Teaching classroom management skills to preschool staff: The effects of scripted instructional sequences on teacher and student behavior.

1998 ◽  
Vol 13 (2) ◽  
pp. 94-115 ◽  
Author(s):  
Andrea S. Hiralall ◽  
Brian K. Martens
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Skills ◽  
Instructional Sequences ◽  
Preschool Staff

scholarly journals PENGARUH KEPEMIMPINAN GURU DAN KETERAMPILAN MENAJEMEN KELAS TERHADAP PERILAKU BELAJAR SISWA DI SDI ISLAM 01 YMI WONOPRINGGO

2021 ◽  
Vol 1 (2) ◽  
pp. 60-72
Author(s):  
Nur Ismiati ◽  
Zaenal Mustakim ◽  
Saefudin Zuhri ◽  
Umi Mahmudah
Keyword(s):  
Classroom Management ◽  
Teacher Leadership ◽  
Student Behavior ◽  
Learning Activities ◽  
Positive Behavior ◽  
Linear Regression Equation ◽  
Management Skills ◽  
Teacher Skills ◽  
Close Relationship

One manifestation of teacher leadership is the existence of classroom management. For this reason, if teacher leadership is associated with teacher skills in classroom management, there is a very close relationship. The higher the quality of classroom management, the better the teacher’s leadership. Then further in a learning process in the classroom, it is expected to be able to create positive behavior when students are participating in learning activities. But in reality forming positive behavior when student are taking part in learning is not easy, it is necessary to have quality leadership and be accompained managment skills.the purpose of this study was to determine the effect of teacher ledership and classroom management skills on student learning behavior. Based on the result of the multiple linear based on the result of the multiple linear regression equation test conducted by the researcher, it can be concluded that teacher leadership and classroom management skills have an influence on student behavior. This is evidenced by the acquisition of the calculated F value 32,075 > F table 4,02

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2016 ◽  
pp. 1656-1681
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

RELC Journal ◽  
2019 ◽  
Vol 51 (2) ◽  
pp. 280-293
Author(s):  
Karim Sadeghi ◽  
Jack C. Richards ◽  
Farah Ghaderi
Keyword(s):  
Classroom Management ◽  
Language Proficiency ◽  
Teaching Effectiveness ◽  
Language Teachers ◽  
Management Skills ◽  
Teacher Language ◽  
Teacher Proficiency ◽  
Similar Content ◽  
The Impact

The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).

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