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Journal articles on the topic 'Classroom management'

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Published: 4 June 2021
Last updated: 3 March 2023

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1

Milner, H. Richard, and F. Blake Tenore. "Classroom Management in Diverse Classrooms." Urban Education 45, no. 5 (August 17, 2010): 560–603. http://dx.doi.org/10.1177/0042085910377290.

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2

Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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3

Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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4

Kurti, Elida. "Classroom Management." European Journal of Multidisciplinary Studies 1, no. 1 (April 30, 2016): 201. http://dx.doi.org/10.26417/ejms.v1i1.p201-210.

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This paper aims to reflect an effort to identify the problems associated with the educational learning process, as well as its function to express some inherent considerations to the most effective forms of the classroom management. Mentioned in this discussion are ways of management for various categories of students, not only from an intellectual level, but also by their behavior. Also, in the elaboration of this theme I was considering that in addition to other development directions of the country, an important place is occupied by the education of the younger generation in our school environments and especially in adopting the methods of teaching and learning management with a view to enable this generation to be competitive in the European labor market. This, of course, can be achieved by giving this generation the best values of behavior, cultural level, professional level and ethics one of an European family which we belong to, not just geographically. On such foundations, we have tried to develop this study, always improving the reality of the prolonged transition in the field of children’s education. Likewise, we have considered the factors that have left their mark on the structure, cultural level and general education level of children, such as high demographic turnover associated with migration from rural and urban areas, in the capacity of our educational institutions to cope with new situations etc. In the conclusions of this study is shown that there is required a substantial reform even in the pro-university educational system to ensure a significant improvement in the behavior of children, relations between them and the sound quality of their preparation. Used literature for this purpose has not been lacking, due to the fact that such problems are usually treated by different scholars. Likewise, we found it appropriate to use the ideas and issues discussed by the foreign literature that deals directly with classroom management problems. All the following treatise is intended to reflect the way of an effective classroom management.
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5

Hart, Richard. "Classroom management." SecEd 2018, no. 4 (January 25, 2018): 11. http://dx.doi.org/10.12968/sece.2018.4.11.

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6

Reisberg, Leon, Donna Brodigan, and Gregory J. Williams. "Classroom Management." Intervention in School and Clinic 27, no. 1 (September 1991): 31–38. http://dx.doi.org/10.1177/105345129102700107.

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7

Masitowarni Siregar. "Classroom Management of Senior and Yunior English Teachers in Medan." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 2 (June 26, 2020): 623–31. http://dx.doi.org/10.33258/biohs.v2i2.293.

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The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.
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8

Xu, Chang, Kexin Zhu, and Suyi Liu. "Classroom Management Strategies in Secondary Language Education." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1649–54. http://dx.doi.org/10.54097/ehss.v8i.4539.

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Classroom management could be considered as one of the most demanding jobs to teachers. Effective classroom management is not only beneficial to teaching efficiency, but also conducive to the comprehensive development of the students. This paper aims to explore effective strategies of managing English classrooms for secondary school learners. Using a foreign language in the classroom may impede classroom management, as code-switching in English as a Foreign Language (EFL) classrooms may induce stress and discomfort among students. Long-term issues with the English subject compound over time, impacting learning outcomes and eroding students' confidence. But autonomous students are more likely to take the initiative to learn and explore outside the classroom. Generally, creating a classroom environment suitable for secondary school students is one of the main responsibilities of teachers. When they are guided to access a new language at this stage, it is particularly important to build their initial interest in further learning.
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9

Abdul Majid, Abdul Hameed, Siti Hawa Hashim, and Ruziah Md Zain. "Classroom Management Practices – Observations in Selected Malaysian Classrooms." IOSR Journal of Humanities and Social Science 19, no. 11 (2014): 54–58. http://dx.doi.org/10.9790/0837-191115458.

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10

McCoy, Bryan Lloyd. "Classroom Management to Support Active Middle Level Classrooms." Journal of Education and Learning (EduLearn) 6, no. 4 (September 17, 2012): 201. http://dx.doi.org/10.11591/edulearn.v6i4.163.

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11

Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 3 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.
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13

Yao, Wen Wen. "Research on Multimedia Integrated Management System." Applied Mechanics and Materials 539 (July 2014): 360–64. http://dx.doi.org/10.4028/www.scientific.net/amm.539.360.

