classroom management in perspectives

ED 401.01

CLASSROOM MANAGEMENTIN PERSPECTIVES

Contents:

Who are we? Matrix diagram The problem Why did we choose it? Literature review Analysis of the Literature review Fishbone Diagram Survey Recommendations Gantt Card References

Classroom Management in Perspectives

Future Teachers


Project Managers

Specialists

Analysts

Ceren Kalender Deniz Koyuncu

Tahir Demircan Simten Koyuncu

Seçil Ayna Gizem Erdoğan

Matrix Diagram

Student Behavior Inexperienced Teachers Classroom

PopulationDeniz Koyuncu 6 7 5Ceren Kalender 7 6 5Tahir Demircan 5 6 7Simten Koyuncu 5 7 6Gizem Erdoğan 6 7 5Seçil Ayna 7 6 5Percentages 33% 37% 30%



%

33%

30%

Students’ Behavior

Inexperienced Teachers

The Problem After reviewing the chapter ‘Classroom

Management in Perspectives’, we decided that there are many problems in this area. Then we narrowed the problems of classroom management into four main points:

• Students’ behavior• Inexperienced teachers• Classroom populations• System


Why did we choose this problem?

We thought inexperienced teacher is the most important factor when it comes to classroom management. Therefore, our focus will be mainly on this point.


Literature Review

STUDENTS’ BEHAVIOR

Verbal harrassment by students may be witnessed in poorly managed classrooms.

Students may also engage in physical harm to the teacher although it is not as common as verbal harrassment.

58 % of classroom time allocated for instruction is lost due to student behavior that disrupts their learning and that of others (Martella, Nelson, Marchand-Martella, & O’Reilly, 2012). “at any one time at least 12 % of students in K–12 classrooms have a

relatively serious behavioral and emotional disorder, and 20 % experience mild to serious problems in this area” (Forness, Kim, &

Walker, 2012).

Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, & O'Reilly, M. (2012). Comprehensive behavior management: Individualized, classroom, and schoolwide approaches. (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc

Forness, S. R., Kim, J., & Walker, H. M. (2012). Prevalence of Students with EBD: Impact on General Education. Beyond Behavior, 21(2), 3-10.


These numbers explain why many teachers report students with severe behavior problems are their greatest concern in the classroom environment (Burkman, 2012) because these problems put a barrier on the way to teaching and learning.

Burkman, A. (2012). Preparing Novice Teachers for Success in Elementary Classrooms through Professional Development. Delta Kappa Gamma Bulletin,78(3), 23.


Classroom Population

Sizes of classrooms greatly affect the management.

In large and crowded classes, an increasing number of students have been experiencing considerable emotional stress.

In some classes, students’ academic and behavior skills vary widely, so, teachers are experiencing a need for improving effectiveness in motivating and managing students.

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The "why’s" of class size: student behavior in small classes. Review of Educational Research, 73(3), 321-368Glass, Gene V., Leonard S. Cahen, Mary Lee Smith, and Nikola N. Filby. School Class Size: Research and Policy. Beverly Hills, Calif.: Sage Publications, 1982. Classroom Management in Perspectives

Finn et al. (2003) argue that the effects of class size on pupils’ classroom engagement are more important than those on teaching.

Glass et al. stated that

“average pupil achievement increases as class size decreases, that achievement increases dramatically when class size falls below 20, and that the mean achievement of students in instructional groups of 15 or fewer is several percentile ranks above that of students in classes of 25-30 students. “

Glass, Gene V., Leonard S. Cahen, Mary Lee Smith, and Nikola N. Filby. School Class Size: Research and Policy. Beverly Hills, Calif.: Sage Publications, 1982.

Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The "why’s" of class size: student behavior in small classes. Review of Educational Research, 73(3), 321-368


INEXPERIENCED TEACHERS

‘The research over the past 30 years indicates that classroom management is one of the critical ingredients of effective teaching. Many studies and many books have been published articulating the specifics of effective classroom management.’

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.Classroom Management in Perspectives

BOĞAZİÇİ UNIVERSITY

http://fled.boun.edu.tr/home/?page_id=5


HACETTEPE UNIVERSITY

http://akts.hacettepe.edu.tr/ders_listesi.php?prg_ref=PRGRAM_0000000000000000000000162&birim_kod=449&submenuheader=2&prg_kod=449


ISTANBUL UNIVERSITY

https://egitimdeyapilanma.istanbul.edu.tr/akademik/index.php?page=mufredat&&birimid=1196&&dil=trClassroom Management in Perspectives

METU

http://fle.metu.edu.tr/undergraduate-programClassroom Management in Perspectives

YEDITEPE UNIVERSITY

http://www.yeditepe.edu.tr/bolumler/ingilizce-ogretmenligi/ders-programiClassroom Management in Perspectives

Post literature analysis

One might think that teachers in Turkey are very inexperienced in terms of classroom management. However, when we look at the major universities’ course requirements, the result is the opposite. Only 1 out of 5 universities does not require a type of CLASSROOM MANAGEMENT course for their undergraduate students.


