽  
Author(s):  
Sarah A. Nagro ◽  
Dawn W. Fraser ◽  
Sara D. Hooks
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Student Behavior ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Group Response ◽  
Teacher Success ◽  
Curriculum Instruction

Teacher success is critical to student success, yet teachers are challenged daily to meet their students’ diverse learning and behavioral needs. Of major concern is the time many teachers spend managing student behaviors, which takes time away from instruction. One way to reduce time spent managing student behavior and increase student engagement is to use proactive classroom management strategies. Teachers can embed proactive research-based strategies within their lesson plans to reduce behavior problems and improve achievement for all students, including students with disabilities. This article highlights four research-based proactive strategy categories including whole-group response systems, movement integration, visual supports, and student choice. This article illustrates how teachers can embed strategies from these categories in their lesson planning and includes a lesson plan template with teacher-created examples.

scholarly journals Development of English Language Teaching Materials for the Economic Education Study Program

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 92-101
Author(s):  
Wiwit Kurniawan ◽  
Saptina Retnawati
Keyword(s):  
Student Learning ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Economic Education ◽  
English Language Teaching ◽  
Student Response ◽  
Design Development ◽  
Teaching Materials ◽  
Education Study

The purpose of this study was to produce English language teaching materials for economic education study programs with a contextual approach. This research is a research and development (R and D) which uses ADDIE development model. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study were students of Economic Education in class 02 PIEE 01 consisting of 30 students. The instruments used in this study are: (1) Instruments for measuring validity, including validation sheets; (2) Instruments for measuring practicality, including observer assessment sheets, student response sheets and learning implementation observation sheets; (3) Instruments for measuring effectiveness, including motivation questionnaires and learning achievement tests. The outcome of this research was learning devices in the form of module. The validation results showed that the lesson plan and module meet valid criteria with very good category. The results of field trials showed that the lesson plan and module meet practical and effective criteria. The practicality of the learning device developed reached a very good category based on observations of the implementation of learning and observer assessment, the module reached a good category based on student responses. Effectiveness reached an effective category based on the level of motivation and completeness of student learning. The percentage of the number of students who reached the high minimum category in the motivation questionnaire was 87.57% and the percentage of achievement in classical was 75%. Thus, it can be concluded that the module is effective in terms of student learning motivation.

A Comparative Study of EFL Classroom Management Strategies employed by Public and Private School English Teachers

2020 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Nauman A Abdullah
Keyword(s):  
Public Sector ◽  
Classroom Management ◽  
Private Sector ◽  
Comparative Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Public And Private ◽  
Classroom Management Strategies ◽  
English Language Teachers

<div><p>This research project was a comparative study of classroom management practices of English language teachers in secondary level public and private sector schools of Lahore. The purpose of the research was to establish the practices and the strategies used by the English language teachers. A total of 200 including 100 public sector and 100 private sector school teachers, teaching English language, were randomly selected for the present research using random sampling techniques. A close-ended questionnaire was developed by the researchers to collect data from the respondents. The researchers personally collected the data. After receiving the data they were entered into the spreadsheet of SPSS version 21.0. Different statistical techniques were used to analyze the data. Mean scores along with standard deviations were calculated in descriptive statistics. In inferential statistics, independent sample t-tests and one-way ANOVA were calculated. There were significant differences in the classroom management strategies used by public sector and private sector English language teachers. Policy recommendations were given for the administration of the schools to encourage EFL teachers to effectively use classroom management strategies.</p></div>

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.

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