Journal articles: 'Classroom management – skills and strategies'

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Blackburn, Heidi, and Lauren Hays. "Classroom Management and the Librarian." Education Libraries 37, no. 1-2 (September 19, 2017): 23. http://dx.doi.org/10.26443/el.v37i1-2.339.

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As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.

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Dane-Staples, Emily. "Constructing a Sport Management Classroom." Sport Management Education Journal 7, no. 1 (October 2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.

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As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.

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Ahmed, Maqsood, Munazza Ambreen, and Ishtiaq Hussain. "Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 178. http://dx.doi.org/10.22555/joeed.v5i2.2253.

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The main purpose of this study was to get an insight about teachers’ classroom management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. Keywords: gender, differentials, classroom management, strategies

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Gilmour, Allison F., Caitlyn E. Majeika, Amanda W. Sheaffer, and Joseph H. Wehby. "The Coverage of Classroom Management in Teacher Evaluation Rubrics." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (June 18, 2018): 161–74. http://dx.doi.org/10.1177/0888406418781918.

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Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.

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Inada, Takako. "Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills." English Language Teaching 14, no. 3 (February 25, 2021): 32. http://dx.doi.org/10.5539/elt.v14n3p32.

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Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.

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Akgün, Ege, Melike Yarar, and Çağlayan Dinçer. "The evaluation of class management strategies of preschool teachers in classroom activities." Pegem Eğitim ve Öğretim Dergisi 1, no. 3 (September 1, 2011): 01–09. http://dx.doi.org/10.14527/c1s3m1.

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Classroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.

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Franklin, Hayley, and Ingrid Harrington. "A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms." Journal of Education and Training Studies 7, no. 12 (September 16, 2019): 1. http://dx.doi.org/10.11114/jets.v7i12.4491.

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A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.

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Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.

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English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.

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Hansen, Blake D., Paul Caldarella, Leslie Williams, and Howard P. Wills. "Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams." Behavior Modification 41, no. 5 (March 20, 2017): 626–46. http://dx.doi.org/10.1177/0145445517698418.

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students’ classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

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Mandal, Ram Babu. "Implementation of the Teacher Training for Classroom Management." Academic Voices: A Multidisciplinary Journal 7 (October 17, 2018): 50–54. http://dx.doi.org/10.3126/av.v7i0.21370.

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The main objectives of this study are to investigate the challenges in implementation of teacher training for classroom management, and to explore the strategies of teacher training for classroom management to promote students learning. In the process of collecting data, unstructured interview was taken. The major finding of this study is teacher training is not implemented effectively in the classroom. It is found that there are various difficulties faced by the teachers to implement methods, skills and techniques in the classroom what they have got from training. Thus, for effective implementation of teacher training, the teachers, administration and all the concerned authorities should be responsible.

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Altınsoy, Ertan. "Lesson Study as an Intervention to Develop Prospective English Language Teachers' Classroom Management Skills." International Journal of Asian Education 2, no. 3 (August 16, 2021): 398–414. http://dx.doi.org/10.46966/ijae.v2i3.189.

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This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

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Mansur, Nurdin. "PENERAPAN KETERAMPILAN MENGAJAR DALAM UPAYA PENCAPAIAN HASIL BELAJAR MAHASISWA." Lantanida Journal 4, no. 2 (September 18, 2017): 118. http://dx.doi.org/10.22373/lj.v4i2.1884.

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The purpose of the implementation of teaching and learning is for learning achievement, both in terms of process and in achieving the outcome is always influenced by various factors. To get the learning outcomes in a subject that is better then relates all factors of educators in the mastery and application of various teaching skills of learning such as the following, namely: a skill as opening lesson, questioning skills, skills to provide reinforcement, skills provide variety, skill explains, small group discussion guiding skills, classroom management skills, teaching skills of individuals, and closing skills lessons. Moreover, in studying a subject willing learners are required to carry out exercises to add a sense of confidence, a strong will to implement appropriate learning strategies, planning and good self-regulation in order to achieve high learning outcomes.

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Robison, Tiger. "Classroom Management Through Lesson Design: Considering Some Often-Overlooked Variables to Prevent Issues Before They Start." General Music Today 32, no. 1 (August 10, 2018): 33–35. http://dx.doi.org/10.1177/1048371318793147.

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Classroom management skills and related issues are usually top concerns of preservice and new in-service music educators. This column, the first in a series about classroom management issues, is about designing lessons to avoid common behavior issues. There are many more variables to consider besides curriculum when designing a lesson, such as the students’ experiences directly prior to music class, the culture set by the classroom teacher, and dozens of others. This column contains a detailed examination with applicable strategies concerning two such variables: time of day of the lesson and students’ physiological needs.

