Classroom Management Strategies for Teaching

229 Pages·2016·9.57 MB·English

Classroom Management
Strategies for Teaching
Orion Gutierrez
Classroom Management: Strategies for Teaching

Classroom Management:
Strategies for Teaching
Edited by Orion Gutierrez
College Publishing House,
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New York, NY 10001, USA
Copyright © 2017 College Publishing House
This book contains information obtained from authentic and highly regarded sources. Copyright for all individual chapters
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ISBN: 978-1-9789-2181-8
Cataloging-in-Publication Data
Classroom management : strategies for teaching / edited by Orion Gutierrez.
p.cm.
Includes bibliographical references and index.
ISBN 978-1-9789-2181-8
1.Classroom management. 2. Teaching. 3. Teachers--Training of. 4. Education. I. Gutierrez, Orion.
LB3013 .C53 2017
371.102 4--dc23
Contents
Preface ..........................................................................................................................................................VII
Chapter 1 Assertive classroom management strategies and students’ performance...........................................1
Mohammad Aliakbari and Bafrin Bozorgmanesh
Chapter 2 The path to presence in performance through movement, physiological
response, and mood .....................................................................................................................................13
Artemis Preeshl, Gwen George and Wendy Hicks
Chapter 3 Embracing the complexity of educational programmes ...................................................................... 27
Elly Govers
Chapter 4 Social–emotional competencies among teachers: An examination of
interrelationships .........................................................................................................................................39
Meirav Hen and Marina Goroshit
Chapter 5 Teachers’ perceptions of examining students’ thinking: Changing mathematics
instructional practice ...................................................................................................................................48
Katie L. Anderson-Pence
Chapter 6 Changing practice: An evaluation of the impact of a nature of science
inquiry-based professional development programme on primary teachers ...................................59
Clíona Murphy, Greg Smith, Janet Varley and Özge Razı
Chapter 7 The role of experience in teachers’ social representation of students with autism
spectrum diagnosis (Asperger) .................................................................................................................78
Ann-Charlotte Linton, Per Germundsson, Mikael Heimann and Berth Danermark
Chapter 8 Teacher education policies, practices, and reform in Scotland: Implications in the
Indian context ...............................................................................................................................................95
Pradeep Kumar Misra
Chapter 9 Educating artists in management – An analysis of art education programmes in
DACH region ..............................................................................................................................................110
Christine Bauer and Christine Strauss
Chapter 10 Inquiry into the teaching and learning practice: An ontological-epistemological
discourse ......................................................................................................................................................133
Ahmad Samarji and Neil Hooley
Chapter 11 Assessing a multi-component math intervention within a cognitive-behavioral
framework on the word problem-solving responses of a diverse group of
third graders ................................................................................................................................................143
Sheri Kingsdorf and Jennifer Krawec
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VI Contents
Chapter 12 Student teaching from the perspectives of cooperating teachers and pupils ................................ 169
Mustafa Zülküf Altan and Hasan Sağlamel
Chapter 13 Measuring classroom management expertise (CME) of teachers: A video-based
assessment approach and statistical results..........................................................................................184
Johannes König
Chapter 14 Creativity fostering teacher behaviour around the world: Annotations of studies
using the CFTIndex ...................................................................................................................................198
Kaycheng Soh
Permissions
List of Contributors
Index
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Preface
Classroom management is the process by which teachers and educational administrators manage and
practice teaching techniques. This book on classroom management discusses the fundamental concepts
like lesson planning, learning methodologies and the various study skills that are attained by students.
Contents also highlight the learning objectives that are to be set in an effective classroom environment.
This book aims to equip students and experts with the advanced topics and upcoming concepts in this
area. It aims to serve as a resource guide for students and experts alike and contribute to the growth
of the discipline. A number of latest researches have been included to keep the readers up-to-date with
the global concepts in this area of study.
The researches compiled throughout the book are authentic and of high quality, combining several
disciplines and from very diverse regions from around the world. Drawing on the contributions of
many researchers from diverse countries, the book’s objective is to provide the readers with the latest
achievements in the area of research. This book will surely be a source of knowledge to all interested
and researching the field.
In the end, I would like to express my deep sense of gratitude to all the authors for meeting the set
deadlines in completing and submitting their research chapters. I would also like to thank the publisher
for the support offered to us throughout the course of the book. Finally, I extend my sincere thanks to
my family for being a constant source of inspiration and encouragement.
Editor
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1
Assertive classroom management strategies and
students’ performance: The case of EFL classroom
Mohammad Aliakbari1* and Bafrin Bozorgmanesh1
*Corresponding author: Mohammad Aliakbari, English Department, Ilam University, Ilam, Iran
E-mail: [email protected]
Reviewing editor:Kris Gritter, Seattle Pacific University, USA
Abstract: Ample research findings support the effective role that classroom
management strategies play in enhancing students’ learning. Drawing upon Iranian
high school teachers’ classroom management strategies, this article is intended to
examine the extent to which these teachers follow assertive classroom management
strategies and if these strategies affect students’ performance. Conducting a survey
including 123 female students, it was found out that Iranian teachers apply classroom
management strategies of organization, teaching management, teacher–student
relationship, and teacher punishment–rewards (consequences) with varying degrees.
In the results section, Pearson correlation is applied between students’ achievement
and each part of teacher management strategies. Finally, a positive relationship
between teachers’ assertiveness and students’ performance was approved. The
findings led to implications for in-service training programs for EFL teachers.
Subjects: Arts & Humanities; Education; Language & Literature
Keywords: classroom management strategies; assertiveness; students’ performance;
EFL classroom; Iranian teachers
1.Introduction
Teachers of all types often try to keep their classrooms free from disruption. To do so, they need to
manage the class and correct the learners’ behavior in such a passionate way that encourages,
motivates, and retains positive behavior. Though, the terms classroom “discipline” and “management”
ABOUT THE AUTHORS PUBLIC INTEREST STATEMENT
Mohammad Aliakbari is an associate professor In this paper, we introduce the classroom
of TEFL at Ilam University, Iran. His areas of management and its four dimensions called
interest embrace SLA, teacher education, organizing, teaching management, teacher–
and sociolinguistics. He is well published in student relationship, and teacher sanction–reward
applied linguistic and sociolinguistic scholarly strategies, review the literature and describe the
journals, including Journal of Pragmatics, process in which the research is done. Our study has
Educational Psychology, Educational Management tried to find out the students’ (123 female students,
Administration and Leadership, and International within the age 15–17 attending senior high schools
Journal of Intercultural Relations. in Bukan, west of Iran) views about their teachers’
Bafrin Bozorgmanesh holds MA in TEFL and is classroom management characteristics in four
an English teacher in Bukan, West Azerbaijan, different schools. The intention was to find out
Iran. Her areas of interest include SLA and ELT whether there is any relationship between the
education. teachers’ classroom management features and
their students’ performance. The results indicated
that there is a weak positive correlation between
students’ English scores and the extent to which
their teachers’ apply classroom management
strategies in EFL classrooms.
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