This essay is about classroom environment, what kind of impact it has on pupils’ learning, how to create a good classroom environment and how the style of leadership relates to the classroom environment. This is a qualitative study conducted by four informants. This essay is based on Lev Vygotiskijs perspective of the "sociocultural perspective", which is based on the theory that humans act upon their knowledge and experience, depending on the opportunities that the environment provides. The purpose of this study is to examine how three teachers, who teach younger ages, organize the environment in their classrooms. The goal of this study is to find out what the interviewed teachers perceive as good classroom environment. Also how the environment affects pupils’ learning and what the teachers keep in mind when they furnish their classrooms. Furthermore, to find out how the teachers reason about the relationship between the classroom environment and management style. The results show that the teachers’ experiences and the teachers’ views on the classroom environment did not vary much but I experienced the answers in a similar way. The result also show that all teachers’ are using the term definiteness and that the term should have a central role in teaching but the term humility also should be seen in the teaching.

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo / learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo / responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>

Many researchers have pointed out the difficulties teachers face with managing student oppositional behaviour in the classroom. Most pre-service teacher education programs emphasize the curriculum content and the planning of lessons to the exclusion of specialized training in classroom management approaches. This oversight has led to inadequate classroom management skills in many teachers and can result in low teacher self-efficacy and high rates of stress and burnout. Many commonly employed strategies used by teachers to manage problem behaviour focus on reductive consequences that can have a range of negative side effects. Other strategies may be proactive and effective, but are often too complicated and impractical for regular use. In this paper we propose a “keystone” approach to classroom management that may be more efficient and effective for teachers to use in the classroom. With this approach, teachers focus on a circumscribed set of specific classroom skills that have the potential to produce widespread improvement in child outcomes. Empirical support for this approach is discussed.

Many researchers have pointed out the difficulties teachers face with managing student oppositional behaviour in the classroom. Most pre-service teacher education programs emphasize the curriculum content and the planning of lessons to the exclusion of specialized training in classroom management approaches. This oversight has led to inadequate classroom management skills in many teachers and can result in low teacher self-efficacy and high rates of stress and burnout. Many commonly employed strategies used by teachers to manage problem behaviour focus on reductive consequences that can have a range of negative side effects. Other strategies may be proactive and effective, but are often too complicated and impractical for regular use. In this paper we propose a “keystone” approach to classroom management that may be more efficient and effective for teachers to use in the classroom. With this approach, teachers focus on a circumscribed set of specific classroom skills that have the potential to produce widespread improvement in child outcomes. Empirical support for this approach is discussed.

Abstract The purpose of this study is to understand the relationship between elementary school teachers' attitude towards the students' guidance and discipline measures and the effectiveness of classroom management. Based on the literature and research, we establish the theoretical framework, and to design research tools. This study used "survey method", prior to the merger by the Kaohsiung city and county elementary schools 600 teachers for the survey, obtained 528 valid questionnaires . Formal questionnaires recovered to descriptive statistics, independent samples t-test, ANOVA, Pearson product-moment correlation, and stepwise multiple regression statistical analysis data. According to the result of the data analysis, the main findings are the following: 1. The elementary school teachers' show better "in attitude on the part of the overall performance level, which the" positive discipline measures "the most prominent. 2. The "classroom management effectiveness" is in the upper part of the overall performance, which the "teacher efficacy" best. 3. Male elementary school teachers for teaching, practice and self-efficacy have a higher perception. 4. Older, part-time position of director of elementary school teachers' attitude toward guidance and discipline measures show a higher perception. 5. Older, experienced, part-time position of director of elementary school teachers show the better perception of the effectiveness of classroom management. 6. Elementary school teachers' attitude toward guidance and discipline measures show greater the perception of the situation, the effectiveness of teacher classroom management will be the better. 7. Elementary school teachers' attitude toward guidance and discipline measures has a positive effect on classroom management predict. Keywords:guidance and discipline measures,classroom management effectiveness.

In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it¡¦s potential to enhance and improve students¡¦ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.

Abstract The junior high school advisor face the key time of student¡¦s personality development. They have to do well on the basic work such as develop student¡¦s value, deliver knowledge and solve their confusion. At the same time, they have to face the unstable element in students¡¦ mind. So it is a challenge to make students¡¦ learn happily and grow up healthily. The research mean to realize the state, correlation and interaction of the advisor¡¦ leadership behavior, classroom atmosphere and learning satisfaction. And then offer concrete suggestion to the junior of advisor and referential members. The research is using the way of survey questionnaire. The subjects are 769 from the students in one junior high school in Kaohsiung. The date is analyzing with various methods of statistic analysis including descriptive statistic analysis, reliability analysis, factor analysis, independent-sample t-test, one-way anova, correlation analysis, regression analysis, After statistic analyze, the important results are as follows: 1.The junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction is above average. 2.The sample basic data including students¡¦ sexual and grade. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 3.The sample background data including advisors¡¦ sexual, marriage and past service. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 4.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and positive classroom atmosphere. Besides, there is a negative correlation between the junior high school advisors¡¦ leadership behavior. 5.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 6. There is a positive correlation between positive classroom atmosphere and learning satisfaction. Besides, there is a negative relationship between negative classroom atmosphere and learning satisfaction. 7.There is a significant influence between the junior high school advisors¡¦ leadership behavior and classroom atmosphere. 8. There is a significant influence between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 9. There is a significant influence between classroom atmosphere and learning satisfaction.