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Coello-Vásquez, Vicente Javier. "Effects of Mobile Learning in the EFL Classroom. Management, Benefits and Limitations." Polo del Conocimiento 4, no. 7 (July 5, 2019): 3. http://dx.doi.org/10.23857/pc.v4i7.1016.

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In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using multimedia to create a context to teach communication skill has its unique advantages. As a result, technology plays a very important role in teaching communication skill. The present paper tries to analyze the necessity of multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.

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Klopfer, Kristina M., Katreena Scott, Jennifer Jenkins, and Joe Ducharme. "Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (November 9, 2017): 49–66. http://dx.doi.org/10.1177/0888406417735877.

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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.

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Çakıroğlu, Ünal, and Mücahit Öztürk. "Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design." European Journal of Open, Distance and E-Learning 23, no. 2 (January 1, 2021): 20–36. http://dx.doi.org/10.2478/eurodl-2020-0008.

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AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

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Mohammed, Feruz Abdurahman. "Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa." International Journal of Contemporary Education 2, no. 1 (February 26, 2019): 58. http://dx.doi.org/10.11114/ijce.v2i1.4102.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. Teaching children with ADHD is more stressful than teaching children without the disorder. This study examines teachers reaction towards a tailored Incredible Years Teacher Classroom Management programme aimed to enhance classroom management skills of a group of 10 teachers of children with ADHD symptoms in Addis Ababa, Ethiopia. This is the first study to evaluate the Incredible Years Teacher Classroom Management programme in African context. A one-group posttest-only experimental design was implemented. Ten teachers received the tailored Incredible Years Teacher training in a full-day session once a week for six weeks. The teachers drafted intervention plans at each session and implemented the strategies the following weeks in their classrooms. The teachers participated in an individual coaching sessions every week to help with implementation of the learned strategies and assess their level of performance. The teachers completed various structured and semi-structured questionnaires at the end of the intervention. The result of the study indicated that teachers were satisfied with the delivery of the programme; its content and practicality. Teachers reported that they were happy with the effects of the programme on children’s behaviour in the classroom. The teachers also indicated that they would recommend the programme to other colleagues. In light of the findings, teachers’ reaction, limitations and implications for future research were discussed.

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Kulamikhina, I. V., and O. N. Lebedenko. "CLASSROOM MANAGEMENT STRATEGIES FOR DEVELOPING CRITICAL THINKING SKILLS IN UNDERGRADUATE AGRICULTURE STUDENTS THROUGH FOREIGN LANGUAGE LEARNING." Science of the Person: Humanitarian Researches 4, no. 30 (December 2017): 126–32. http://dx.doi.org/10.17238/issn1998-5320.2017.30.126.

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Nelson, Melanie A., Paul Caldarella, Blake D. Hansen, Mark A. Graham, Leslie Williams, and Howard P. Wills. "Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1." Journal of Positive Behavior Interventions 20, no. 4 (March 14, 2018): 227–38. http://dx.doi.org/10.1177/1098300718762744.

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Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

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Marlow, Ruth, Lorraine Hansford, Vanessa Edwards, Obioha C. Ukoumunne, Shelley Norman, Sara Ingarfield, Siobhan Sharkey, Stuart Logan, and Tamsin Ford. "Teaching classroom management – a potential public health intervention?" Health Education 115, no. 3/4 (June 1, 2015): 230–48. http://dx.doi.org/10.1108/he-03-2014-0030.

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Purpose – The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children’s developmental and academic trajectory, while the costs of behaviour problems are enormous for schools with considerable impact on others’ well-being. Design/methodology/approach – In total, 40 teachers attended the Incredible Years (IY) Teacher Classroom Management (TCM) intervention in groups of ten. Afterwards teachers attended focus groups and semi-structured interviews were completed with headteachers to explore whether TCM was feasible, relevant and useful, research processes were acceptable and if it influenced teachers’ practice and pupils. Teachers completed standardised questionnaires about their professional self-efficacy, burnout and well-being before and after attendance. Findings – In all, 37/40 teachers completed the course. Teachers valued sharing experiences, the support of colleagues in the group and time out to reflect on practice and rehearse new techniques. Most teachers reported that they applied the strategies with good effect in their classrooms. Teachers’ questionnaires suggested an improvement in their self-efficacy in relation to classroom management (p=0.03); other scales changed in the predicted direction but did not reach statistical significance. Research limitations/implications – Although preliminary and small, these feasibility study findings suggest that it was worthwhile proceeding to a definitive randomised controlled trial (RCT). Practical implications – Should the RCT demonstrate effectiveness, then the intervention is an obvious candidate for implementation as a whole school approach. Originality/value – Successful intervention with one teacher potentially benefits every child that they subsequently teach and may increase the inclusion of socio-economically deprived children living in challenging circumstances in mainstream education.

