scholarly journals Classroom Management Techniques: A Framework to Practice

2020 ◽  
Vol 2 (2) ◽  
pp. 83-93
Author(s):  
Muhammad Latif Javed ◽  
Muhammad Asif Choudhary ◽  
Rashid Ahmad
Keyword(s):  
Classroom Management ◽  
Elementary School Teachers ◽  
Management Practices ◽  
Early Stage ◽  
Population Data ◽  
School Level ◽  
Elementary Level ◽  
Teachers And Students ◽  
Management Techniques ◽  
Teaching Learning

An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process.  It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2015 ◽  
pp. 156-174
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School

2016 ◽  
pp. 683-701
Author(s):  
Natalie B. Milman ◽  
Angela Carlson-Bancroft ◽  
Amy E. Vanden Boogart
Keyword(s):  
United States ◽  
Elementary School ◽  
Classroom Management ◽  
Management Practices ◽  
Planning Process ◽  
The United States ◽  
First Year ◽  
Management Techniques ◽  
Effective Integration

This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.

scholarly journals Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

2021 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Muhammad Safdar Bhatti
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Elementary Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Status ◽  
Post Test ◽  
Teaching Learning ◽  
Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

scholarly journals SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

2020 ◽  
Vol 8 (4) ◽  
pp. 213-221
Author(s):  
Bonimar T. Afalla ◽  
Fitzgerald L. Fabelico
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Classroom Management ◽  
Time Management ◽  
Management Practices ◽  
The Philippines ◽  
State University ◽  
Grade Point ◽  
Teaching Learning

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

scholarly journals Les Difficultés D’apprentissage En Éducation Physique Et Sportive: Une Étude De Trois Cas D’enseignement De La Course De Haies Au Bénin

2018 ◽  
Vol 14 (31) ◽  
pp. 370
Author(s):  
Agbodjogbe D. Basile ◽  
Ogueboule Bachar M. ◽  
Attiklemé Kossivi ◽  
Kpazaï Georges
Keyword(s):  
Action Theory ◽  
School Level ◽  
Physical Education Teachers ◽  
Anthropological Theory ◽  
Documentary Analysis ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Teaching Learning

This study explored the functioning of the in-situ didactic system to highlight the difficulties experienced by students in the third year of the secondary school level when performing the activities suggested by their Sport and Physical Education Teachers. Based on the logic of the ternarity of the didactic system (Amade-Escot, 2008; 2003), the interactions between the teachers and students during the teaching/learning of the race were the subjects of study. A triangulation method was utilized whereby data was collected by extracting information from various sources including (Leutenegger, 2009; Van Der Maren, 1996): documentary analysis, interviews conducted pre-session, post-session, and post-cycle, as well as audio-visual recording of the class sessions. Central concepts within the anthropological theory of didactic (Chevallard, 1992) and didactic joint action theory (Sensevy, 2007) were used to analyze and interpret the results of which the most salient revealed that the students have difficulty with crossing and resuming the race after the hurdle. The inter-hurdle race does not occur at regular intervals. These are difficulties previously noted by Lamote (2002) and Aubert (1994). Within the context of our investigation, the agglomeration of the contents of the program, the number of sessions (03) devoted to the teaching/learning cycle of this physical activity, the quality of the material used, and the personal interactions between the participants, were all factors shown to account for the difficulties experienced by the students.

scholarly journals Instructional Communication

Communication ◽  
2017 ◽  
Author(s):  
Scott A. Myers
Keyword(s):  
Learning Styles ◽  
Classroom Management ◽  
Subject Matter ◽  
Management Practices ◽  
International Communication ◽  
Instructional Communication ◽  
Instructional Setting ◽  
The Subject ◽  
Teaching Learning ◽  
Formal Recognition

Instructional communication is a discipline that centers on the role that communication plays in the teaching-learning process independent of the type of student learner, the subject matter, or the instructional setting. Since its formal recognition as an area of academic study in 1972 by the International Communication Association, instructional communication researchers examine how several factors—such as instructor teaching strategies and preferences, student learning styles and orientations, instructor classroom management practices, instructor and student characteristics, and the development of communication relationships—not only influence how and why students interact with their instructors and their peers, but also the ways in which students respond favorably to the learning environment.

Challenges of Self-Management Techniques in Providing Better Classroom Settings

2015 ◽  
Vol 4 (1) ◽  
pp. 201
Author(s):  
Sadullah Yılmaz
Keyword(s):  
Classroom Management ◽  
Study Skills ◽  
Teaching And Learning ◽  
Self Management ◽  
Special Schools ◽  
White Boards ◽  
Teachers And Students ◽  
Management Techniques ◽  
Smart Boards ◽  
Effective Teaching And Learning

One of the key elements in having an effective teaching and learning atmosphere goes through classroom management that has gone through series of innovations, from animal leathers used to store data, cave walls used for talents and other purposes; to the alleged digital age, with digital tablets, touchpads, smart boards, special schools with utmost utilities serving both teachers and students spreading all over the world. Moreover, internet oriented education is widening the concept of school to anywhere, anytime. Nevertheless, different needs brought different approaches and strategies to solve the problems of classroom management. The 21st century self-management techniques require quite complex approaches. In today's world technological devices are part of everyday life as our needs brought us to overcome difficulties as well as making life easier. We started education on clay tablets, and had blackboards, then white boards, and now we are getting back to tablets, but this time multitasking digital ones. Smart boards, labs, and multimedia rooms are now serving educational purposes. Thus, in this article, together with aforementioned innovations, it is aimed to present some better ways that may help overcome today's challenges of classroom management in terms of self-management techniques. The set of 10 principles suggested by Thomas J. Zirpoli is dredged up to shed light on the issue or help instructors to develop their own techniques within the process of classroom management. The vitality of students' study skills and secure attachment are perceived in regard with redemption of overwhelming challenges of self-management techniques.

