Strategies to Enhance the Most Effective Classroom Management Techniques and Practices

2020 ◽  
pp. 252-269
Author(s):  
Masello Hellen Phajane
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Plan ◽  
Social And Emotional ◽  
Whole School ◽  
Grade Levels ◽  
The Social ◽  
Management Techniques ◽  
Whole School Approach ◽  
Management Approaches

The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

scholarly journals The Implementation of the Whole School Approach on Social and Emotional Guidance in Rural Primary Schools in Sarawak, Malaysia: The Perspectives of Regular Teachers

2021 ◽  
Author(s):  
Jessie Koh Sing Tnay ◽  
Shahren Ahmad Zaidi Adruce ◽  
Chuo Yew Ting ◽  
Omar Haji Mahli
Keyword(s):  
Primary Schools ◽  
Well Being ◽  
Rural Students ◽  
Factors Affecting ◽  
Electronic Survey ◽  
Social And Emotional ◽  
Whole School ◽  
The Social ◽  
Regular Teachers ◽  
Whole School Approach

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (<i>N</i> = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

Depression in Young People: A National School-Based Initiative for Prevention, Early Intervention and Pathways for Care

2002 ◽  
Vol 10 (2) ◽  
pp. 134-138 ◽  
Author(s):  
Jane Burns ◽  
Ian Hickie
Keyword(s):  
Young People ◽  
Intervention Strategy ◽  
Well Being ◽  
Whole School ◽  
Education And Health ◽  
School Based ◽  
National School ◽  
The Social ◽  
Whole School Approach ◽  
The Individual

Objective: To describe the national school-based initiative of ‘beyondblue’. Conclusions: The goals of the initiative are: to reduce levels of depressive symptoms in young people, to promote emotional well-being in adolescence and to increase the capacity of organisations to design, implement and evaluate interventions relevant to the prevention of depression. The theoretical framework underpinning the program will build on expertise and evidence-based research from both the education and health sectors while the proposed initiative will draw on the existing capacity of school systems. The program will target not only the specific needs of individual students but will combine this targeted approach with a whole-school approach that addresses the quality of the social climate in which the individual is situated. The intervention strategy in partnership with the education sector will seek to make changes in the schools' social and learning environments, introduce relevant and important life skills through the curriculum, and strengthen structures that promote links between the school, families and communities.

Regulating safe school communities: being responsive and restorative

2003 ◽  
Vol 41 (6) ◽  
pp. 690-704 ◽  
Author(s):  
Brenda E. Morrison
Keyword(s):  
Restorative Justice ◽  
Secondary Level ◽  
School Community ◽  
Emotional Competencies ◽  
Safe School ◽  
Primary Level ◽  
School Communities ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

This paper will introduce a whole‐school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students’ social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross‐section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative.

scholarly journals Research priorities for mental health in schools in the wake of COVID-19

2021 ◽  
pp. jech-2021-217902
Author(s):  
Rhiannon Barker ◽  
Greg Hartwell ◽  
Chris Bonell ◽  
Matt Egan ◽  
Karen Lock ◽  
...  
Keyword(s):  
Mental Health ◽  
Research Priorities ◽  
Well Being ◽  
Screening Methods ◽  
Social And Emotional ◽  
Mental Health In Schools ◽  
Whole School ◽  
Attainment Gap ◽  
Mental Health Support ◽  
Whole School Approach

Children and young people (CYP) have suffered challenges to their mental health as a result of the COVID-19 pandemic; effects have been most pronounced on those already disadvantaged. Adopting a whole-school approach embracing changes to school environments, cultures and curricula is key to recovery, combining social and emotional skill building, mental health support and interventions to promote commitment and belonging. An evidence-based response must be put in place to support schools, which acknowledges that the mental health and well-being of CYP should not be forfeited in the drive to address the attainment gap. Schools provide an ideal setting for universal screening of mental well-being to help monitor and respond to the challenges facing CYP in the wake of the pandemic. Research is needed to support identification and implementation of suitable screening methods.

scholarly journals Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis

2018 ◽  
Vol 34 (4) ◽  
pp. 755-782 ◽  
Author(s):  
Jochem M. Goldberg ◽  
Marcin Sklad ◽  
Teuntje R. Elfrink ◽  
Karlein M. G. Schreurs ◽  
Ernst T. Bohlmeijer ◽  
...  
Keyword(s):  
Emotional Development ◽  
Meta Analysis ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

Promotion of social and emotional competence

2015 ◽  
Vol 115 (3/4) ◽  
pp. 339-356 ◽  
Author(s):  
Line Nielsen ◽  
Charlotte Meilstrup ◽  
Malene Kubstrup Nelausen ◽  
Vibeke Koushede ◽  
Bjørn Evald Holstein
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Response Rate ◽  
Emotional Competence ◽  
Mental Health Promotion ◽  
Future Research ◽  
Content Type ◽  
Social And Emotional ◽  
Whole School ◽  
Whole School Approach

Purpose – Within the framework of Health Promoting Schools Up is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of interventions measure changes in competences. The purpose of this paper is to present the intervention Up and document changes in social and emotional competence among schoolchildren before and after the intervention. Design/methodology/approach –Up consists of four components: education and activities for schoolchildren; development of staff skills; involvement of parents; and initiatives in everyday life at school. Up was implemented in two Danish schools in 2010-2011. Social and emotional competence was measured among 11-15-year old schoolchildren before (response rate 96.2 per cent, n=589) and after (response rate 83.9 per cent, n=532) the intervention. Findings – Changes in level of social competence were assessed by the prevalence of a high level of social and emotional competence before (33.3 per cent) and after (40.8 per cent) the intervention (p-value=0.01). Research limitations/implications –Up provides valuable experiences for adapting evidence-based mental health promotion to the Danish school system which is characterized by democracy, autonomy and inclusion. Future research should study the implementation and effect of Up in larger scale studies. Practical implications – The comprehensive description of Up serves as important information for policymakers and practitioners working with mental health promotion. Originality/value – The whole school approach intervention Up has the potential to promote social and emotional competence and reduce socioeconomic differences in social and emotional competence among schoolchildren.

Promoting mental health and well-being

2018 ◽  
pp. 389-398
Author(s):  
Katherine Weare
Keyword(s):  
Mental Health ◽  
Effective Schools ◽  
Well Being ◽  
Young Person ◽  
Social And Emotional ◽  
Whole School ◽  
Effective Interventions ◽  
Specialist Services ◽  
Whole School Approach

Schools are increasingly concerned with the well-being and mental health of their students. Effective schools use a ‘whole-school approach’ based on universal work from which targeted approaches gain coherence and support. The ethos is supportive, connected, and safe, with active steps to tackle stigma. ‘Difficult’ behaviour is seen as meaningful, and as an opportunity for learning and growth. Both risk factors and the building of resilience are addressed. Students and families are involved, ‘heard’, and engaged. Programmes to cultivate social and emotional skills are taught effectively with clear aims, programme fidelity, starting early, and carrying on for the long term. There are robust and clear processes to identify early, refer, and treat those with greater levels of mental health difficulty, integrated into the whole-school approach, involving the young person and their family, liaising closely with specialist services, and with easy and transparent pathways to timely and effective interventions.

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