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Gaesser, Amy H. "Befriending Anxiety to Reach Potential: Strategies to Empower Our Gifted Youth." Gifted Child Today 41, no. 4 (September 24, 2018): 186–95. http://dx.doi.org/10.1177/1076217518786983.

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Gifted students can encounter anxiety-provoking stressors throughout their day. Developing effective anxiety management skills allows them to better navigate these challenges. Concepts from neuroscience help us better understand responses to anxiety and can assist gifted youth and those working with them in recognizing how and when to best apply anxiety management strategies. This article reviews these concepts and integrating them into the classroom environment to assist with this learning process. In addition, it examines an evidenced-based anxiety management intervention that has been found to be efficacious for gifted youth, Emotional Freedom Techniques (EFT). Results of recent EFT research are reviewed and the steps to learning EFT are outlined.

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Fredrick, Terri A. "Facilitating Better Teamwork: Analyzing the Challenges and Strategies of Classroom-Based Collaboration." Business Communication Quarterly 71, no. 4 (July 16, 2008): 439–55. http://dx.doi.org/10.1177/1080569908325860.

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To help students develop teamwork skills, teachers should be aware of the strategies students already employ to assert authority and manage conflict. Researchers studying engineering students have identified two such approaches: transfer-of-knowledge sequences, in which students emulate teacher and pupil roles; and collaborative sequences, in which students use circular talk to reach consensus. As demonstrated in this article, these strategies are also used by students in professional communication courses. The second half of this article provides specific suggestions for designing team assignments, interacting effectively with student teams, and developing evaluations that value the process of teamwork.

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Patrizia, Oliva, Anna Maria Murdaca, and Assunta Penna. "Active Learning and Self-Determination for the Management of Differences in the Classroom." International Journal of Digital Literacy and Digital Competence 9, no. 1 (January 2018): 42–54. http://dx.doi.org/10.4018/ijdldc.2018010104.

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The contexts of active learning, be they cooperative or flipped, are considered environments in which effective forms of learning are developed and students report greater satisfaction of basic psychological needs, intrinsic motivation, and interest in the subjects studied compared to the peers included in classes with traditional teaching methods. The aim of this study is to investigate whether there are differences between students with disabilities and without any pathology, included in active learning contexts, in the level of satisfaction of basic psychological needs, in the perception of skills, in the perception of the classroom climate and in the motivation to learn. 100 students (age: M = 16.99; DS = 1.808), 33 with disabilities and 67 students with typical development were involved. The results confirmed, in addition to the impact of individual factors in the motivation to study (psychological needs and perception of skills), a significant relationship also emerged with the classroom climate, with the teaching strategies of active learning and functional and self-determined levels of motivation to study.

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Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. "Teaching in High-Tech Environments: Classroom Management Revisited." Journal of Educational Computing Research 8, no. 4 (November 1992): 479–505. http://dx.doi.org/10.2190/y5ne-v9rq-fd63-wc2n.

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The addition of computers to classrooms influences not only instruction but also classroom management, producing both unexpected problems and benefits. This article summarizes the experiences of thirty-two elementary and secondary teachers as they adapted to teaching in high-access-to-technology classrooms. Using a three-stage model, this article presents the teachers' classroom management concerns, their strategies for solving problems, and their abilities to utilize the technology to their advantage. Teachers moved from frustration to success in coping with changes brought about by the introduction of technology to their classrooms. This article highlights three main issues relevant to practice and research. First, classroom management is not a skill that is mastered once and for all. Second, this article provides further support to the belief that educational change takes time. Finally, it illustrates that teacher change is not unidirectional. Teachers progress through stages of concern in an idiosyncratic manner. If I had my druthers, I don't think I would ever look at a computer again. One of my students got into the Corvus network and lost lots of information because he doesn't know what he is doing. It's a typical situation, and it's caused a major problem because now the computers are down. There are so many variables like this that we deal with on a day to day basis that I didn't anticipate being part of this program. I'm anxious for the weekend so I don't have to do anything with computers (AT, November 16, 1988).1

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Shreffler, Megan B., Adam R. Cocco, Regina G. Presley, and Chelsea C. Police. "Testing the Learning Styles Hypothesis: An Assessment of the Learning Styles, Learning Approaches, and Course Outcomes in the Sport Management Classroom." Sport Management Education Journal 13, no. 2 (October 1, 2019): 83–91. http://dx.doi.org/10.1123/smej.2019-0028.