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Aiming at many problems existing in the multimedia classroom, the paper takes multimedia classrooms as point, IC card and electronic timetable for the line, the campus network as the surface, integrate independent function system and establish the unified management system for multimedia classroom. The system has perfect fault detection, centralized management of multimedia classroom control management. The system alleviate the current most of difficult the multimedia classroom management in equipment maintenance, to solve information collection and processing is not standardized and maintenance funds for higher difficulty, which have significance and to achieve a comprehensive integration and digital campus.
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14

Schneider, Kordula. "Schwerpunkt Classroom Management." PADUA 10, no. 2 (April 1, 2015): 65. http://dx.doi.org/10.1024/1861-6186/a000235.

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15

Fifer, Fred L. "Effective Classroom Management." Academic Therapy 21, no. 4 (March 1986): 401–10. http://dx.doi.org/10.1177/105345128602100402.

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16

Mundschenk, Nancy A., Craig A. Miner, and Becky L. Nastally. "Effective Classroom Management." Intervention in School and Clinic 47, no. 2 (August 8, 2011): 98–103. http://dx.doi.org/10.1177/1053451211414190.

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Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies.
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17

Brophy, Jere. "Classroom Management Techniques." Education and Urban Society 18, no. 2 (February 1986): 182–94. http://dx.doi.org/10.1177/0013124586018002005.

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18

Hudson, Keith. "Comprehensive Classroom Management." NASSP Bulletin 70, no. 493 (November 1986): 106–7. http://dx.doi.org/10.1177/019263658607049331.

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19

Renart, L. "Classroom Management Techniques." ELT Journal 67, no. 3 (May 17, 2013): 378–79. http://dx.doi.org/10.1093/elt/cct029.

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20

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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21

Tahir, Tehseen, Kifayat Khan, and Wajeeha Aurangzeb. "Effective Use of Classroom Management Techniques in Overcrowded Classrooms." Global Social Sciences Review IV, no. I (March 30, 2019): 137–44. http://dx.doi.org/10.31703/gssr.2019(iv-i).18.

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This study was conducted to find the effective use of classroom management techniques in overcrowded classroom. It also explored factors that influence overcrowded classrooms. 30 secondary school teachers participated in the study. A questionnaire and a check list were used for the collection of the data. The findings indicated that teachers used different management techniques in the overcrowded classrooms.
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22

Javed, Muhammad Latif, Muhammad Asif Choudhary, and Rashid Ahmad. "Classroom Management Techniques: A Framework to Practice." Review of Applied Management and Social Sciences 2, no. 2 (July 26, 2020): 83–93. http://dx.doi.org/10.47067/ramss.v2i2.17.

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An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process. It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.
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23

van Tartwijk, Jan, Perry den Brok, Ietje Veldman, and Theo Wubbels. "Teachers’ practical knowledge about classroom management in multicultural classrooms." Teaching and Teacher Education 25, no. 3 (April 2009): 453–60. http://dx.doi.org/10.1016/j.tate.2008.09.005.

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24

Morrison, Thomas L. "Education and Experience as Factors in Effective Classroom Management." Psychological Reports 69, no. 3 (December 1991): 803–9. http://dx.doi.org/10.2466/pr0.1991.69.3.803.

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Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with less anxiety. In this setting, systematic feedback or other guidance may be necessary to facilitate the development of more effective performance based on experience.
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25

Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.

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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
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26

Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

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In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.
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27

Arifin, Muhammad Fatkhu. "THE INDONESIAN CLASSROOM MANAGEMENT (An Ethnographic Study of Indonesian Classroom Behavior)." UAD TEFL International Conference 1 (November 20, 2017): 365. http://dx.doi.org/10.12928/utic.v1.188.2017.

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This study entitled “The Indonesian Classroom Management. It is purposed to answer the problem formulation that questioning about how the Indonesian classroom behaves, how Indonesian classrom is managed by the teacher, and how the confortable classroom look like based on the students’ perspective. This research used descriptive qualitative that describe the data that have been collected. The object of this study is the Indonesian classroom behaviour. The data were collected by observing the Indonesian classroom especially in English subject. The data collected were interpreted and described in the report. The result shows that Indonesian classroom has some behaviours such as; make a line before entering the class, praying before the class begin, singing the National Anthem, shaking the teachers’ hands whether in the begining and closing of the class, asking permission when to leave the class just for washing hands, praying after finish the whole activities in a day. In can be concluded from the result that Indonesian classroom has a very polite and orderly.
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28

R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (October 17, 2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.
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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.

