scholarly journals The Contributions of Mentoring on Teachers’ Effective Classroom Management Strategies in Government Aided Secondary Schools in the Acholi Sub-Region

2019 ◽  
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Strategies ◽  
Classroom Management Strategies

scholarly journals Classroom Management Practices of Secondary School Teachers in District Swat

2021 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Asad Iqbal ◽  
Atta Ullah ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Practices ◽  
Personality Development ◽  
Management Strategies ◽  
Secondary Level ◽  
Chi Square ◽  
Classroom Management Strategies ◽  
Questions And Answers ◽  
In The Beginning

Classroom management refers to the overall management of classroom resources, activities, and learners that result in a favourable environment for students' learning and balanced personality development. This task of effective classroom management is much more challenging and demanding on the part of teachers; therefore, the study aimed to investigate teachers' classroom management strategies at the secondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachers, and suggest strategies for effective classroom management at the secondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency,  percentages and Chi-square test. The study found the classroom management strategies of interactive discussion before classes, in the beginning, development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in the class,  identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management.

scholarly journals Classroom Management Practices of Secondary School Teachers in District Swat

2021 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Asad Iqbal ◽  
Atta Ullah ◽  
Alam Zeb
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
Management Practices ◽  
Management Strategies ◽  
Simple Random Sampling ◽  
Chi Square ◽  
Classroom Management Strategies ◽  
Questions And Answers ◽  
Chi Square Test ◽  
In The Beginning

The study aimed to investigate teachers' classroom management strategies atsecondary level. The study's objectives were; to find out the classroom management strategies of secondary schools' teachers, identify problems in the classroom management of secondary schools' teachersand suggest strategies for effective classroom management atsecondary level. The population of the study was 5623 male secondary schools' teachers of district Swat. The researchers randomly selected a sample of 100 teachers through simple random sampling for the study and developed a questionnaire to collect data. The data were gathered with self-administered questionnaires and analyzed with frequency, percentages and Chi-square test. The study found the classroom management strategies of teachers as interactive discussion before classes, in the beginning,development of class rules in consultation with students, assigning individual, pair and group work to students, giving respect to the questions and answers of students and the use of body language to control misbehavior in their classes.It identified the problem of difficulty in establishing rapport with students in the beginning of the classes and suggested the strategies of interactive discussion, development of rules in consultation with students, assigning roles to students, use of body gestures and provision of pleasure environment in classes for effective classroom management. Keywords:classroom management, district Swat, practices, secondary schools teachers

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.

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.

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.

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