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Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.

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Larson, Kristine E., Shanna E. Hirsch, Jillian P. McGraw, and Catherine P. Bradshaw. "Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator." Journal of Special Education Technology 35, no. 2 (March 27, 2019): 63–75. http://dx.doi.org/10.1177/0162643419836415.

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Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies. Yet these technologies may be difficult for preservice programs to integrate into the curriculum and may be perceived as stressful for some student teachers. The current article presents findings from a feasibility and acceptability study of the TeachLive™ mixed-reality teaching simulator, which was used as a supplemental guided practice opportunity for preservice student teachers enrolled in classroom management and special education methods classes. Data from 62 preservice teachers suggest there is potential for acceptability among teachers in training, particularly if adjustments are made to reduce their stress and performance anxiety. Recommendations for using mixed-reality simulators in preservice training are provided.

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Costa-Sánchez, Carmen, and Mar Guerrero-Pico. "What Is WhatsApp for? Developing Transmedia Skills and Informal Learning Strategies Through the Use of WhatsApp—A Case Study With Teenagers From Spain." Social Media + Society 6, no. 3 (July 2020): 205630512094288. http://dx.doi.org/10.1177/2056305120942886.

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Smartphones and WhatsApp are, respectively, the medium and application that Spanish teenagers most want. However, research into the use of WhatsApp is still quantitatively and qualitatively limited. In addition, little research has been carried out regarding its impact on the development of transmedia skills and informal learning strategies outside the classroom. This article aims to expand the knowledge on teenagers’ motivations and their development of transmedia skills and informal learning strategies in relation to their use of WhatsApp. Specifically, a qualitative analysis of data gathered from workshops, interviews, and media diaries is applied as part of a case study methodology involving teenagers from 10 schools located in five different Spanish regions. The results reveal the new WhatsApp uses teenagers are applying in their daily lives as well as the skills and strategies they are developing through said uses in the context of interpersonal and group (WhatsApp groups) interactions: on one hand, production, social, content, and individual management skills, and on the other hand, learning by doing, teaching, and evaluating strategies.

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Wahyuni, Sri, Sirajuddin Saleh, and Muh Darwis. "Effectiveness of Skills Teaching Teachers Competence Office Administration Program in State Vocational School 4 Makassar." Jurnal Ad'ministrare 6, no. 1 (December 3, 2019): 89. http://dx.doi.org/10.26858/ja.v6i1.11343.

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Teacher teaching skills are needed so that teachers can implement and implement various learning strategies in process management so that learning can run effectively and efficiently. This study aim to describe the effectiveness of the application of teacher teaching skills to Office Administration Skills Competencies at SMK Negeri 4 Makassar. This research is a quantitative descriptive study. The population in this study is 317 students, while the number of samples is 47 people. Data collection is through observation, questionnaires, interviews and documentation. Data collected is analyzed through frequency tables and processed through frequency tables and through score calculation techniques to obtain the percentage value of each indicator. The results showed that the effectiveness of the teaching skills of the Office Administration Skills Competency Expertise at Makassar State Vocational High School was in the category of Very Effective in terms of the application of questioning skills, skills of giving reinforcement, variation skills, explaining skills, opening and closing skills, and small group discussion , classroom management skills, and teaching skills of groups and individuals

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Moyer, Susan M. "Large group simulation: Using combined teaching strategies to connect classroom and clinical learning." Teaching and Learning in Nursing 11, no. 2 (April 2016): 67–73. http://dx.doi.org/10.1016/j.teln.2016.01.002.

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Chen, Chien-Chih. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective." Sustainability 13, no. 16 (August 19, 2021): 9298. http://dx.doi.org/10.3390/su13169298.

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This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

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Termsinvanich, Anant, and Richard Lynch. "A Model of Classroom Management Strategies: A Perspective on Caring Habits and Social Skills Development in Bangkok Primary Schools." Advanced Science Letters 21, no. 7 (July 1, 2015): 2433–37. http://dx.doi.org/10.1166/asl.2015.6300.

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Taggart, Andrew C. "The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 73–86. http://dx.doi.org/10.1123/jtpe.8.1.73.

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Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

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Little, Emma, and Alan Hudson. "Conduct Problems and Treatment across Home and School: A Review of the Literature." Behaviour Change 15, no. 4 (December 1998): 213–27. http://dx.doi.org/10.1017/s0813483900004708.