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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
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30

Gashi, Ergin. "Prison Education Characteristics and Classroom Management by Prison Teachers." SEEU Review 16, no. 2 (December 1, 2021): 104–13. http://dx.doi.org/10.2478/seeur-2021-0023.

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Abstract The purpose of this research will be to present the classroom management issues faced by prison teachers and introduce strategies applied by prison teachers managing them within the formal education system in correctional service. Cell classrooms, inmate students, and prison teachers’ characteristics and the importance of prison education are to be analyzed within Kosovo Correctional Service. To reach these goals three questions will be raised: 1. What are the classroom management issues in prison schools? 2. Are the prison teachers professionally prepared to teach to inmate students? and 3. Do prison schools differ from schools in the common world? This study will be introduced through qualitative data and a literature review as instruments of the study dedicated to prison classroom management and characteristics, teachers and inmates’ responsibilities and benefits within the informal education system within Kosovo Correctional Service. The research findings revealed that similar classroom management issues are present in prison schooling compared to classrooms in the free world; prison teachers are not additionally prepared to teach in prison classrooms to inmate students. Prisoners, who plan to rehabilitate and reintegrate themselves through formal prison education, want their circumstances and prison characteristics to be taken into consideration by all factors involved in their schooling within prison walls.
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31

Djigic, Gordana, and Snezana Stojiljkovic. "Classroom management styles, classroom climate and school achievement." Procedia - Social and Behavioral Sciences 29 (2011): 819–28. http://dx.doi.org/10.1016/j.sbspro.2011.11.310.

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32

Gage, Nicholas A., Terrance Scott, Regina Hirn, and Ashley S. MacSuga-Gage. "The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School." Behavioral Disorders 43, no. 2 (July 5, 2017): 302–15. http://dx.doi.org/10.1177/0198742917714809.

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Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.
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33

Simbolon, Naeklan. "PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 3, no. 1 (June 30, 2015): 19–23. http://dx.doi.org/10.24114/esjpgsd.v3i1.2186.

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34

Okutan, Mehmet. "Democracy in classroom management in Turkish education system." International Journal of Academic Research 5, no. 5 (October 15, 2013): 463–67. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.72.

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35

Abu-Tineh, Abdullah M., Samar A. Khasawneh, and Huda A. Khalaileh. "Teacher self-efficacy and classroom management styles in Jordanian schools." Management in Education 25, no. 4 (October 2011): 175–81. http://dx.doi.org/10.1177/0892020611420597.

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Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.
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36

Hofman, Josef. "Optimierung durch Classroom Management." psychosozial 44, no. 4 (March 2021): 36–46. http://dx.doi.org/10.30820/0171-3434-2021-1-36.

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Classroom Management ist eine pädagogische Methode zur Optimierung des schulischen Unterrichts. Das Ziel von Classroom Management ist es, Störungen durch Schüler*innen zu unterbinden und Ordnung im Klassenzimmer herzustellen. Damit sind normative Vorstellungen von einem störungsfreien und lerneffizienten Unterricht verbunden, der durch optimale Ausführung evidenzbasierter Techniken zu erreichen ist. Somit stellt Classroom Management ein Konzept dar, in dem sich ein allgemeiner, pädagogischer Optimierungsimperativ widerspiegelt, der einen großen Einfluss auf die schulische Praxis ausübt. Die Forschungslage zur Wirkung von Classroom Management ist jedoch nicht eindeutig. Es wird außerdem Kritik an einem Verständnis von Classroom Management geübt, das affektive Dynamiken der Lehrkräfte-Schüler*innen-Interaktion nicht angemessen berücksichtigt und die Abwesenheit von Störungen und Konflikten als alleiniges Optimum guten Unterrichts proklamiert. Unter Rückgriff auf psychoanalytisch-pädagogische Theoriebildung wird in dieser Arbeit der Versuch unternommen, affektive Dynamiken in einer Grundschulunterrichtsstunde zu rekonstruieren und diese kritisch mit dem Classroom Management der beteiligten Lehrkraft in Bezug zu setzen. Dieses Vorgehen ermöglicht es, sowohl die positiven Ansprüche als auch die kritischen Einwände gegenüber Classroom Management und damit verbundenen Optimierungsvorstellungen im Rahmen eines Einzelfalls kritisch zu prüfen.
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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.