ARE TEACHERS REALLY (IN)EXPERIENCED? The question is «are teachers experienced?» There is no certain answer. We can’t say that all the teachers who take these courses will have smooth classes with no management problems.Why? 1) Quality of instruction?2) Unawareness of pre-service teachers?3) Lack of on-field practice?


Fishbone Diagram

We conducted a survey among and 20 university students. It includes 5 questions which we hope to reflect the students’ general thoughts on the reasons and possible ways of improvements for classroom management problems. We turned the results into percentages and reflected on pie charts as follow.

SURVEY


1. What is the main factor that can cause problems in classroom management?

0.35

0.4

0.25

Students' behavior Inexperienced teachers

Classroom population


2. What is the reason for students' misbehavior in classroom?

0.35

0.55

0.1

Teacher's attitude Peer-influence

Special conditions


3. How can you improve your classroom management skills when you are in service?

0.85

0.75

0.45 By attending seminars

By enrolling to related courses

By reading self-improvement books


4. Which physical condition should be improved in order to facilitate management in classroom?

0.45

0.45

0.1

Classroom population Seating arrangement

Material variability


5. From the perspective of teachers, what should we do to minimize this misbehavior problem?

0.05

0.9

0.05

We should look professional

We should not be authoritarian but authoritative.

Other: Moral Education


A little explanation

Authoritarian: Strong, strict regulations for students

Authoriatative: Flexible thinking Social competence


Recommendations


1. Teachers should focus more on problem-focused strategies than emotion-focused strategies. Because problem-focused strategies have been found effective for teaching material and preparing the lesson thoroughly. (Cockburn, 1996)

2. Teachers should be confident, they should be well-prepared with well-designed, flexible-to-adapt lesson plans according to their target group.

3. In classroom environment, teachers may be faced with misbehaviors of some students. For this purpose, teachers should improve their pedagogical knowledge; they should attend in-service training programs (organized and non-organized professional activities) during their in-service experience, they can do more informal exchange of ideas with their peers, it could be beneficial to take important notes or dip notes of their own teaching experience during education process and to read professional journal and books.

Bond, N. (2007). 12 Questioning Strategies that Minimize Classroom Management Problems. Kappa Delta Pi Record, 44, 18-21.Cockburn A. D. (1996). Primary teachers' knowledge and acquisition of stress relieving strategies. British Journal of Educational Psychology, 66, 399-410. Classroom Management in Perspectives

4. Needs assessment and evaluation is very crucial for the course development to be able to know what to do or what to change.

5. To be able to control the whole class, there should always be in-class rules for discipline.

6. Speaking skills are very important. Teachers should improve their public speaking.

7. In any classroom settings, all the teachers should do their job with love. With the love of teaching, they can be more motivated and get experienced in a better way.

8.It is fruitless to expect that any technique will work with all people who present the same symptom. The competent teacher needs to get at the reasons or functions of a given maladaptive behavior to formulate a strategy likely to work. (Mendler, 1992)

Mendler, A. (1992). What Do I Do When...? How to Achieve Discipline With Dignity in the Classroom. National Educational Service, 25-27.Classroom Management in Perspectives

Gantt Card


Special thanks to Dr. Hayal Köksal


References Imece circles by Hayal Köksal Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support

and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon. Bond, N. (2007). 12 Questioning Strategies that Minimize Classroom Management Problems. Kappa Delta Pi

Record, 44, 18-21. Burkman, A. (2012). Preparing Novice Teachers for Success in Elementary Classrooms through Professional

Development. Delta Kappa Gamma Bulletin,78(3), 23. Cockburn A. D. (1996). Primary teachers' knowledge and acquisition of stress relieving strategies. British

Journal of Educational Psychology, 66, 399-410. Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The "why’s" of class size: student behavior in small

classes. Review of Educational Research, 73(3), 321-368 Forness, S. R., Kim, J., & Walker, H. M. (2012). Prevalence of Students with EBD: Impact on General

Education. Beyond Behavior, 21(2), 3-10. Glass, Gene V., Leonard S. Cahen, Mary Lee Smith, and Nikola N. Filby. School Class Size: Research and

Policy. Beverly Hills, Calif.: Sage Publications, 1982. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based

strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development Mendler, A. (1992). What Do I Do When...? How to Achieve Discipline With Dignity in the Classroom. National

Educational Service, 25-27. Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, & O'Reilly, M. (2012). Comprehensive

behavior management: Individualized, classroom, and schoolwide approaches. (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc Classroom Management in Perspectives