scholarly journals Learning of Imla’ Using Flashcards on Writing Skill at Islamic Elementary School Level in Samarinda

IZDIHAR ◽  
2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Luluk Humairo Pimada ◽  
Rostanti Toba ◽  
Abdul Wahab Rasyidi
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Research Result ◽  
Learning Activities ◽  
School Level ◽  
Elementary Level ◽  
Writing Skill ◽  
Teachers And Students ◽  
Language Writing ◽  
Picture Card

There are some language skills, one of them is writing which has the steps of learning a foreign language. Writing skill has the most difficult skill. The use of instructional media has functions to facilitate teaching and learning activities, especially in Arabic learning of Imla’ material. The flashcard is used as a medium to facilitate teaching and learning activities of Imla’ for non-Arabic students. This research aimed to describe learning of Imla’ on Arabic writing skill and describe learning implementation of Imla’ on Arabic through flashcard at the level of elementary school at Elementary School level in Samarinda. The researcher used research design of qualitative descriptive by using the research instruments of observation, interview, and documentation. The research result obtained through the data sources from the principal, vice principal of curriculum, Arabic teachers and students. To analyze the data, the researcher used Miles and Huberman’s theory through three steps of data reduction, data display, and verification. The research results were that Arabic learning based on the writing skill on the elementary level included in category of Imla’ manqul which is aimed for students to be able to recognize, know, and rewrite letters of Hijaiyah by the rules of writing and letters written separated or connected with other letters. The students were also able to recognize the meaning of what they wrote through flashcard. The use of flashcard was helpful in the Arabic teaching process, because the students were easier in understanding the meaning of each vocabulary they wrote. The students did not feel saturated in teaching and learning proses, because flashcard can be used by the students as a form of game which they usually play such as picture card. Therefore, the Arabic writing skill on the elementary level will be easier to be learnt by the students.

scholarly journals OVERCROWDED CLASSROOM AND TEACHINGLEARNING PROCESS: ANALYSIS OF ELEMENTARY PUBLIC SECTOR SCHOOLS OF QUETTA CITY

2018 ◽  
Vol 1 (1) ◽  
pp. 49-69
Author(s):  
Aliya Ayub, Sadiqa Saud, Shabana Akhtar
Keyword(s):  
Public Sector ◽  
Learning Process ◽  
Process Analysis ◽  
Group Discussion ◽  
Elementary Level ◽  
Best Interest ◽  
Female Teachers ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The Impact

In Pakistan overcrowded classrooms are going to be one of the major issues and considered, a factor responsible for falling the education standard. This study sets out to investigate the “impact of overcrowded classrooms on teaching- learning process at the elementary level in public sector schools in Quetta city”. Questions that motivated researcher to investigate the problem are what factors are created by the overcrowded classroom? How overcrowded classroom affects the teaching-learning process? How overcrowded classroom challenges can be overcome? Population was constituted 260 respondents both male and female teachers and students drawn from 20 selected elementary level schools in Quetta city. The mix method approach was used. Quantitative data were collected through structured questionnaire and qualitative data was collected through focused group discussion. The collected data were analyzed by percentages, frequencies and one-way ANOVA. Major findings of the study were that: at the elementary level majority of the classes were overcrowded and that decrease the possibility of effective of teaching-learning process. Overcrowding in classrooms have a direct impact on teaching-learning process. This study was helpful in the best interest of students, teachers, administrators and government to think over the problem and do something positive for the improvement of education in Balochistan.  

scholarly journals Propuesta metodológica para la implementación de herramientas de gamificación en la formación de Maestros de Primaria

2021 ◽  
pp. 35
Author(s):  
María Luisa García Hernández ◽  
Mónica Porto Currás ◽  
Francisco José Hernández Valverde
Keyword(s):  
Learning Environment ◽  
Elementary School Teachers ◽  
Student Involvement ◽  
Active Role ◽  
First Grade ◽  
Validity And Reliability ◽  
Grade Teacher ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

Numerous studies have confirmed that gamification develops favorable scenarios for student learning by encouraging student involvement and promoting a more active role. Starting from this premise, in this article we describe an experience we developed with first-grade teacher- training students to find a learning environment that will encourage student involvement in the construction of learning in a challenging and stimulating way. Other aims of this experience are to enable students to face awkward situations responsibly, work on their social and communica- tion skills, and employ critical, creative and contextualized thinking. To evaluate the success of this experience, after its implementation we analyzed the results by comparing responses from parti- cipating students with those from a group from the same Degree and university who employed a different methodology. To gather information, we administered an internationally validated survey – the Student Engagement Questionnaire – and corroborated its validity and reliability with the participants of our study. Our main results are that this methodological experience based on gami- fication promoted a motivating teaching-learning environment, encouraged significant interaction between teachers and students, promoted self-managed learning, interpersonal and communicative skills, and developed student adaptability, while also creating a playful and dynamic atmosphere. We therefore conclude that proper planning and gamification development help to create environ- ments that enrich learning at the university level, improve the management of knowledge and trai- ning content, and develop important transversal skills for the training of future Elementary School teachers.

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