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.

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 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 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.

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.

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.

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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