This study is concerned with teacher decision-making in the English as a Second Language classroom. Specifically, the study examines the impact of teacher beliefs and perceptions, context factors and second language theory on planning and implementation decisions for the ESL instructional context. Nine ESL teachers in three post-secondary institutions participated in this qualitative study. Data were gathered through classroom observations, postlesson conferences and interviews. These data were examined in terms of what instructional decisions teachers made and the factors that influenced these decisions from the individual teacher's perspective. Second, the data were analysed for internal consistency between stated beliefs and instructional decisions and external consistency between decisions and second language theory. In examining the role of the teacher in the ESL instructional context, this thesis contributes to both research and teaching theory in English as a Second Language. First, while regular classroom research has indicated that the role of the teacher and the ecology of the classroom are central to understanding the instructional context, ESL classroom studies have primarily focused on the learner, the learning process and language learning outcomes in this context. This thesis addresses this gap in the research by investigating the teacher's role in the ESL instructional setting and the factors that impact on teacher decisionmaking. Second, ESL classroom researchers have observed that theoretical ideas are implemented in various ways in the formal setting. While researchers have speculated on the reasons for teachers' eclectic use of theory in practice, there has been little exploratory research conducted to investigate this phenomenon. The findings from this present study indicate that teachers' instructional decisions are centrally influenced by both individually held beliefs about second language learning and teaching as well as experiential knowledge of the ESL classroom. These findings not only contribute to our understanding of the ESL instructional context from the teacher's perspective, but are also significant for the development of instructional theory.

British Columbia's Ministry of Education has established fundamental policy standards for teacher practice. These standards ensure the safety and well-being of school children and youth. My study explores the lived realities of novice and experienced teachers focusing on the quantity and quality of their university training and their preparedness to implement standards. Participants' stories reveal vast differences in teacher training institutions curricula, practicums, and overall quality of education. However, there is one similarity; there is a general lack of training in relation to bullying, classroom management, and teaching strategies. Interestingly, teachers have been requesting training in these areas for decades. I contend that there is a gap between ministry policy and teacher training institutions' curriculum development. Thus, teachers graduate without the necessary skills to implement the government's teaching standards, especially in relation to student safety in school. I present practical recommendations for teacher training curriculum development, and I emphasize the importance of a mentorship program for novice teachers to ensure best practice and job satisfaction.

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Most teachers want to create classrooms that promote the achievement of learners’ full potential. Learners’ behaviour, however, often disrupts the teaching and learning. Instead, the fact that those teachers have to spend so much time sorting out disruptive behaviour makes the classroom a place filled with tension and unpleasantness. Various studies have shown that children’s troublesome behaviour shows no sign of decreasing and teaching has become more complex and more demanding than ever. Although the teacher brings an enormous amount of expertise to the classroom, this is not enough to ensure that effective teaching and learning will take place. Various, ongoing changes in society and education require teachers to add new understandings about learners’ behaviour and the complexities thereof in the classroom. Teachers are thus required to devise practices and techniques to manage their classrooms to promote teaching and learning. Teachers have to employ methods and techniques to ensure that they create a classroom that is conducive to teaching and learning. Some researchers have suggested that teachers become ‘classroom researchers’ to look at their own practice and then evaluate means and ways to improve on it. Teachers are required to become ‘reflective practitioners’ to improve their classroom management skills through reflection and self evaluation. Teachers are also required to teach with influence and care. The classroom context and the relationship between teachers and learners are cited as particularly important in shaping the way that the teacher manages the classroom to achieve teaching and learning. I have adapted a particular approach to my classroom management that is very specific. This approach focuses on group work, social learning and guided interaction between learners. My method however is not perfect and thus I have set out to review other classroom management approaches with the aim of improving my own practice. To achieve this I have looked at the way in which three of my colleagues manage their classrooms and I have aimed to employ some of their tactics in my personal classroom management. The research was approached using three research questions as a basis. These were as follows: 1. What methods do teachers use to manage their classrooms? 2. What do teachers perceive as effective classroom management? 3. How can the environment be adapted to achieve effective classroom management? To explore these critical questions, the case study approach was adopted. The participants were observed in their classrooms and interviews were conducted to get a holistic picture of the classroom management approaches used by the selected participants. The participants in this study displayed diverse backgrounds, classroom management approaches and personalities. The study revealed that these teachers employed various methods in their classroom management. Group work, reciting of rhymes, arranging the classroom in certain ways, maintaining good human relations and keeping learners gainfully occupied were some of the methods that the participants in the study have employed to achieve effective classroom management. These teachers perceived effective classroom management very differently. Some saw it as a way of getting learners involved in the lesson to minimise distraction, while others had a somewhat idealistic view on this issue. The study also revealed that the teachers involved had reorganised their classrooms, divided their classes into manageable smaller groups and even flooded their learners with work to change the environment to achieve effective classroom management. The findings of this study can be of value in discussion to seek solutions or alternatives to address effective classroom management in schools that experience concerns on this vital issue. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

Ledarstilar i klassrummet kan rangordnas på ett kontrollkontinuum med hög grad av lärarkontroll i den ena ändenoch hög grad av elevers självkontroll i den andra änden. Syftet med studien var att undersöka vilken ledarstil gymnasieelever på ett naturvetenskapsprogram föredrar i klassrummet. En enkätundersökning har genomförts med 31 elever i årskurs 1 och 24 elever i årskurs 3. Undersökningen visar att en majoritet av gymnasieleverna föredrar ledarstilar som präglas av lärarkontroll. Undersökningen visar också att eleverna överlag vill vara delaktiga i planeringen av undervisningen och bedömningen av kunskaper. Dock är de flesta av eleverna överens om att läraren är den som skapar och bibehåller ordningen i klassrummet. En möjlig förklaring till iakttagelsen är att eleverna vill utöva ett inflytande i klassrummet men saknar de färdigheter som krävs. En annan förklaring är att de är skeptiska till ett inflytande eftersom de inte vill riskera att bli dömda av klasskompisar eller läraren för sina åsikter och värderingar.I jämförelsen mellan elever i årskurs 1 och årskurs 3, föredrar de äldre eleverna i större utsträckning lärarkontroll i klassrummet. I jämförelsen mellan meritvärdesgrupper, föredrar de högpresterande eleverna i större utsträckning lärarkontroll i klassrummet än de låg och mellanpresterande. En trolig förklaring är att de äldre eleverna och de högpresterande eleverna inte vill ta det inflytande och ansvar som erbjuds eftersom det är både energikrävande och tar för mycket tid av den viktiga ämnesundervisningen.

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The purpose of this study was to compare student and teacher perceptions of classroom management in secondary band rehearsals in Florida schools. Twenty-one schools participated with ensemble teachers (N = 34) and their students (N = 749). Participants were surveyed collecting information for the variables of teacher expectations, teacher behaviors, teacher expectation congruency, teacher behavior congruency, and student rehearsal conduct. Demographic information was also collected for teachers, students, and schools. Descriptive analyses reveal that teachers and students had similar mean scores, however teachers consistently had higher mean scores for teacher expectations and teacher behaviors. MANOVA results suggest that teachers and students have different interpretations of teacher expectations. Regression results found that teacher expectations congruency, teacher gender, and teacher experience level were predictors of student rehearsal conduct. The majority of participating teachers claimed that student misbehavior was not a problem they were consistently addressing. When asked for reasons why they feel students misbehave, the largest response placed fault with the students, followed by performance-related, family-related, and the least accountable was teacher-related.

Thesis--Ohio State University. / Includes bibliographical references (leaves 328-336). Available online via OhioLINK's ETD Center.