PRESERVICE TEACHERS’ CLASSROOM MANAGEMENT TRAINING: A SURVEY OF SELF-REPORTED TRAINING EXPERIENCES, CONTENT COVERAGE, AND PREPAREDNESS

2015 ◽  
Vol 52 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Michael Christofferson ◽  
Amanda L. Sullivan
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Management Training ◽  
Classroom Management Training ◽  
Content Coverage

scholarly journals Persistent Classroom Management Training Needs of Experienced Teachers

2015 ◽  
Vol 15 (5) ◽  
pp. 36-48 ◽  
Author(s):  
Laura M. Stough ◽  
Marcia L. Montague ◽  
Leena Jo Landmark ◽  
Kendra Williams-Diehm
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Training ◽  
Training Needs ◽  
Preservice Training ◽  
Significant Difference ◽  
Classroom Management Training

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

scholarly journals Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial

2017 ◽  
Vol 42 (1) ◽  
pp. 49-66
Author(s):  
Kristina M. Klopfer ◽  
Katreena Scott ◽  
Jennifer Jenkins ◽  
Joe Ducharme
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Behavioral Problems ◽  
Positive Emotions ◽  
Management Training ◽  
Positive Influence ◽  
Emotional And Behavioral Problems ◽  
Child Behaviors ◽  
Randomized Control ◽  
The Impact

Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions ( d = 0.69), negative reactions ( d = 1.05), and their use of proactive strategies ( d = 1.43 and 1.59), inadequate strategies ( d = 0.73), and reactive strategies ( d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.

scholarly journals Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

2015 ◽  
Vol 15 (2) ◽  
pp. 174-194 ◽  
Author(s):  
Grainne Hickey ◽  
Sinead McGilloway ◽  
Lynda Hyland ◽  
Yvonne Leckey ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Classroom Management ◽  
Controlled Trial ◽  
Management Strategies ◽  
Management Training ◽  
Training Programme ◽  
Incredible Years ◽  
Classroom Management Strategies ◽  
Classroom Management Training ◽  
Teacher Classroom ◽  
The Incredible Years

Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to an intervention group (n = 11 teachers; 110 children) or a waiting-list control group (n = 11; 107 children). The sample also included 63 ‘high-risk’ children (33 intervention; 30 control), who scored above the cut-off (>12) on the Strengths and Difficulties Questionnaire for abnormal socioemotional and behavioural difficulties. Teacher and child behaviours were assessed at baseline and 6 months later using psychometric and observational measures. Programme delivery costs were also analysed. Results showed positive changes in teachers’ self-reported use of positive classroom management strategies (effect size = 0.56), as well as negative classroom management strategies (effect size = −0.43). Teacher reports also highlight improvements in the classroom behaviour of the high-risk group of children, while the estimated cost of delivering the Incredible Years Teacher Classroom Management Training Programme was modest. However, analyses of teacher and child observations were largely non-significant. A need for further research exploring the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management Training Programme is indicated.

scholarly journals MANAJEMEN PEMBELAJARAN DARING/ONLINE DENGAN MENGGUNAKAN GOOGLE CLASSROOM DI SDIT FAJAR, DEPOK

2021 ◽  
Vol 1 (1) ◽  
pp. 47
Author(s):  
Ratna Dewi
Keyword(s):  
Online Learning ◽  
Classroom Management ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Management Training ◽  
Student Learning Outcomes ◽  
Online Classes ◽  
Classroom Management Training ◽  
The Media ◽  
Online Methods

Abstrak Google classroom merupakan salah satu media dalam pembelajaran daring yang dilakukan selama pandemic covid 19. Tujuan kegiatan ini adalah memberikan pengetahuan dalam mengelola kelas dengan memanfaatkan google classroom sebagai media pembelajaran, Membantu mitra dalam proses belajar mengajar secara daring. Metode pelaksanaan program ini terdiri dari kegiatan ceramah, praktek, diskusi dan evaluasi program melalui observasi dan kuesioner. Pelatihan ini diikuti oleh 17 peserta yang terdiri dari guru-guru SDIT Fajar Depok. Setelah dilakukan pelatihan selama lebih dari 90 menit, para guru-guru dapat mengelola kelas di google classroom seperti membuat kelas online, memberikan materi, membuat absensi, memberikan tugas dan memberikan penilaian hasil belajar siswa. Dari hasil kuesioner yang diperoleh bahwa ada 64% guru menggunakan aplikasi whatsapp sebagai media pembelajaran daring dan 27% guru yang menggunakan aplikasi zoom meeting, dan 9% guru menggunakan aplikasi google classroom. Dan hasil pelatihan pengelolaan kelas yang dilakukan diperoleh hasil 15 % mengatakan mudah, 62% sedang dan 23% sulit. Kata Kunci: Google Classroom, Pengelolaan Kelas, Media Pengajaran Abstract Google classroom is one of the media in online learning that was carried out during the Covid 19 pandemic. The purpose of this activity is to provide knowledge in managing classes by utilizing google classroom as a learning medium, helping partners in the teaching and learning process online. Methods of implementation of this program consist of lectures, practice, discussion and program evaluation through observation and questionnaires. This training was attended by 17 participants consisting of teachers of SDIT Fajar Depok. After training for more than 90 minutes, teachers can manage classes in google classrooms such as creating online classes, providing materials, making attendance, assigning assignments and assessing student learning outcomes. From the results of the questionnaire obtained that there are 64% of teachers using the WhatsApp application as an online learning medium and 27% teachers using zoom meeting and 9% of teachers using Google classroom. And the results of the classroom management training carried out showed that 15% said it was easy, 62% moderate and 23% difficult. Keywords: Google Classroom, Managing Classes, Teaching tools

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