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This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
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Bauer, William I. "Classroom Management for Ensembles." Music Educators Journal 87, no. 6 (May 2001): 27. http://dx.doi.org/10.2307/3399689.

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Pereira, Jennifer K., and Sondra Smith-Adcock. "Child-Centered Classroom Management." Action in Teacher Education 33, no. 3 (September 2011): 254–64. http://dx.doi.org/10.1080/01626620.2011.592111.

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40

Rijal, Chanakya P. "Classroom Management in Schools." Journal of NELTA Surkhet 4 (July 4, 2015): 48–56. http://dx.doi.org/10.3126/jns.v4i0.12860.

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Among the various concepts emerged more recently in the field of formal education, especially in school education, classroom management has been considered as one of the integrated functions of institutional and functional intervention areas in teaching-learning. In this discourse, different professionals and institutions happen to proclaim different strategies and functional inputs so as to transform classroom as one of the most essential areas of school transformation. The scope of functional coverage of classroom management has expanded significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching-learning materials development and implementation, making classroom discourses more socio-ethically sound, and creating appealing classroom infrastructure and rules for teachers, students and also for the parents. In fact, there is no readymade capsule to swallow as the final solution for this issue and there is also no final destiny as the overall concept of classroom and its arrangement has been consistently overhauled globally. Journal of NELTA Surkhet Vol.4 2014: 48-56
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Pena, Robert A., and Audrey Amrein. "Classroom Management and Caring." Teaching Education 10, no. 2 (March 1999): 169–80. http://dx.doi.org/10.1080/1047621990100218.

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Zamorski, Barbara, and Terry Haydn. "Classroom management and disaffection." Pedagogy, Culture & Society 10, no. 2 (July 2002): 257–78. http://dx.doi.org/10.1080/14681360200200143.

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Gilbert, Ross G. "Task Organisation and Management in Secondary Music Classrooms." British Journal of Music Education 5, no. 2 (July 1988): 165–72. http://dx.doi.org/10.1017/s0265051700006501.

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Recent research and theory in the area of classroom management indicates that there is a relationship between the task organisation of the classroom and teacher management behaviours. That is, classroom settings such as seatwork and recitation are related to different kinds of pupil behaviour and different kinds of teacher response. A review of related literature and a study of music student teachers in secondary classrooms indicates that music teachers spend considerably more time in recitation-type settings than do teachers of other subjects and are thus required to be more constantly alert and more authoritarian in their behaviour. The implications of these data for teachers, teacher educators and administrations are discussed.
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Ignacio, Avelino Jr G. "Revisiting learner-centered ideology, management, and paradigm." International Journal of Science Annals 4, no. 2 (2021): 50–52. http://dx.doi.org/10.26697/ijsa.2021.2.6.

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As we know, the educational curriculum refers to academic content taught in schools or a collection of lessons, assessments, or a particular program or course taken on by students (Alanazi, 2016). Granting it is essential to note what a curriculum will achieve, what students will do and use to learn, and what teachers will use to teach the class; however, as to Crowley (2021), the curriculum is in no way neutral – it, at all times, mirrors ideological views. From a learner-centered ideology, it is presumed that education manifests itself in drawing out people’s inherent goodness and capabilities for growth (Schiro, 2013, pp. 5–6). As a teacher wanting to operate in this ideology, I believe the learners have their own abilities for growth. This ideology is all about bringing out the competency within them. On the other hand, classrooms are busy public places; events are unpredictable (Ming-tak & Wai-shing, 2013, pp. 10–11). This requires the teachers to develop their range of classroom management strategies. Setting up a classroom is an essential part of teaching and learning. It involves designing the classroom atmosphere, rules, and expectations (Williamson, 2008, p. 3). Granting there is no sole way of managing a wide array of classrooms, fruitful classroom management is tied to student engagement and empowerment (Honigsfeld & Cohan, 2014).
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Laghari, Murtaza Ali, Abida Siddiqui, and Zohra Khatoon Khowaja. "E-16 Classroom Management in the Perspective of Teacher’s Preparedness." Al-Aijaz Research Journal of Islamic Studies & Humanities 4, no. 1 (June 30, 2020): 171–81. http://dx.doi.org/10.53575/e16.v4.01.171-181.

