Establishing a well-organized classroom conducive to learning is a key element of high-quality teaching. However, less is known about the degree to which the classroom management process is affected ...by the specific students in the classroom. Using two large-scale datasets of German secondary school students, the present two studies examined the effectiveness of teachers' classroom management in mathematics while taking into account students' disruptive behavior in the classroom. When controlling for the average level of disruptions in the classroom, both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, whereas no associations occurred for teachers' structure and rule clarity. The results suggest that teachers' monitoring activity needs to take into account students’ disruptive behavior in the classroom, highlighting the complexity of effective classroom management.
•Assessment of classroom management in two independent large-scale data sets.•Distinction between student (e.g., disruptions) and teacher actions (e.g., monitoring).•Students' background characteristics were more strongly related to student than teacher actions.•Monitoring needs to be adjusted to disruptions in class.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
•Teacher candidates’ classroom management knowledge increased during the German induction phase.•Emotional exhaustion increased during the first year and declined during the second year.•The ...willingness to reflect boosted the increase in classroom management knowledge.•A constructivist-oriented mentoring approach buffered the increase in emotional exhaustion.
The first years on the job are very challenging for teachers (e.g., Fives, Hamman, & Olivarez, 2007; Goddard, O’Brien, & Goddard, 2006). Two of the main challenges are to learn to regulate the highly complex classroom situations (Jones, 2006) and to regulate their own emotional resources (Chang, 2009). Accordingly, in the present study, we investigated changes in teacher candidates’ classroom management knowledge as well as emotional exhaustion at the beginning of their teaching careers. We applied latent change models to a sample of 746 teacher candidates who were assessed twice during the German induction phase (the Referendariat). We found evidence for a significant increase in teacher candidates’ classroom management knowledge during the induction phase. Emotional exhaustion increased during the first year and decreased during the second year of the induction phase. We also investigated between-person differences in the changes. Classroom management knowledge was predicted by the teacher candidates’ cognitive personal characteristics (e.g., cognitive abilities and willingness to reflect), whereas emotional exhaustion was predicted by noncognitive personal characteristics (e.g., emotional stability) as well as variables related to the induction phase (e.g., perceived mentoring quality and teaching load). Classroom management knowledge and emotional exhaustion were only modestly associated.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Although several approaches for addressing students’ multilingualism have been proposed, their implementation in class has often been challenged, with classroom-related concerns voiced over key ...dimensions of teaching quality. This study investigates the relationship between a teaching unit including translanguaging and students’ perceptions of teaching quality in multilingual elementary school classes in Germany. Using data from an intervention study involving 48 classes and 865 students, the results provide empirical evidence to allay concerns over implementing translanguaging in multilingual classrooms, enhancing the understanding of the connection between translanguaging and teaching quality.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do ...in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course.
Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group's learning was video-assisted (n = 16).
The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen's d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen's d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen's d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.
•Using a classroom management training system in an initial teacher education course.•Evaluating outcomes of a VR- and a video-assisted CM course with 55 students.•VR enhances CM competencies of student teachers more than a video-assisted setting.•A CM VR system as a useful tool to evaluate and reflect on teacher actions.•Immersion of the VR system enables high presence and realistic teaching scenarios.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
In this self-study, a teacher’s in the moment recordings of emotional episodes were analyzed with the help of a critical friend, leading to the discovery of patterns of emotional responses. Initial ...emotional responses often covered up deeper emotional issues that implicated the teaching self. After dialog with a critical friend, those issues were recognized and contextualized, resulting in greater understanding of self that led to change in approach to future emotional episodes, leading to better classroom environments. Acknowledging deeper emotional issues empowered the teacher to manage herself and students with more emotionally healthy methods.
•Pattern of emotion responses in classrooms consists of triggers, emotions and reactions.•Many triggered emotions acted on in the classroom mask deeper personal issues of the teacher.•Acknowledgement of, and attention to, the deeper issues is more important than the surface emotions expressed.•Reflection aids in progressively more effective practice of emotion regulation and less negative emotions overall.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
A growing body of research documents the positive impacts of teacher coaching, but research contrasting the effectiveness of different coaching approaches is limited. This study contrasted paired ...coaching – delivered to two teachers simultaneously – with traditional coaching for individual in-service teachers. We examined the effects of these two approaches on observations of teachers' classroom management practices and student behavioral outcomes, relative to non-coached conditions, over the course of a single school year and at a 1-year follow-up. We also explored the relative time and cost efficiency of the two approaches. Two hundred fifty-two teachers from 18 elementary and middle schools participated in the randomized controlled trial. Hierarchical linear modeling was used to account for repeated measures nested within teachers and teachers within schools. Combined effects indicated improved global ratings by observers of teacher behavior management (∆ = 0.29) after a multiple comparison adjustment. Paired coaching was less effective than individual coaching at improving some observed student behaviors, although these did not remain significant after multiple comparison adjustments. Neither model demonstrated sustained effects after one year. Although the paired coaching was significantly more efficient for coach time, it represented just a modest overall cost savings per school. Results indicate a need for more research to identify feasible coaching approaches yielding sustainable effects.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Abstract Classroom management has a significant role in supporting effective teaching and learning activities; however, many teachers have not implemented aspects of classroom management and often ...ignore these aspects. This study aims to determine the effectiveness of classroom management on student’s learning achievement. The research method was conducted using a quantitative approach to 30 students at Elementary School in Rambang Niru, South Sumatera, Indonesia through determinant coefficient data analysis techniques to determine the effectiveness. The results show that seating arrangements contributed by 0.64%, volume and intonation by 1.46%, speech by 0.63%, feedback by 0.85%, material adjustment by 0.63%, rulemaking by 0.19%, respect student opinions by 0.62%, neat and polite appearance by 0.023%, time adjustment by 0.05% and syllabus delivery by 1.92%. Class management data of totaling 30 students, shows that the highest percentage is in the range of 86-95 scores of 50% with a high level category. This shows that class management has been carried out very well. However, classroom management only contributes 7.39% to student’s learning achievement. 92.61% of student’s learning achievement is influenced by other factors, both internal and external factors. Internal factors significantly influence student achievement, although it is undeniable that external factors play a role in determining student’s learning achievement.
Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between ...interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 T1) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed.
Educational Impact and Implications Statement
Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the ...study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers.
•Eye-tracking was used to examine how teachers perceive classroom situations.•Novice and expert teachers' noticing of classroom management was compared.•Expertise was characterized by a focus on students.•Noticing of experts and novices varied by instructional format.•The partner work format was more challenging for novice teachers.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