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Treatment of conduct problems in the home setting has received much attention in the literature, and there are well established, empirically derived treatment programs that have been demonstrated to be effective. However, treatment for conduct problems in the classroom has not received a comparable amount of attention, and the intervention programs are diverse, occasionally lacking empirical support, and often not consistent with strategies used in the home setting. As past research has demonstrated that conduct problems in multiple settings is related to poorer prognosis, it is logical to suggest that interventions should focus on as many of the settings as possible in which a child displays the behaviour problems. This paper reviews the literature on the effects of conduct problems in the classroom, on teacher managerial skills, and on interventions across the home and school settings. It is concluded that classroom management of conduct problems could be improved by providing a hierarchical system of intervention strategies.

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Kratzke, Cynthia, Lucretia E. Melton, and Bennie L. Marshall. "Strategies to Promote Effective Group Work and Critical Thinking in the Classroom." Journal for Nurses in Staff Development (JNSD) 19, no. 2 (March 2003): 63–67. http://dx.doi.org/10.1097/00124645-200303000-00001.

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Shannon, Katheryn E., and Theresa A. Cullen. "Engaging Preservice Teachers in Professional Development about iPads." International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 35–43. http://dx.doi.org/10.4018/ijmbl.2016040103.

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The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members participated and two-thirds indicated they would participate in similar events in the future. Participants indicated that opportunities to share their knowledge and collaborate with peers to explore new applications and integration strategies, connect new knowledge and skills to K12 classroom practice, and talk to K12 students about their vision for technology integration were beneficial outcomes of the experience. Discussion of the structure and management of the event, student feedback and plans for future implementations are provided.

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Volpe, Robert J., Gregory I. Young, Maureen G. Piana, and Anne F. Zaslofsky. "Integrating Classwide Early Literacy Intervention and Behavioral Supports." Journal of Positive Behavior Interventions 14, no. 1 (April 20, 2011): 56–64. http://dx.doi.org/10.1177/1098300711402591.

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Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to prevent reading failure. The purpose of this study was to examine the effectiveness of KPALS with and without a classroom management strategy (CMS) consisting of posting and teaching classroom expectations and reinforcing them via a token economy for 20 kindergarten students from an urban elementary school in the northeastern United States. Results indicated an increase in the level of active engagement and teacher-directed instruction with the implementation of KPALS and CMS. Moreover, a clear improvement in students’ academic skills occurred with the addition of the CMS. Future research and practical implications are discussed.

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Wan Yusoff, Wan Mazwati, and Norwati Mansor. "The Effectiveness of Strategies Used by Teachers to Manage Disruptive Classroom Behaviors: A Case Study at a Religious School in Rawang, Selangor, Malaysia." IIUM Journal of Educational Studies 4, no. 1 (June 30, 2016): 133–50. http://dx.doi.org/10.31436/ijes.v4i1.87.

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Studies have indicated that there is a positive correlation between disruptive behaviors and low academic achievement which resulted in other problems such as absenteeism, school drop-out and delinquent behaviors. Lack of knowledge and skills and failure in managing classroom disruptive behaviors have caused frustration, stress and burnout among teachers which pushed teachers to leave the profession especially novice teachers. The pervasiveness of classroom disruptive behaviors implied that strategies employed by teachers to manage disruptive behaviors are not effective. This requires immediate attention and action to find effective solutions. Therefore, this exploratory study attempts to discover the common classroom disruptive behaviors; to identify strategies used by teachers in managing misbehaviors; and to find out to what extent the strategies used by teachers were actually effective in managing classroom disruptive behaviors. This is especially critical in religious schools since the majority of teachers teaching in religious schools in the state of Selangor had no formal training in education; and they were not trained in classroom management, thus have no exposure on handling student classroom disruptive behaviors. Participants of this study were 14 teachers from a religious school in the district of Rawang, Selangor. Data collected using self-constructed instrument and semi-structured interviews were analyzed using descriptive statistics and qualitative analysis. Findings of this study revealed that majority of classroom disruptive behaviors were low-level disruptions; nonetheless they were burdensome to teachers which led to teacher frustration. Majority of teachers used ineffective punitive measures to handle student misbehaviors. Implications from the study were discussed.

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Yılmaz, Sadullah. "Challenges of Self-Management Techniques in Providing Better Classroom Settings." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 201. http://dx.doi.org/10.26417/ejser.v4i1.p201-206.

