Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There ...are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems.
Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment.
Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia.
Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct.
Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.
Classroom routines are the fundamental basis of classroom management. Consistency of routines is one strategy for effective and efficient classroom management. This study aimed to develop and design ...a classroom Mobile Assistance Supervision Tool and Reporting for Teachers (MASTR) using an integration of the Modified Feature Development and Task-Centered User Interface Design approaches. It has four phases: identification, requirement gathering, design and development, which uses heuristics and walkthrough evaluations that produced two iterations, and usability testing. Using the heuristics and walkthrough evaluations led to an 87.62 usability rating. MASTR is an offline, Android-based application to aid effective and efficient classroom management.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define ...culturally responsive instruction. Interview data from 13 teachers was analyzed using a consensual qualitative research approach. Results provided insight into the common teaching practices (e.g., classroom management), qualities (e.g., empathetic), actions and behaviors (e.g., tailoring the curriculum) of culturally responsive teachers. Study findings suggest that there may not be one universal way to implement culturally responsive practices in the classroom. Implications for the future of culturally responsive teaching research and practice are discussed.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom ...management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions modification) correlated positively with anxiety and frustration, whereas deep acting (internal feelings modification) correlated positively with enjoyment and pride and negatively with anxiety. Enjoyment and anger correlated positively and frustration negatively with classroom management self-efficacy. Enjoyment and frustration were documented as mediators in the relationship between emotional labour strategies and classroom management self-efficacy. The results suggest that deep acting is linked to experiencing positive emotions, which in turn is positively related to classroom management self-efficacy, whereas surface acting is linked to experiencing negative emotions, which in turn relates negatively to classroom management self-efficacy. Theoretical and educational implications will be further discussed.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This article adopts a complexity theory framework to review the literature on teachers 'professional development practices, the generative systems of these practices, and the impact that learning ...experiences have on their knowledge and changes in classroom practices. The review brings together multiple strands of literature on teacher professional development, teaching and learning, teacher change, and organizational learning. In doing so, it illustrates that process-product logic has dominated the literature on teacher professional learning and that this has limited explanatory ability. The review demonstrates the ways the elements of three subsystems (the teacher, the school, and the learning activity) interact and combine in different ways and with varying intensities to influence teacher learning. The limitations of studies focusing on specific elements or subsystems are highlighted. The article concludes that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
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BFBNIB, NMLJ, NUK, OILJ, PNG, SAZU, UKNU, UL, UM, UPUK
Most teachers enter the field of education to make a difference in children's lives. But many end up, as author Dr. Lisa Lucas puts it, tired, wired, and running in circles. This leads to many new ...teachers abandoning the profession or to burnout among veteran teachers.
In Practicing Presence: Simple Self-Care Strategies for Teachers, Dr. Lucas invites the reader to learn how to fully inhabit the present moment. Written in an informal and conversational tone, Practicing Presence is filled with ideas, exercises, checklists, personal anecdotes, and practices you can use to reframe and establish a mindset that will enhance your focus and engagement in the classroom.
With approximately 50% of new teachers leaving the education field before the 5-year mark, it is more important than ever for educators to prioritize self-care. Each chapter of Practicing Presence includes self-care strategies that explore how to self-regulate, nurture self-acceptance, and promote compassion. Inside you'll find:
Quotes and affirmations throughout the texts
Scientific research and reflections on how these theories and practices can apply to your own life
Paths to Mindful Teaching and how to integrate into your daily life
Additional resources and online content to further support your practice
When teachers care for themselves deeply and deliberately, they are better able to care for the people that matter most in their lives'stheir students, friends, and families. Practicing Presence focuses not on doing, but rather on being present in the life of the classroom.
An interview with Haibin Wechsler, an educator working on the International Classroom program, is presented. Among other things, Wechsler discusses what the International Classroom is like, the best ...part of the International Classroom program, and what teachers should know about the program.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This scoping review examines N = 16 peer-reviewed quantitative and mixed-method eye-tracking studies on pre- and in-service teachers' noticing and reasoning in classroom contexts published 2014 to ...2022. Eye-tracking results suggest in-service teachers’ noticing is characterised by more frequent, shorter fixations on relevant areas-of-interest in watching video-stimuli or during teaching, whereas pre-service teachers show less frequent, more dispersed, irrelevant fixations potentially leading to a lack of reasoning. Results, however, are inconclusive between all reviewed studies. The findings indicate the benefits of quantitative attention measures for future professional vision research especially in mixed-method designs, which are still only rarely applied.
•We present a scoping review on eye-tracking in classroom teaching.•We focus on studies with pre-service and in-service teachers.•We summarize quantitative and mixed-method approaches on teachers' noticing and reasoning processes.•We conclude that most eye-tracking studies do not consider both noticing and reasoning processes of professional vision.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Dealing with the complexities of the classroom and the diversity of events in classroom situations presents a major challenge for classroom management. The knowledge a teacher has for processing this ...complexity depends a great deal on their level of experience, leading to differences in the way teachers perceive and interpret classroom events. This includes how they monitor events and how they maintain an ongoing awareness of classroom situations. It also impacts decisions about when and how to act in response to events. Research on classroom management has often focused on how to handle common classroom situations, but does not provide a theoretical description of how knowledge from experience affects teachers’ awareness and ability to manage the classroom. This article proposes a definition for
classroom management scripts
by contrasting expert and novice teachers’ knowledge and their decisions to act in response to classroom events. Classroom management scripts help clarify differences in teachers’ recognition and representation of events by considering how expertise influences visual perception and mental interpretation. The proposed model exposes the internal cognitive processing involved in classroom management. Such insights can be useful for helping teacher educators and teachers themselves analyze and make sense of puzzling events. In turn, this may help develop training approaches to improve teachers’ awareness of factors easily overlooked when considering classroom management, enhancing professional vision. This theory also underlines the centrality of facilitating and sustaining learning when grappling with the challenges of managing a classroom.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
This study presents a video-based test instrument entitled CME-Decide that focuses on pre-service teachers' decision-making skills as part of their Classroom Management Expertise. A sample of 284 ...pre-service teachers viewed 12 short video clips of instructional practice and indicated after each how they would behave in this situation. Correlation and regression analyses revealed that the CME-Decide test was associated with perception/interpretation skills in classroom management, general pedagogical knowledge, teaching enthusiasm, and school-based learning opportunities but not with university-based learning opportunities in general pedagogy. These findings suggest that the CME-Decide test is appropriate for assessing pre-service teachers’ competence development.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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