Classroom Management and Discipline: a Multi-method Analysis of the Way Teachers, Students, and Preservice Teachers View Disruptive Behaviour

2010 ◽  
Vol 32 (1) ◽  
pp. 47-69 ◽  
Author(s):  
Erik H Cohen ◽  
Shlomo Romi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Disruptive Behaviour ◽  
Method Analysis ◽  
The Way

scholarly journals Positive Classroom Management: Effects of Disruption Management Climate on Behaviour and Satisfaction with Teacher // Clima positivo de gestión del aula: efectos del clima de gestión de la disrupción en el comportamiento y en la satisfacción con el profesorado

2015 ◽  
Vol 21 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Cecilia Simón ◽  
Jesús Alonso-Tapia
Keyword(s):  
Classroom Management ◽  
Management Strategies ◽  
Teaching Quality ◽  
Disruption Management ◽  
Disruptive Behaviour ◽  
School Students ◽  
Study Analyse ◽  
Confirmatory Factor ◽  
Perceived Change

This study analyse the role of disruption management strategies and its effects, in interaction with the classroom motivational climate (CMC), on the decrease of disruptive behaviour and on the perception of teaching quality. For this purpose, the Disruption Management Climate Questionnaire (DMCQ) was developed. A total of 827 Secondary-School students formed the sample. To validate the DMCQ, confirmatory factor and regression analyses were realised. Children’s attribution to teacher’s coping strategies of decrease in disruptive behaviour, and of perceived change in satisfaction with teacher’s work as an index of teaching quality, were used as external criteria. Results support hypotheses related to DMCQ structure, and to its role as predictor of the degree of disruption decrease, but not the hypothesis related to satisfaction with teachers’ work, that depends mainly on CMC. These results underlie the importance of acting on DMCQ and CMC components to favour the teacher practices.

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.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

scholarly journals Spreading lesson study in pre-service teacher instruction

2018 ◽  
Vol 7 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Maria Laura Angelini ◽  
Neus Álvarez
Keyword(s):  
Classroom Management ◽  
Lesson Study ◽  
Structured Interview ◽  
Teacher Instruction ◽  
Content Type ◽  
Written Responses ◽  
School Based ◽  
Further Development ◽  
Pre Service Teacher ◽  
The Way

Purpose The purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school. Design/methodology/approach A qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study? Findings This paper provides empirical insights about the way lesson study reinforced the PSTs’ classroom management and lesson planning skills. The case-pupils’ responses to the PSTs’ questions post-treatment indicated that games and active techniques in the classroom led to high retention of the taught content. Nevertheless, PSTs’ evaluations of pupils’ learning outcomes require further development. These evaluations often resulted in vague perceptions of overall lesson performance. Research limitations/implications This study provides hints of how case-pupils better learned and how PSTs did the observations and performed. However, the results cannot be generalized. Originality/value The researchers sustain that the teaching degrees should encourage critical thinking in PSTs’ self-evaluations to reduce the focus on standards and expectations. It is believed that if the pressure of designing perfect lessons is removed from the equation, and instead, sensible and realistic lessons are planned, PSTs will be more inclined to learn and respond resourcefully, creatively, and resolutely to classroom situations.

scholarly journals Using the Study Abroad Experience to Augment Preservice Teachers’ Practicum

2019 ◽  
Vol 2018 (1) ◽  
pp. 95
Author(s):  
Melodie Cook ◽  
Howard Brown
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Classroom Practice ◽  
Secondary School Teachers ◽  
Classroom Observation ◽  
Early Career ◽  
Early Career Teachers ◽  
Preservice Training ◽  
Studying Abroad ◽  
Attention To Students

Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice. 日本の中等教育向けの教職課程は、一貫性がなく、効果がないと言われている。実践的指導力の養成に与える影響は弱い。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、教職課程の学生には、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加中の教員志望の学生に、先輩教員の授業を効果的に観察する方法として授業観察の注意項目を提示し、その結果を調査した。研究対象者は、授業中の教員がとる、進め方の調整や、全体をまとめつつ、学生ひとりひとりにあった働きかけを行うといった授業運営の特徴への気づきがあった。また、この授業観察時の注意項目を提示し、気づいた点を話し合うといった比較的単純な作業によって、研究対象者が先輩教員の授業をより意識的かつ批判的に観察できるようになった。

scholarly journals Pendekatan Games Dalam Meningkatkan Motivasi Belajar Siswa Bagi Relawan Gemma Insani Indonesia

2019 ◽  
Vol 1 (2) ◽  
pp. 16-21
Author(s):  
Tita Puspitasari ◽  
Dwinesa Anggraeni
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Creative Thinking ◽  
Education Level ◽  
Student Education ◽  
Teaching Ability ◽  
Question And Answer ◽  
Education Psychology ◽  
The Way

The aim of this workshop is to become Gemma Insani volunteers have got the ability of classroom management and basic knowlegde about education psychology is related how the way to give the students motivate by using games in learning process. The event is followed by 25 volunteers Gemma Insani Depok. The methods are used in the workshop such presentation, discussion and question and answer, and simulation from the volunteers. The result of the workshop are (1) to train the volunteers’ teaching ability who have got different education background. In application kinds of games that used for all subjects in education level. This event can help hopefully to motivate the students in learning. (2) to use kind of methods in learning process so the student will not feel bored, and (3) be able to have creative thinking in creating or making games based on student- education level.

Simulation as a Strategy in Teacher Education

2019 ◽  
Author(s):  
David Kaufman ◽  
Alice Ireland
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Management ◽  
Real Life ◽  
Scoring Systems ◽  
Learning Needs ◽  
Ethical Practice ◽  
Problem Situations ◽  
Practice Time ◽  
Specific Learning

Simulations provide opportunities to extend and enhance the practice, feedback, and assessment provided during teacher education. A simulation is a simplified but accurate, valid, and dynamic model of reality. A simulation allows users to encounter problem situations, test decisions and actions, experience the results, and modify behavior cost-effectively and without risking harm. Simulations may or may not be implemented using digital technologies but increasingly take advantage of them to provide more realism, flexibility, access, and detailed feedback. Simulations have many advantages for learning and practice, including the ability to repeat scenarios with specific learning objectives, practice for longer periods than are available in real life, use trial and error, experience rare or risky situations, and measure outcomes with validated scoring systems. For skills development, a simulation’s outcome measures, combined with debriefing and reflection, serve as feedback for a formative assessment cycle of repeated performance practice and improvement. Simulations are becoming more common in preservice teacher education for skills such as lesson planning and implementation, classroom management, ethical practice, and teaching students with varying learning needs. Preservice teachers can move from theory into action, with more practice time and variety than would be available in limited live practicum sessions and without negatively affecting vulnerable students. While simulations are widely accepted in medical and health education, examples in teacher education have often been research prototypes used in experimental settings. These prototypes and newer commercial examples demonstrate the potential of simulations as a tool for both preservice and in-service teacher education. However, cost, simulation limitations, and lack of rigorous evidence as to their effectiveness has slowed their widespread adoption.

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