Research has shown that the focus of mathematics student teaching programs is typically classroom management and non-mathematics specific teaching strategies. However, the redesigned BYU student teaching structure has proven to help facilitate a greater focus on mathematics-specific pedagogy and student mathematics during post-lesson reflection meeting conversations. This study analyzed what specific principles of NCTM’s standards of effective teaching were discussed in the reflection meetings of this redesigned structure. This study found that the student teachers extensively discussed seven of the eight principles NCTM considers to be necessary for effective mathematics teaching. Other pedagogical principles pertaining to student mathematical learning not included in NCTM’s standards of effecting teaching were also discussed, as well as the student teachers’ own understanding of mathematics. Behavior was discussed very little. This study also provides insights into how mathematics student teaching can be further restructured to assure that mathematics student teachers can leave their student teaching programs ready to implement the principles of effective teaching in their own classrooms.

Thesis (M.A.(Translation and Linguistics)) -- University of Limpopo, 2014 / This research was a case study of teachers’ conceptualizations and theories that underpin their classroom practices in a primary school in the Mankweng Township, Limpopo Province. The study sought to explore what these conceptualizations are, and what theoretical paradigms (or mix of paradigms) underpin them. However, rather than attempt to get teachers to articulate their conceptions (which may be too abstract and difficult an undertaking), teachers were required to engage with classroom practices different from their own and in the context of this engagement, confront their own beliefs about literacy and literacy development. The study also aimed to explore whether encounters by teachers with classroom practices based on sets of principles different to their own will lead them to revise their theories or principles underpinning their teaching practices. The empirical data was in the form of seven lessons by the regular teachers alongside six intervention lessons taught by the academic researchers. Key to the research design was to get teachers to critically and reflectively engage with their teaching and the teaching of others. Through the use of actual transcripts of teachers’ classroom practices and responses to the two sets of lessons as evidence, teachers’ classroom practices, actions and beliefs were made visible in this research. The data from regular lessons show a consistent yet disconcerting pattern in teachers’ classroom practices as learners were found to be writing far too little, and much of learning and teaching was predominantly oral. Teachers also seemed to lack theories of literacy teaching, and thus could not meaningfully engage their learners in academic discourse enabling them to cross the bridge between everyday knowledge and academic knowledge. Overall, the study suggests that pedagogic and content knowledge are key, in order to empower teachers with both knowledge of their disciplinary content and meaningful strategies of communicating the knowledge they have to their learners. Further current models of teacher professionalization through short training workshop do not seem to be very effective and alternative approaches need to be developed.

AbstractMoerkerken, Anneke (2006)Klassrumsmanagement, Fördröjd uppmärksamhet med hjälp avtrafikljusmodellenSkolutveckling och ledarskap, Specialpedagogisk påbyggnadsutbildning,Lärarutbildningen, Malmö högskolaSyftet med följande arbete är att bidra med en utökad insikt om begreppetklassrumsmanagement och dess begreppsstrukturer samt att undersökaanvändandet av trafikljusmodellen med betoning på det specialpedagogiskaområdet.Klassrumsmanagement berör hanteringen av mål och innehåll samtgenomförande av lektioner i ett socialt organiserat sammanhang iklassrumsmiljöer. Man kan med hjälp av dess teorier arbeta med deorganisatoriska, sociala, didaktiska och pedagogiska färdigheter sombehövs för att på ett bra sätt kommunicera med eleverna. Detta för att skapaförutsättningar för ett klassrumsklimat i vilket att lära ut och att lära in skerså effektivt, positivt och innehållsrikt som möjligt.Vid trafikljusmodellen använder man sig av olika signaler för när elevernakan rådfråga pedagogen eller sina klasskompisar medan de arbetarsjälvständigt med sina uppgifter. En enkät angående användandet avtrafikljusmodellen var överlag positiv. Både pedagoger och elever upplevdeatt fördelningen av den tid pedagogerna förlade på eleverna blev merarättvis och att eleverna kunde koncentrera sig bättre på uppgifterna. Rättanvänt blir trafikljuset en form av självdisciplin eftersom eleven vet vadsom förväntas av henne/honom och vet vad den ska prestera under en visstid. Klasspedagogerna ser utvecklingsmöjligheter i det egna arbetet medelever i behov av särskilt stöd.Nyckelord: Classroom Management, fördröjd uppmärksamhet, klassrumsmanagement,ledarskap i klassen, självständigt arbete, trafikljus, särskiltstöd

The purpose of this thesis paper is to explore the elements of effective teaching. The main research questions that are dealt with regard how teachers can establish themselves as authentic authorities in the classroom and what strategies are conducive to effective teaching. The thesis paper aims to identify specific strategies and techniques that can be employed to increase teachers’ authority and provide a learning environment conducive to cooperative, on-task learning.This investigation will be in the form of a case study of an eighth grade English teacher at a secondary school in southern Sweden. The case study consists of two parts: an in-class observation of six English lessons forms the basis for a follow-up semi-structured interview.This thesis highlights the importance of teachers’ ability to establish referent and expert authority in their teaching role.

According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training “entry level school counseling students” in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method iv involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.

