scholarly journals Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

2015 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Sarup R. Mathur ◽  
Scott C. Marley
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Online Survey ◽  
Management Practice ◽  
Challenging Behaviors ◽  
Hierarchical Regression ◽  
Management Skills ◽  
Teachers Perceptions ◽  
General Classroom ◽  
Positive Correlations

<p class="2M-body">114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.</p>

scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

scholarly journals English Pre-service Teachers� Perception of Anxiety in Peer Teaching: A Case Study at Universitas Kristen Indonesia

2019 ◽  
Vol 5 (3) ◽  
pp. 144
Author(s):  
Veronica Novembrin Maulimora
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Peer Teaching ◽  
Management Skills ◽  
Teachers Perceptions ◽  
Faculty Of Education ◽  
Department Faculty

Anxieties that are experienced by the teachers are also undergone by the pre-service teachers. The pre-service teachers feel anxious when they teach students or their peers in a real classroom. This study aimed at investigating English pre-service teachers� perceptions of anxiety in peer teaching. To achieve the objective, a questionnaire and open-ended questions were administered to gauge the perceptions of 44 pre-service teachers of the English Education Department, Faculty of Education and Teacher Training, Universitas Kristen Indonesia. Findings revealed that the majority of the preservice English teachers felt anxious about their first peer teaching practice. It was shown that pre-service teachers were unconfident; worried about their English language skills, teaching skills, evaluation skills, and classroom management; and were not sure of the preparations they had made. The top factor causing their anxiety was their classroom management skills. This means that they put the greatest concern on the way they would manage the class. Nevertheless, by knowing the causes of the anxiety, they got the opportunities to reduce it in the next teaching.

The Effects of Targeted Professional Development on Teachers’ Use of Empirically Supported Classroom Management Practices

2019 ◽  
Vol 22 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Diane Myers ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Management Skills ◽  
Opportunities To Respond ◽  
Empirically Supported ◽  
Brief Training ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

scholarly journals Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 398-414
Author(s):  
Ertan Altınsoy
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Lesson Study ◽  
English Language ◽  
Management Strategies ◽  
Language Teachers ◽  
Management Skills ◽  
Methodological Foundation ◽  
Classroom Management Strategies ◽  
Study Experience

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

scholarly journals Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Michael Rosenberg ◽  
Sunny Duerr ◽  
Kate Ingraham ◽  
Karen Bell ◽  
Art Gould
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Self Efficacy ◽  
Classroom Behavior ◽  
Mixed Reality ◽  
Challenging Behaviors ◽  
Virtual Classroom ◽  
Management Skills ◽  
Preparation Programs ◽  
Management Plans

Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their plans. However, self-efficacy increased indicating that participants believed they were better able to manage classroom behavior than they did prior to the intervention. Implications of these outcomes are discussed with an emphasis on how adequate opportunities to practice acquired classroom management skills are included in budget-challenged teacher preparation programs.

scholarly journals Teachers’ perceptions of students with Special Educational Needs in Two Western Districts of Bhutan

2020 ◽  
Vol 8 (12) ◽  
pp. 27
Author(s):  
Tshering Womling ◽  
Sonam Dhendup ◽  
Sherab Jatsho
Keyword(s):  
Professional Development ◽  
Teacher Collaboration ◽  
Online Survey ◽  
Educational Needs ◽  
Good Thing ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Perceptions Of Students ◽  
And Training

The present study examined Bhutanese teachers’ general perceptions, challenges towards special educational needs (SEN) students, and professional development (PD) and training attended by teachers with their levels of stress. A total of 53 teachers of two SEN schools in western Bhutan participated in this study. The data were collected using the online survey. The findings of this study suggest that although, 55% of teachers felt that teaching students with or without disabilities together is a good thing, however, one of the challenges certainly was the inadequate numbers of trained and specialised teachers. The findings also indicated that teachers learnt skills in SEN mostly through personal initiatives such a doing further research and reading. Similarly, the results of the study showed that the female teachers were said to have experienced more stress compared to their male counterparts. Further, the study also revealed that some of the challenges identified by teachers while teaching students with SEN were the lack of teacher collaboration within the school, lack of resources, overcrowded classrooms and the lack of professional development and training. Alternatively, the correlation and the prediction analyses further revealed that an estimated of 52% variability of stress can be predicted by the PD/trainings attended by the teachers.

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances ◽  
Information And Communication

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.

scholarly journals Training Needs for the Professional Development of Social-Studies Teachers at the intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Yousef Al Marshad
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Classroom Management ◽  
Rapid Change ◽  
Intermediate Stage ◽  
Field Studies ◽  
Training Needs ◽  
Social Studies Teachers ◽  
Management Skills ◽  
Technological Advances

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It Focuses lower case F on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods reference needed. The study was done based on 120 people from Aljouf region which includes the city of Sakaka, Duma, Garra and Zallum. Its subjects are 60 male teachers and 60 female teachers carefully selected how? For the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterized by its rapid change and great technological advances.

scholarly journals E-16 Classroom Management in the Perspective of Teacher’s Preparedness

2020 ◽  
Vol 4 (1) ◽  
pp. 171-181
Author(s):  
Murtaza Ali Laghari ◽  
Abida Siddiqui ◽  
Zohra Khatoon Khowaja
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Practices ◽  
Research Study ◽  
Great Influence ◽  
Development Program ◽  
Management Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Management Preparation

The student`s unbearable behaviors can abrupt classroom environment and can avert Instruction of taking place. In an elementary school, instructors are of lack of content knowledge and classroom management skills, so, that they could be able to deal with the erupting individuals in the surrounding of the institution. The classroom management deemed to be managed with adequate skills, if the teachers` perspective of managing class is with Islamic ADAB and IKHLAQ, it may result in better outcomes.The reason to which this research study was conducted was to explore teachers’ perceptions about their classroom management preparation and to investigate professional development opportunities, that had a great influence in strengthening their skills in classroom management. For conduction of this research study qualitative case study was put into the favour to explore perceptions of six instructors. The research questions inattentively count on teachers’ perceptions and experiences with effective classroom management practices, their perceptions of administrators’ classroom management expectations that may increase teachers’ classroom management skills. Findings from the data were gathered with semi-structured interviews, online journals, and document analysis. Three evolving themes were recognized from the data from beginning to end open coding; it had implicated classroom management strategies, a clear prospect. The results were validated throughout triangulation and member checking. It was observed that consequential project comprised of a 3 days specialized development program, planned to boost teachers’ awareness of proactive classroom management approaches. the effectual conduct to organize classrooms. The project had a great contribution to have positive social differencing by provision that teacher`s with these strategically planed motive to advance classroom management skills. enhanced classroom management skills that would lead to classroom circumstances that allow all learners to learn without abruption.  (Powell, 2014)

scholarly journals INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS

2020 ◽  
Vol 6 (2) ◽  
pp. 230
Author(s):  
Dwiniasih Dwiniasih ◽  
Farah Sukmawati Wahidah ◽  
Susanto Susanto
Keyword(s):  
Classroom Management ◽  
Management Practice ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Management Skills ◽  
Optimal Learning ◽  
Student Responses ◽  
Learning Conditions ◽  
The Creation ◽  
Pre Service Teacher

 For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.

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