scholarly journals Lesson Planning and Proactive Classroom Management Strategies for Teaching English at Tertiary Level in Pakistan

2021 ◽  
Vol 3 (1) ◽  
pp. 8-16
Author(s):  
Ameer Ali
Keyword(s):  
Classroom Management ◽  
Lesson Planning ◽  
Management Strategies ◽  
Research Work ◽  
Primary Data ◽  
Tertiary Level ◽  
Teaching English ◽  
Cross Sectional Survey ◽  
Research Participants ◽  
Classroom Management Strategies

There is scarcity of research on classroom management and lesson planning at tertiary level, so the current research investigates these dimensions at tertiary level in Pakistan’s context. This research article is an investigative attempt of understanding lesson planning and proactive classroom management strategies for teaching English at tertiary level in Pakistan. In this regard, the current research analyses primary data collected from the research participants. Moreover, this research paper is qualitative, because it answers open-ended questions using cross-sectional survey as a data collection tool. The investigator has made use of purposive sampling for selecting research participants from different sections of Pakistan’s tertiary level education institutions. The researcher has also employed thematic analysis method to study the collected data. The study reveals that many teachers set objectives, such presentation stage, production stage, and practice stage while planning their lessons. Similarly, the teachers at tertiary level employ behaviour and discussion-based strategies to bring forth proactive classroom management. These findings contribute to the understanding of educationists and bring about further research work at tertiary level from different dimensions. Overall, this research contributes to the pool of knowledge as a qualitative attempt of studying pedagogical management and planning at tertiary level.

scholarly journals MENGEKSPLORASI STRATEGI MANAJEMEN KELAS BAHASA INGGRIS DI SEKOLAH DASAR INKLUSI

2021 ◽  
Vol 15 (1) ◽  
pp. 74
Author(s):  
Cicih Wiarsih ◽  
Feisal Aziez
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Classroom Management ◽  
Classroom Observation ◽  
Management Strategies ◽  
Secondary Data ◽  
English Teachers ◽  
Primary Data ◽  
Students With Special Needs ◽  
Classroom Management Strategies

This research aims at: (1) exploring classroom management strategies used by English teachers in inclusive elementary school in Banyumas regency, (2) exploring English teachers’ reasons in using the strategies in their inclusive classes, (3) exploring how English teachers accommodate various needs of students with special needs in the classroom. This is a descriptive qualitative research. The primary data was gathered through classroom observation while secondary data was collected through interviews. This research was done in two inclusive elementary schools in Banyumas regency. This study shows that English teachers in the school have good understanding on classroom management. However, the practice in the classroom indicates that there are still rooms for improvement.

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.

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.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

scholarly journals Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

2021 ◽  
Vol 13 (22) ◽  
pp. 12843
Author(s):  
Anna Szép ◽  
Slava Dantchev ◽  
Martina Zemp ◽  
Malte Schwinger ◽  
Mira-Lynn Chavanon ◽  
...  
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Class Size ◽  
Online Survey ◽  
Management Strategies ◽  
Path Model ◽  
Extended Model ◽  
Special Educational Needs ◽  
Implementation Barriers ◽  
Classroom Management Strategies

Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. N = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.

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.

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