The purpose of this research will be (1) to explore the preservice teachers¡¦ understanding of issues in classroom management; (2) to investigate the impact of asynchronous online discussion on preservice teachers¡¦ learning about classroom management; (3) to investigate the relationship between preservice teachers¡¦ reflections, worksheet and asynchronous online discussions; (4) to analyze preservice teachers¡¦ opinions about incorporating asynchronous network system into their classroom and teaching. The participants of this study come from 56 preservice teachers taking Classroom Management Course in NSYSU Teacher Education Program. The Classroom Management Course requires teaching practicum as well as encourages preservice teachers to participate in SCTnet, which is an online professional community for teachers. They can interact, discuss and share experiences online. This 18-week course includes a series of activities such as seminar discussion, interviewing intern and expert teachers, assignment, small group activities in the classroom and asynchronous online discussion. The course aims to integrate theory and practice and to develop preservice teachers¡¦ professional competences in teaching and their classroom management skills. Qualitative research methods were implemented to conduct these studies. The data collection includes assignments, comments of asynchronous discussion board, interviews and questionnaires. Document analysis is used to explore preservice teachers¡¦ interpretation of classroom management knowledge and reflection. This study reaches the following five conclusions: 1. It is a progressive process that preservice teachers understand classroom management issues with the help of course instructor and assignments. 2.The course instructor initiated and leaded discussions in asynchronous discussion board. As time goes by, preservice teachers can actively propose issues for discussion and make statements. Through dialogues, preservice teachers better understand classroom management issues. 3. Due to the lack of practical experiences in teaching, there are over 50% of preservice teachers whose reflection of assignment stagnates no-reflection level. 4. Preservice teachers¡¦ reflection level is influenced by their involvement level in learning, information use behavior and the types of discussion topics in asynchronous discussion board. 5. Most preservice teachers feel satisfied with Classroom Management course and the instructor¡¦s teaching method. In addition, based on the above conclusions, the author proposes recommendations on teacher education curriculum, preservice teachers¡¦ reflection and issues for future research.

The purpose of this study was to develop and validate a series of the ¡§Gender Stereotype Threat Inventory¡¨(GSTI) of junior high school students in science classroom. The GSTI was included three scales: domain indentification, gender stereotype and learning environment. The GSTI was conducted to a total of 640 8th graders in Kaohsiung city. Results of the study were employed for internal consistency analysis, confirmatory factor analysis, Rasch modeling analysis, as well as the multiple invariance approach to test its reliability and validity. The result manifested that each scale had reasonable coefficient Cronbach alpha ranging from .73 to .85 and the overall model fit indices indicated that model fitted the oberserved data and had cross-validation. Finally, the results of gender stereotype threat in science classroom and implications for using the GSTI inventory in future research are presented.

As a result of personal computers and broadband Internet connections become very popular, online learning converts asynchronous learning into synchronous learning or blended learning. This implies that synchronous communication becomes an essential part of online learning and learners now are able to see others face-to-face online just like in traditional classrooms. In the past, the major difference between cyber classroom and traditional classroom is that cyber classroom cannot provide face to face interaction. However, a synchronous cyber classroom features real-time and multiple video communication channels can overcome this shortage and even promoted better attention and engagement for learners. Social presence is an indicator to measure the degree of social interaction, determined by the perception of an individual to environments and other individuals. The prior researches have indicated that increasing social presence is helpful to enhancing learning participation and satisfaction in a synchronous cyber classroom. Hence, we argue that promoting social presence in a synchronous cyber classroom would have a positive effect on learners¡¦ learning participation and satisfaction. The aim of this study is to explore the factors affecting social presence in a synchronous cyber classroom. We will apply social learning theory as a basis to verify if social presence does have a positive effect on learning outcome and what factors affect social presence in a synchronous cyber classroom learning environment. Because the perception about social presence is accumulated as time goes by, a questionnaire survey is used in this study. The target population is drawn upon the learners who have had real experiences of participations in learning with synchronous cyber classrooms. The questionnaires were carried out on the Web. The subjects were learners from the National Sun Yan-Sen Cyber University, the K12 digital school and some others from the PTT BBS. The total number of valid questionnaires is 252. The research result indicates that the factors affecting social presence in a synchronous cyber classroom are intimacy, user friendliness, responsiveness, extraversion, and cue richness. Moreover, social presence does have a positive effect on learning participation and satisfaction. The contribution of this study is finding out the factors affecting social presence from the social learning theory perspective. If teachers could pay attention to these factors and try to apply them for enhancing learners¡¦ social presence, learners¡¦ learning outcome is greatly improved in a synchronous cyber classroom environment. This study is concluded by pointing out some suggestions for practice and future research.