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.

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 MODEL PENGELOLAAN KELAS INKLUSI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

2021 ◽  
pp. 15
Author(s):  
Rahmah Nurfitriani
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Positive Impact ◽  
Management Strategies ◽  
Real Life ◽  
Management Model ◽  
Inclusive Classroom ◽  
Students With Special Needs ◽  
Normal Children ◽  
Classroom Management Strategies

Inclusive class is a class that managed to serve learners with diverse characteristics, normal children and children with disabilities.This study aims to analyze the characteristics of students with special needs who study in SDN Sumbersari 1 Malang and SDN Junrejo 01 Batu, and to analyze the strategy of inclusive class management and the implication of inclusive classroom management modelon the success of Islamic Education Learning in the inclusive classroom SDN Sumbersari 1 Malang and SDN Junrejo 01 Batu.This study used a qualitative approach case study type with multi-site design. The findings showed that: 1) Characteristics graders inclusion in the SDN are: a) Students who are normal and b) Students with disabilities, consists of autism, mental retardation, ADHD, physical impairment, dyslexia, emotional disturbances and slow learner. 2) Based on the characteristics students, the inclusive classroom management model applied in the second SDN is a model of regular classes and special classes full models. But for SDN Sumbersari 1 Malang regular class models using pull put. The strategies GPAI manage regular classroom is the method of direct instruction in the classical and the provision of duty is differentiation according to the students' abilities. While the full special classroom management strategies conducted by GPK with the delivery of content and administration tasks that are specific to ABK. In addition to providing GPK from school, parents also play a role in the provision of shadow (companion) for students ABK in schools so that learning is effective, and 3) Implications of the inclusive classroom management model have a positive impact on learning outcomes, in addition students are also accustomed to apply Islamic religion values in real life, able to adapt, communicate and socialize well to each other.

The Coverage of Classroom Management in Teacher Evaluation Rubrics

2018 ◽  
Vol 42 (2) ◽  
pp. 161-174
Author(s):  
Allison F. Gilmour ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer ◽  
Joseph H. Wehby
Keyword(s):  
Teacher Evaluation ◽  
Classroom Management ◽  
Students With Disabilities ◽  
Management Strategies ◽  
Potential Method ◽  
Management Skills ◽  
Large Variability ◽  
Classroom Management Strategies ◽  
Student Misbehavior ◽  
Evaluation Rubrics

Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.

scholarly journals Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

2021 ◽  
Vol 13 (5) ◽  
pp. 2558
Author(s):  
Anna Enrica Strelow ◽  
Martina Dort ◽  
Malte Schwinger ◽  
Hanna Christiansen
Keyword(s):  
Classroom Management ◽  
Work Experience ◽  
Online Survey ◽  
Behavioral Control ◽  
Management Strategies ◽  
Perceived Behavioral Control ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
The Difference ◽  
Students With Adhd

Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

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.

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