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The student`s unbearable behaviors can abrupt classroom environment and can avert Instruction of taking place. In an elementary school, instructors are of lack of content knowledge and classroom management skills, so, that they could be able to deal with the erupting individuals in the surrounding of the institution. The classroom management deemed to be managed with adequate skills, if the teachers` perspective of managing class is with Islamic ADAB and IKHLAQ, it may result in better outcomes.The reason to which this research study was conducted was to explore teachers’ perceptions about their classroom management preparation and to investigate professional development opportunities, that had a great influence in strengthening their skills in classroom management. For conduction of this research study qualitative case study was put into the favour to explore perceptions of six instructors. The research questions inattentively count on teachers’ perceptions and experiences with effective classroom management practices, their perceptions of administrators’ classroom management expectations that may increase teachers’ classroom management skills. Findings from the data were gathered with semi-structured interviews, online journals, and document analysis. Three evolving themes were recognized from the data from beginning to end open coding; it had implicated classroom management strategies, a clear prospect. The results were validated throughout triangulation and member checking. It was observed that consequential project comprised of a 3 days specialized development program, planned to boost teachers’ awareness of proactive classroom management approaches. the effectual conduct to organize classrooms. The project had a great contribution to have positive social differencing by provision that teacher`s with these strategically planed motive to advance classroom management skills. enhanced classroom management skills that would lead to classroom circumstances that allow all learners to learn without abruption. (Powell, 2014)
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Wallace, Tanner LeBaron, Alyssa K. Parr, and Richard J. Correnti. "Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary." Journal of Psychoeducational Assessment 38, no. 4 (July 22, 2019): 475–92. http://dx.doi.org/10.1177/0734282919863229.

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One popular observational instrument to evaluate teaching is the Classroom Assessment Scoring System–Secondary (CLASS-S). Yet, the secondary version of the CLASS poorly discriminates classroom management quality beyond identifying extremely chaotic classrooms with teachers’ scores clustering in the most positive ranges of effectiveness. Studies of adolescents’ perceptions of teachers’ classroom management practices, however, clearly suggest more nuance and complexity. Assuming this discrepancy between results (i.e., lack of differentiation vs. nuanced complexity) might be an artifact of this particular observational protocol rather than a reflection of reality, this study microanalyzed the source material influencing adolescent and adult evaluative assessments of classroom management, using transcripts generated from video viewing sessions. Comparisons between (a) adolescents’ indigenous interpretations, and (b) adults’ trained interpretations of CLASS-S classroom management instructional interactions suggest that adolescents view student engagement and positive climate as particularly relevant to assessments of classroom management, whereas the CLASS-S does not include these as dimensions of effective teaching assessed as part of the Classroom Organization domain.
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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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Arsenijević, Jasmina, Milica Andevski, and Branislav Banić. "Classroom management: Label for efficient operation in the study." Univerzitetska misao - casopis za nauku, kulturu i umjetnost, Novi Pazar, no. 17 (2018): 89–105. http://dx.doi.org/10.5937/univmis1817089a.

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Kwok, Andrew. "Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers." Educational Researcher 46, no. 7 (August 15, 2017): 355–65. http://dx.doi.org/10.3102/0013189x17726727.

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This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the participants focused on both student behavior and academics when managing classrooms and did not singularly consider enforcing behavioral systems for obtaining teacher authority. Even with this focus, some of the participants were more relational in their classroom management approach and actively searched for ways to build relationships with students. More relational classroom managers were associated with higher ratings of instructional quality. These findings speak to the need for future large-scale studies on the use of relational classroom management approaches and how those approaches relate to instructional quality.
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Supardi, Supardi. "TEKNIK MANAJEMEN KELAS BAGI EFEKTIFITAS AKTIVITAS PEMBELAJARAN." SOCIETY 4, no. 2 (October 30, 2013): 15–40. http://dx.doi.org/10.20414/society.v4i2.333.

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Teaching in a typical classroom, teachers play at least three major roles: making choises about instructional strategies, designing classroom curriculum and making employing classroom management technique. Of the three roles, classroom management is arguably the foundation. Effective teaching and learning can not take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becames the norm. In these situstions, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom management does not just appear out of nowhere. It takes a good deal of effort to create, and the person who is most responsible it is the teacher. This article discusses some questions relating to the concept of classroom management, teacher’s role as a classroom manager, and procedure and discipline as the main aspects of classroom management including research and practice perspectives on which they are based.
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