Effective Strategies of Class Management for Primary School Headteachers

2021 ◽  
Keyword(s):  
Primary School ◽  
Effective Strategies ◽  
Class Management

scholarly journals Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students

2019 ◽  
Vol 2 (4) ◽  
pp. 221-235
Author(s):  
Sanaa Mohammed Khudhair
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Primary Schools ◽  
Statistical Significance ◽  
Educational Process ◽  
Control Group ◽  
Teaching Skills ◽  
Effective Strategies ◽  
Post Test ◽  
Academic Year

This study aims to recognize effectiveness of teaching methods in primary school in English. The researcher used the numbered heads together strategy as an effective method in education skills. The researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school, Fifth class. The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by (age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations focus on paying more attention to the learning strategies that used to improve the educational process. Moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.

scholarly journals FORMATION OF COMPUTING SKILLS IN PRIMARY SCHOOL STUDENTS IN CONDITIONS OF DEVELOPMENTAL LEARNING

2020 ◽  
pp. 207-212
Author(s):  
Ruslana ROMANYSHYN ◽  
Keyword(s):  
Primary School ◽  
Point Of View ◽  
Primary School Students ◽  
School Students ◽  
Developmental Learning ◽  
Traditional System ◽  
Effective Strategies ◽  
Computing Skills ◽  
Characteristic Features ◽  
Development Of Students

Introduction. The process of mastering the content of computing activities and the formation of computing skills on its basis is a complex and lengthy process. For this process to be more successful, it must be consistent with the objective laws of knowledge acquisition and the laws of psychic, in particular, mental development. In the conditions of modern education there is a search for the most effective forms of education to which scientists include developmental training. Purpose. Identi- fy effective ways to develop computing skills in primary school students. Methods. Analysis of psychological and pedagogical, mathematical, educational and methodical literature, legislative and regulatory documents governing the system of primary education; generalization of theoretical and experimental data. Results. Theoretical principles of developmental learning from the point of view of activity theory are covered. There is a difference between the process of forming computing skills in the traditional system of education and the system of developmental learning. Characteristic features of systems of L. Zankov, V. Davydov and D. Elkonin, N. Istomina are noted. As a result of the analysis, effective strategies for the formation of computing skills in primary school students are named. It is established that in developmental learning a significant role is given to the acquisi- tion of theoretical knowledge for the general development of students. Originality. Based on the analysis and comparison of the author’s systems of developmental learning, effective strategies for the formation of computing skills in primary school students in modern conditions of development of new methods are determined. Conclusion. It was found that the development of a program in mathematics, taking into account the concept of developmental learning, should be based on understanding the nature of the relationship between psychic development of students with the content of acquired knowledge and skills. The very order of presentation of the material should correspond to the general logic of building a course taking into account the psychological and neurophysiological characteristics of primary school students.

scholarly journals The Effect of Class Management on Grade Five Students Learning Outcome At State Primary School Number 066654 Kelambir V District Tanjung Gusta Medan Helvetia

2020 ◽  
Vol 3 (4) ◽  
pp. 2056-2065
Author(s):  
Panni Ance Lumbantobing ◽  
Ruth Donda Eleonora Panggabean ◽  
Maria Friska Nainggolan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Student Learning Outcomes ◽  
Class V ◽  
Analysis Technique ◽  
Class Management ◽  
Coefficient Of Regression

This study aims to investigate the effect of classroom management on student learning outcomes at class five primary school numbers 066655, distrcit of Kelambir V Tanjung Gusta Medan Helvetia academic year 2019/2020. The analysis technique in this study is a simple regression technique, observing the relationship or effect between variables. The sample of this research is students of class state primary school number 066654 district of Kelambir V Tanjung Gusta Medan Helvetia, which consists of 2 classes, namely class V A totaling 28 students and class V B totaling 28 students. The total number of class V is 56 students. The variable instrument in the study is all valid, while the reliability for all variables is reliable. Based on the results of statistical analysis, it shows that simple linear regression analysis with the regression equation Y = 24.281 + 0.896X forms a linear line and coefficient of regression direction means.  The calculation result is obtained Fcount 56.912 in consultation with Ftable for an error rate of 5%, F table = 4.02. Thus Fcount > F table (56.912 > 4.02) for an error level of 5%. Based on the results of the F test calculation, Fcount is 56.912 with sig = 0.000 <0.005 so that Ho is rejected and Ha is accepted, which means there is an effect of class management (X) which is significant towards learning outcomes (Y). This means that the better the classroom management carried out by the teacher, the higher the student learning outcomes. 

scholarly journals Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students

2019 ◽  
pp. 25-36
Author(s):  
Sanaa Mohammed Khudhair
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Primary Schools ◽  
Statistical Significance ◽  
Educational Process ◽  
Control Group ◽  
Teaching Skills ◽  
Effective Strategies ◽  
Post Test ◽  
Academic Year

This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.

scholarly journals TEACHING AND LEARNING OF PICTURE-BASED COMPOSITION WRITING IN PRIMARY SCHOOL CURRICULUM IN SINGAPORE

2020 ◽  
pp. 33-55
Author(s):  
Mohamed Noh Daipi ◽  
Fadilah Isnin
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Writing Skills ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Effective Strategies ◽  
School Based ◽  
Primary School Curriculum ◽  
External Vendors ◽  
Strongly Agree

The primary school Malay Language syllabus emphasises on the teaching and learning (T&L) of writing skills since Primary 1 (P1). The picture-based composition writing (PbCW) was introduced at P3. Based on teachers’ feedback, the the resources for T&L of PbCW found in the CEKAP and MEKAR packages, published by the Ministry of Education, are not sufficient to develop composition writing skills among pupils even though PbCW was tested in end-of-year-examinations in schools. Teachers also faced problems to source for the appropriate picture-series that are aligned with the topics available in both packages. In addition, teachers also need more time to produce picture-series that are related to the topics. These problems raised the issue of validity of the school-based examinations when teachers re-use the picture-series resources purchased from external vendors. Teachers also face challenges in implementing T&L effectively, especially for P3 pupils because there is a huge gap between the skills taught in P2 and P3 classes. Based on these needs, the Malay Language Centre of Singapore (MLCS) took initiatives to produce the PbCW Package to support T&L that are aligned with curriculum requirements. To date, 126 teachers have been trained to use the resources and trialled them in their respective schools. Based on the trialling exercise conducted by 97 respondents, all of them reported strongly agree that the resources provided are aligned with topic of units available in CEKAP and MEKAR packages. All respondents stated that they were able to implement the suggested T&L more effectively based on the recommended strategies. Hence, the PbCW resources that are aligned with curriculum content and well supported by effective strategies are important to ensure pupils’ learning are enriched and enhanced.

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