scholarly journals Online Classroom Management and Motivation

2021 ◽  
pp. 23-27
Author(s):  
Svetlana Buzu ◽  
◽  
Mariana Beschieru ◽  
Keyword(s):  
Online Education ◽  
Classroom Management ◽  
Student Behavior ◽  
Online Teaching ◽  
Management Strategies ◽  
Online Classroom ◽  
Classroom Management Strategies ◽  
Single Room ◽  
Wide Range ◽  
Engaged Teachers

Teaching online has become a considerable challenge for many educators. Everybody is talking about the revolution digital classroom has brought into the education world. Keeping the generation engaged, teachers need to find innovative and versatile methods, to use technology and manage the class online. Whether learning in a physical classroom or online, effective classroom management is the key component to a productive environment. Although, students are not all present in a single room, teachers must be intentional about managing student behavior and engagement in an online setting. Some challenges can be anticipated, and online classroom management strategies effectively overcome those challenges. Online learning focuses on a wide range of technological based learning platforms, delivery methods, and the integration of educational technology components into the learning environment. This article will address online education, its strengths, limitations, online teaching tools, professional development, best practices, and an evaluation of a personal online experience.

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.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary

2018 ◽  
Vol 27 (3) ◽  
pp. 175-176 ◽  
Author(s):  
Jennifer Freeman
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Strategies ◽  
Special Issue ◽  
Instructional Feedback ◽  
Low Intensity ◽  
Classroom Management Strategies ◽  
Academic Instruction ◽  
Request Sequence ◽  
Behavior Specific Praise

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

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.

ONLINE CLASSROOM MANAGEMENT - STRATEGIES AND LESSONS LEARNED

2017 ◽  
Author(s):  
Ph.D. Terence Cavanaugh
Keyword(s):  
Classroom Management ◽  
Online Courses ◽  
Management Strategies ◽  
Lessons Learned ◽  
Online Classroom ◽  
Online Instructors ◽  
Face To Face ◽  
Assessment Tests ◽  
Classroom Management Strategies ◽  
Feedback Structure

Online courses typically take more time to teach than face-to-face courses, the demand on the instructor workload with regard to creating online content and administering online assessment. For example, studies have found that assessing online students can take two to five times the amount of time as comppared to face-to-face classes. Because of these time costs, it is important for online instructors to have a variety of strategies and tools to use to be more effective in managing their online classes as it relates to assessment (tests and projects), interactions, feedback, structure, and student presentations. This presentation will present on researched based strategies that have been found to be effective for managing the online class space

scholarly journals Consultation as a vehicle for increasing novice teachers' use of evidence-based classroom management strategies

2015 ◽  
Author(s):  
◽  
Lindsay E. Oram
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Student Teaching ◽  
Student Behavior ◽  
Management Strategies ◽  
Teacher Behavior ◽  
Student Behaviors ◽  
Baseline Design ◽  
Classroom Management Strategies ◽  
Consultation Model

Teachers' classroom management skills have a significant impact on students' short and long-term outcomes. Unfortunately, research has demonstrated that teachers, particularly novice teachers, often struggle to effectively manage classrooms and student behavior. Teacher consultation, which is defined as working one-on-one with a teacher in order to build a specific set of skills in order to best meet the needs of students, has emerged in the literature as method for enhancing teacher skills. This study examined the integration of a classroom management consultation model, the Classroom Check-up, into the student teaching component of a pre-service education program for four participants. Impacts on teacher and student behaviors were examined using a multiple baseline design. Results indicated positive teacher behavior change related to praise, opportunities to respond, precorrections, reprimands, and time spent teaching and decreased student disruptive behaviors. Overall, both student teacher and student behaviors were positively impacted by participation in the Classroom Check-up consultation model.

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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