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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management that has gone through series of innovations, from animal leathers used to store data, cave walls used for talents and other purposes; to the alleged digital age, with digital tablets, touchpads, smart boards, special schools with utmost utilities serving both teachers and students spreading all over the world. Moreover, internet oriented education is widening the concept of school to anywhere, anytime. Nevertheless, different needs brought different approaches and strategies to solve the problems of classroom management. The 21st century self-management techniques require quite complex approaches. In today's world technological devices are part of everyday life as our needs brought us to overcome difficulties as well as making life easier. We started education on clay tablets, and had blackboards, then white boards, and now we are getting back to tablets, but this time multitasking digital ones. Smart boards, labs, and multimedia rooms are now serving educational purposes. Thus, in this article, together with aforementioned innovations, it is aimed to present some better ways that may help overcome today's challenges of classroom management in terms of self-management techniques. The set of 10 principles suggested by Thomas J. Zirpoli is dredged up to shed light on the issue or help instructors to develop their own techniques within the process of classroom management. The vitality of students' study skills and secure attachment are perceived in regard with redemption of overwhelming challenges of self-management techniques.

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Coles, Erika K., Julie Sarno Owens, Verenea J. Serrano, Janine Slavec, and Steven W. Evans. "From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies." School Mental Health 7, no. 1 (January 30, 2015): 34–48. http://dx.doi.org/10.1007/s12310-015-9143-2.

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Fraser, Cath Jane, Gerard Duignan, Deb Stewart, and Agustilia Rodrigues. "Overt and covert: Successful strategies for building employability skills of vocational education graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 157–72. http://dx.doi.org/10.21153/jtlge2019vol10no1art782.

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Knowing how well higher education providers prepare learners for the working world is becoming increasingly important at all programme levels, and this is nowhere more apparent than with vocational education training. Ensuring our learners can hit the ground running and become immediately productive is essential for the relevance, and probably the survival, of New Zealand’s Institutes of Technology and Polytechnics (ITPs). Yet while there is much commentary about the challenges of transitions from tertiary study into employment and the ‘employability skills gap’, there is all too little given to how this is being addressed in teaching. This paper describes the work of an inter-institutional research collaboration into current approaches being used to embed skills that enhance employability. Drawing on a number of frameworks and models, the research team selected ten core attributes: positive attitude, communication, teamwork, self-management, willingness to learn, thinking skills, resilience, innovation, entrepreneurship and cultural competence. The team then identified a range of strategies being used by highly commended teachers to enhance the ten employability skills: firstly, by observing classroom and online practices of 23 selected teachers from participating organisations; and secondly through follow-up interviews with the same teachers. The key takeaway of this research is raised awareness and intentionality of the overt and covert approaches vocational educators are using to enhance the employability of their students.

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Suryana, Irfan, Vicky Hidantikarnillah, and Ikmi Nur Oktavianti. "Enhancing Students' English Speaking Skills through Web-Based Teaching." EDUVELOP 3, no. 2 (March 21, 2020): 90–104. http://dx.doi.org/10.31605/eduvelop.v3i2.601.

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Teachers play a very important role in the teaching and learning process. They should utilize effective strategies that are included in classroom management. In this digital era, the teachers should adjust their methods in delivering or explaining the materials for the students. One of the technology is the web. The aim of this study is to investigate the teacher’s perceptions of using the web to enhance students’ English speaking skills. This study was under phenomenological qualitative research and characterized by an interdisciplinary approach, especially education and technology. The direct personal interview was utilized to obtain the information from the teacher. The survey encompasses twelve questions that become different categories and was done in eight grades of class B in SMP Negeri 3 Pleret. The results showed that teaching speaking using the web can effectively enhance the students’ English speaking skills and the students give positive reactions regarding this method.

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Lewandowski, Lawrence, Rebecca A. Gathje, Benjamin J. Lovett, and Michael Gordon. "Test-Taking Skills in College Students With and Without ADHD." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 41–52. http://dx.doi.org/10.1177/0734282912446304.

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College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical peers on measures of reading decoding, speed, vocabulary, comprehension, test strategies, time management, and test anxiety. Results indicated no differences between students with and without ADHD on various reading (decoding, speed, vocabulary, and comprehension) and test-taking variables (time utilization, navigation style, or strategy use), yet significant differences were present regarding their perceptions of, and anxiety during, test taking. It appears that students with ADHD perform similarly to peers on timed reading tests, although they think they perform less well and worry more about their performance.

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Randeree, Kasim. "Managing the Classroom in the 21st Century: Challenges in Engineering Instruction in the Arabian Gulf Region." Learning and Teaching in Higher Education: Gulf Perspectives 3, no. 2 (December 1, 2006): 36–45. http://dx.doi.org/10.18538/lthe.v3.n2.05.

