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this is useful to study trends in how teachers understand classroom management
National Council on Teacher Quality, 2014
2020
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod "Classroom Management: The Challenge of Change" Published in International Journal of Trend in Scientific R...
CLASSROOM MANAGEMENT, 2014
This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be able to evaluate the progress of the students and self-evaluate his own work. In order to examine classroom management skills of teachers in Republic of Macedonia, a research has been made for teachers in primary schools in Republic of Macedonia. Instruments which will be used in order to complete the research and analyses are the following: questionnaire for teachers and educational policy analyses in our country in order to discover whether there is concrete strategy for promotion and implementation of classroom management on local and national level. Analyses of results show that there is a deficit of classroom management skills among teachers, which is due moreover to some lapses in initial education of teachers.
Teacher is the backbone of any formal education system. Also, secret of quality education lies in the quality of teachers. To ensure quality of teachers, considerable effort and attention has been directed to in the preparation of teachers to discharge the instructional roles of teachers. However, less emphasis has been placed on the knowledge and skills required for the management and discipline for effective classroom transaction. A positive environment is a pre-requisite for effective classroom transaction. Effective classroom management is the key factor contributing to a positive classroom environment. The role of an effective classroom manager is to create a climate that welcomes, supports, and rewards innovative thinking and problem solving of students. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Lack of effective classroom management can mean that learning is reduced in the classroom. Traditional interpretation of effective classroom management focuses largely on compliance, viz., rules and strategies that teachers may use to make sure students are sitting in their seats, following directions and listening attentively. This framework mainly comes from an orientation that promotes direct teaching. A more encompassing view of classroom management extends to everything that teachers may do to facilitate or improve students’ active learning. This will include factors such as behavior of teachers, environment of the classroom, teacher expectations, materials and activities that teachers design to engage students. The time allocation and engaged time are all important components of effective classroom management. Disciplinary interventions are also important to elicit or compel changes in the behavior of students. The actions taken to compel positive behavior are very crucial in the light of new rules and regulations such as RTE. The purpose of this paper is to synthesize what research tells about classroom management and offer a perspective on its implications for teacher education.
International Journal for Research Trends and Innovation, 2019
Classroom management is a cardinal element defining a flourishing teaching career. Effective classroom management is also related to prevention efforts. The progression and malleability of maladaptive behaviors is affected by classroom management practices of teachers in the early grades. The scope of functional coverage of classroom management has expended significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching learner materials development and implementation, making classroom infrastructure and rules for teachers, students and also for parents. The purpose of the study is to develop independent knowledge and skills among students. Classroom management is a collection of techniques that teachers use to encourage effective learning by minimizing distractions and disruptions. Classroom management can often be a neglected part of a teacher's training. Even if classroom management is covered in a teacher-training course, new teachers may not be prepared to deal with all the real-life challenges of the classroom. A teacher can have great lesson plans and materials. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention. Classroom management is defined as the ability of teachers and students to agree upon and carry forward a common framework for social and academic interaction, by creating an ethos of effort within a social fabric that is built over time, and ultimately leads to student self-discipline. Classroom management is not an end in itself but means for creating and maintaining a learning environment that is optimal, given the intended curriculum (Brophy, 2006). Since classroom management skills affect the quality and quantity of the learning and teaching core, learning for the 21st century demands acquisition of a range of classroom management skills and broad areas of knowledge, and the development of set attitudes among teachers. A teacher's primary work environment the classroom-has special qualities that are a potential source of stress. Classrooms are closed, crowded spaces in which many people with differing abilities and priorities are forced to use limited resources to achieve a broad range of personal, institutional and social goals. Teachers have to face a classroom full of students every day, negotiate potentially stressful interactions with parents, administrators, counselors and other teachers; contend with relatively low school budget; and ensure students meet increasingly strict standards (Friedman, 2006). Developments in the past few decades indicate that work in a classroom is also related to what is happening outside the classroom, such as the school's organizational environment, policy environment, new technologies, and so on. For several decades, the classroom has no longer been considered an enclosed bubble, isolated from its surroundings. For teachers to successfully manage their classrooms, they must be well-versed in the different dimensions of classroom management. For this, a paradigm shift (a) from management as a 'bag of tricks' to management as decision making that necessitates ongoing professional development, expertise in knowledge, practice and introspection; (b) from an emphasis of obedience and compliance to procedures that advance self-direction; (c) from an emphasis of rules to the social-emotional relationship that includes trust and caring; (d) from management, that is, teacher-directed work, to an active student-centered learning environment. The new paradigm does not abandon all from the past but it does modify school and classroom management to respond to the new era where the educators are moving to the level that schools as classrooms are truly trusting, caring, active, safe and dynamic places to learn which will require a paradigm shift in how educators acquire new ideas and knowledge (Weinstein, 1999). This change will require an expanded and sometimes different repertoire of skills and expertise for teacher and learner. REVIEW OF LITERATURE Narang and Arora (1996) explain that for excellence in teaching one has to master over the modern methods and techniques of teaching. The lecture method is the oldest method in teaching. This method is still used wildly in American colleges and universities. Teaching is considered as a dynamic interaction of individuals and as a decision making one. Teaching must be deliberate and planned. Teachers should use modern instructional strategies to modernize class room teaching. Bedell (1999) found that the class size reduction improves student learning and teacher morale from the teacher's perspective. This will be also useful for the effective implementation of modern instructional strategies in the classroom. The study, "The Input of Interacting on Comprehension", conducted by Pica, Young and Doughty (1987) about pre-modified input and internationally modified input has become one of the milestones in class room research. Its results supported the "theoretical claims regarding the
Cognitive Approaches to Ancient Religious Experience, ed. E. Eidinow, A. Geertz, and J. North. Cambridge: Cambridge University Press, 2022, pp. 44-66
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