This study utilized a correlational research design to investigate the relationships that may exist between teacher empathy, attitudes, and levels of self-efficacy. In particular, the study was designed to (a) determine whether attitudes towards trauma-informed care mediated the relationship between teacher empathy and teacher self-efficacy related to classroom management and (b) uncover what teachers find most challenging in their efforts to support students experiencing trauma. An online survey, completed by 146 American teachers, included items from three established measures: the Empathy Scale for Teachers (Wang et al., 2022); the Underlying Causes of Problem Behaviors and Symptoms subscale of the Attitudes Related to Trauma- Informed Care (ARTIC-35) (Baker et al., 2016); and the Classroom Management subscale of the Teacher Sense of Self-Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001). Multiple regression was used to analyze the quantitative data and thematic analysis was used to uncover themes from responses to an open-ended item on the survey. The following six themes emerged from the thematic analysis of descriptions provided by teachers of the biggest challenge they face in their efforts to support students experiencing trauma: The most common response involved difficulty recognizing and responding to trauma. This study found higher levels of teacher empathy to be associated with more positiveteacher attitude towards trauma informed care, as measured by the underlying causes of problem behaviors and symptoms subscale of the ARTIC-35. Additionally, these positive attitudes (consistent with trauma-informed care) were associated with more efficacious feelings in teachers regarding their classroom management. The results indicate that attitude towards trauma-informed care serves as an indirect-only mediator to explain the impact of empathy on level of teacher self-efficacy related to classroom management. Although caution is urged when drawing causal conclusions from correlational studies, the results highlight the potential importance of cultivating teacher empathy so trauma-informed practices can flourish in creating positive, safe classroom environments that increase learning opportunities for all students while possibly reducing departures from the teaching profession.

No description available.

Student behavior and classroom management are consistently identified as top reasons teachers leave the profession. A descriptive phenomenological study was conducted in a suburban school district in north Texas to identify how teachers perceive the deficits in their classroom management knowledge and to provide school leaders with data to guide plans for professional learning about effective classroom management strategies. Findings are based on both teachers' and principals' perceptions of supports that are needed or provided. Nine teachers (three elementary, three middle, and three high school) and six administrators (two elementary, two middle, and two high school) were interviewed using semi-structured interview protocols. Data were analyzed using seven a priori codes from which themes were developed. The findings showed that teachers generally do not feel well-prepared to address student behavior and classroom management. Emerged themes from both teacher and principal interviews identified deficits in professional learning received from their teacher preparation program, campus leaders, and district leaders. The top reasons why teachers struggled with student behavior and classroom management were: (a) application of learning, (b) deficits in support, (c) deficits in training, (d) physical and emotional toll, and (e) student deficits in social skill development. To help teachers feel better prepared to address student behavior and classroom management, they need: (a) to spend time with a first-and second-year teacher cohort, (b) be part of a campus with a growth mindset culture, (c) increased campus administrator support, (d) increased coaching support, (d) increased district administrator support, (e) revamped teacher preparation programs with relevant learning, and (f) differentiated, targeted professional learning.

In educational research, the concept of school climate has been linked to quality teaching, teacher-pupil relations, and explicit values education, among others. In Sweden, despite showing positive teacher-pupil relations, critiques towards classroom management and a lack of teacher authority, which affect its school climate, have been made. This research aims to compare different teacher-pupil authority relations and their influence on the transmission of the hidden curriculum in Sweden. The study is going to be framed within the perspectives, definition, and current research on the hidden curriculum transmission and Wrong’s types of authority applied to classroom contexts. Non-participatory observations were conducted in a municipal school, an independent school, and an international school located in Sweden to collect data for this research. These observations take place within two Grade 9 classrooms of grundskola, and a Grade 3 classroom of gymnasieskolan. Maribel Blasco’s operationalisation of the hidden curriculum is adapted to classroom contexts to conduct the observations. Findings were described and compared considering the author’s ontology and epistemology, the operationalisation of the hidden curriculum, and the theoretical framework that guided this research. The findings of this research relate to the implicit transmission of values through authority responses, the teacher’s classroom management strategies and teaching style, their consistency and coherence in the application of classroom rules, and the implicit transmission of messages through pedagogical strategies. The researcher outlines the implications that this study has for teacher training programmes in Sweden. The direction of further research is also delimited.

Effective classroom management may be one of the most important skills a teacher can possess. However, many teachers begin their careers lacking the expertise required to run a classroom to maximize the potential for student academic success. With the addition of legislation such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, teachers have become increasingly accountable for the academic achievement of their students. Numerous studies have found a direct link between effective classroom management skills and higher academic achievement of students (Oliver & Reschly, 2007; Gresham, 2009; Wenglinsky, 2002; Strong, Ward & Grant, 2011). Teacher praise for appropriate student behavior has been proven to be an effective classroom management strategy (Villeda, Shuster, & Carter, 2016). The current study examined the effect of two types of consultation (i.e., consultation only and consultation with performance feedback) on increasing teacher’s skill levels in the use of behavior specific praise in an effort to decrease student disruptions in the classroom. A multiple baseline A/B/B+C/ Follow-up design was used to determine the effectiveness of the two consultation methods. Results indicated that both consultation methods increased the teachers’ praise to correction ratios and reduced the frequency of students’ disruptive behavior. Implications of the study and future directions are discussed.