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Strategies for teaching engineering in the United Arab Emirates (UAE) have been evolving over the past decades due to innovations in technology, as well as the development of educational methodologies. In the recent past, the focus for engineering faculty has been not only on promoting the skills needed to raise the level of employability of Emirati graduates, but increasingly on new educational methodologies, e-learning and wireless networked laptop technology. Students in the UAE exhibit certain characteristics emerging from a variety of cultural and historical traditions, as well as from methodologies of education used at the pre-tertiary levels. These characteristics include expecting to be passive recipients of taught information, and lack of independence in their approach to problem solving. In this paper I discuss the development of strategies to facilitate the transition of students from passive to active learning; examine the role of technology-driven educational methodologies in promoting independent and group-centered learning skills; and use a case study to explore the instruction of Engineering Design and Computer-Aided Design (CAD) and to examine how classroom management techniques have changed as a result of the growing use of technology.

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Ozcan, Deniz. "Message from Editor." Contemporary Educational Researches Journal 7, no. 3 (December 4, 2017): 88. http://dx.doi.org/10.18844/cerj.v7i3.2724.

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Message from the EditorDear Readers,It is the great honor for us to publish 7th Volume, 3rd Issue of Contemporary Educational ResearchesJournal.Contemporary Educational Researches Journal (CERJ) welcomes original empirical investigations andcomprehensive literature review articles focusing on educational issues. The journal is aninternational peer-refereed journal that promotes the researches in the field of contemporaryteaching and learning approaches and theories. The scope of the journal includes, but is not limitedto; the following major topics as they relate to: Active Learning, Administration of Education, AdultEducation, Affective Learning, Classroom Assessment, Classroom Management, Classroom TeacherEducation, Collaborative Learning, College and Higher Education, College and Higher Education,Constructivist Learning, Instructional Design, Learning and Teaching Research Methods, LearningAssessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, LifelongLearning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education,New Learning Environments, Portfolio Assessment, Professional Development and SchoolAdministration.

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Jones Soutt, Vilma. "COMPETENCIAS DOCENTES EN LA APLICACION DE ESTRATEGIASDE INTERVENCION DE AULA DURANTE EL PROCESO DE ENSENANZA-APRENDIZAJE PARA UNA EDUCACION INCLUSIVA Y CON CALIDAD: RESULTADOS PRELIMINARES." International Journal of Advanced Research 9, no. 06 (June 30, 2021): 455–63. http://dx.doi.org/10.21474/ijar01/13034.

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Despite the fact that in recent years there has been much talk of the topic of inclusion in education in Costa Rica, there are still concerns and complaints by teachers of regular education with respect to the lack of information and guidelines that clarify their responsibilities in the process of inclusion. To attend to pupils with or without special educational needs in the regular classroom, it is a great challenge for these because it must comply with the curricular goals proposed, and implemented, various methodological strategies for a curriculum management of quality that, at times, is affected by the collective diversity. Therefore, with the aim of analyzing the competencies of teachers in the implementation of intervention strategies in the classroom during the teaching-learning process for an inclusive and quality education in the educational system of Costa Rica, an investigation was made of mixed approach, with the participation of 385 teachers of I - II Cycle, III Cycle, and Education Diversified belonging to public institutions. Between the preliminary results quantitative has been able to identify that 85% of the teachers agree that the use of alternative activities level of complexity is appropriate for the students progress in the development of their skills, also a 92% also state that to apply methodological strategies adapted for the pedagogical mediation depending on the skills, promotes inclusive practices.

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Buckless, Frank A., Kathy Krawczyk, and D. Scott Showalter. "Using Virtual Worlds to Simulate Real-World Audit Procedures." Issues in Accounting Education 29, no. 3 (April 1, 2014): 389–417. http://dx.doi.org/10.2308/iace-50785.

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ABSTRACT It is not uncommon for educators to struggle with providing their students real-world experiences within the classroom environment. This is particularly true when teaching a subject as application-oriented as auditing. This article furthers existing literature on using virtual worlds in the classroom by describing the learning strategies of using a common virtual world application, Second Life, to simulate a physical examination of inventory in a master's-level auditing class. Specifically, this article explores how an inventory simulation exercise can be used within a virtual world to maximize learning objectives focused on critical thinking and professional judgment, project management and teamwork, effective documentation, interviewing skills, and applying auditing standards. It also examines the feedback received from students in incorporating virtual worlds into the classroom, and lessons learned for future application. Based on pre- and post-assignment surveys, the results demonstrate that students significantly improved their inventory observation knowledge, interviewing, audit documentation, critical thinking, and group work skills completing a virtual world inventory simulation experience. The most significant lesson for instructors to take away is how to include virtual worlds into course activities to maximize the learning objectives.

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Braggett, Eddie J. "A Developmental Concept of Giftedness: Implications for the Regular Classroom." Gifted Education International 12, no. 2 (September 1997): 64–71. http://dx.doi.org/10.1177/026142949701200204.

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Earlier approaches to giftedness and to the education of highly able students emphasised a relatively static concept of giftedness characterised by formal identification procedures, predetermined cut-off points for selection purposes, and pull-out programs for the selected students. This model is based on assumptions that can no longer be countenanced. In its place, a developmental concept of giftedness acknowledges the influence and importance of the environment on a child's performance and stresses the crucial role of the regular classroom teacher in the development of talented behaviour. Implications for the teacher and the school are discussed under the headings of (a) identification, (b) curriculum, (c) classroom management & organisation, (d) teaching strategies & skills and (e) school organisation. A developmental concept is not only theoretically sound but also includes the regular teacher as part of the developmental process itself.

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Widła, Halina. "ZMIERZCH BILINGWIZMU I JEGO SKUTKI." Neofilolog, no. 47/1 (September 20, 2016): 9–19. http://dx.doi.org/10.14746/n.2016.47.1.01.

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The purpose of this article is to show different approaches and trends in foreign language teaching in Polish schools over the last two decades. Emphasis will be placed on changing the skills and competencies needed to succeed to transition from the bilingual to the multilingualcitizen. European population is becoming more and more multicultural, with a growing diversity of cultures, races, values, and languages. The article also presents some examples of research with regard to attitudes and stereotypes. It is observable that this phenomenon exerts impact on the effective classroom management. Taking into account the new context of work in foreign language classrooms, the author focuses on strategies and key challenges encountered by teachers such as: differences in motivation or interests, individualization resulting from the biography of a language, cultural baggage, linguistic interference, and implementation of new technologies.

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Heckadon, Peter, and Victoria Tuzlukova. "Skill-based ESP Classroom: Teaching for Preserving and Enhancing Oman’s Comparative Advantages in an Era of Economic and Digital Transformation." Arab World English Journal, no. 2 (January 15, 2021): 36–48. http://dx.doi.org/10.24093/awej/mec2.3.

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English for Specific Purposes oriented inquiry spans different territories and domains (Basturkmen, 2013). Firmly established in the English for Specific Purposes teaching and learning practice developed in Oman’s tertiary education, this paper explores a skill-based teaching approach ascribable to its far-reaching partnership with Oman 2040 vision initiative, and 21st-century educational thinking and planning for the future. In particular, while debating current issues related to economic and digital transformation, it aims at examining student skill development in the context of an English for Specific Purposes classroom using Omani tertiary education students’ self-perceived responses. Students responded to a survey that investigated perceptions of transferable skill importance, self-efficacy, and opportunities for improvement. The results reveal that adaptability/flexibility, time management, oral communication, critical thinking, and problem-solving are the most essential student perceived transferrable skills concerning their future employability and professional success; however, the perceived opportunities to use and improve these skills as well as satisfaction with the ability to use them in the course vary, and, therefore, should be addressed when considering further development of the English for Business course curriculum and its delivery. As an outcome of this study, English for Specific Purposes program providers and educators will have a better understanding of the students’ skill-sets and provide their students with the tools and strategies they need to learn and thrive in English for Specific Purposes courses effectively.

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Szabo, Zsuzsanna Katalin, Péter Körtesi, Jan Guncaga, Dalma Szabo, and Ramona Neag. "Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills." Sustainability 12, no. 23 (December 3, 2020): 10113. http://dx.doi.org/10.3390/su122310113.

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The overall aim of education is to train proactive, motivated, and independent citizens to face and overcome continuous challenges. Critical thinking—finding solutions to problems—is of primary importance in the 21st century to handle challenging situations and deal with obstacles in careers. A critical literature review approach was used to assess, critique, synthesizes, and expand the theoretical foundation of the topic. Teaching mathematical problem-solving is an efficient way to develop 21st-century skills and to give cross-curricular experiences with real-world meaning to learners. Concrete examples were presented to prove that Pólya’s heuristic could be used in a broader context to help learners acquire the modern skills needed to succeed in their careers. By including in the learning process and practicing specific methods for solving mathematical problems, students could learn a way of thinking to approach and solve problems successfully in a broader context in life. The paper’s outcome provides teachers and educators with methods, learning models, and strategies for developing 21st-century skills in students at all levels during classroom activities.

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Journal articles on the topic 'Classroom management – skills and strategies'

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