Classroom Management Challenges: An Account of EFL Teachers at Private Language Institutes

Soleimani, Neda; Razmjoo, Ayatollah

doi:10.29333/aje.2016.114a

Cited by 11 publications

(18 citation statements)

References 16 publications

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“…The narrative stories in PBL can be an effective tool to present the situations that foreshadow what PSETs potentially deal with in the future workplace (Davidson & Major, 2014). The situations include instructional, behavioral, psychological, contextual (Soleimani & Razmjoo, 2016) and ethical problems (Benninga, 2013) that teachers face in the school context. Therefore, it is hoped that the narrative stories help PSETs to make sense of and connect the presented teachers" experiences to their own background and understanding (Gouthro, 2014).…”

Section: Narrative Stories In Pblmentioning

confidence: 99%

“…There are three categories of major classroom management problems: instructional, contextual, and behavioral problems (Soleimani & Razmjoo, 2016). Instructional problems occurred because of, firstly, the low level of PSET assertiveness while conducting teaching practicum.…”

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

“…In some cases, when PSETs provided homework for students, only few of them did the homework at home, some of them did the work at school and some did not do it at all. Unfinished homework and take-home assignments could be problematic for teachers since it potentially disturbed the class flow (Soleimani & Razmjoo, 2016). Moreover, unfinished homework could be caused by students" regulation of motivation (Xu, 2014).…”

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

“…Contextual problems referred to problems related to contingent issues (Soleimani & Razmjoo, 2016). It could occur because of PSETs" material mastery, PSETs" teaching preparation, technical error, class size, and school facilities.…”

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

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Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Hapsari¹,

Kuswandono²

2022

JEELS

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This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.

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Section: Narrative Stories In Pblmentioning

confidence: 99%

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

Section: Table 2 Problems Faced By Psetsmentioning

confidence: 99%

See 2 more Smart Citations

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Hapsari¹,

Kuswandono²

2022

JEELS

View full text Add to dashboard Cite

show abstract

“…After their stories were collected, the researchers listed the possible topics by identifying the problem faced by PSETs. The researchers found twelve stories' topics which were categorized into four problem themes proposed by (Soleimani and Razmjoo, 2016). Those themes were instructional problems, behavioural prob-lems, ethical problems, and psychological problems.…”

Section: Analysis Phasementioning

confidence: 99%

Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers

Ginting

Kuswandono

2020

jees

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Educating Pre-Service English Teachers (PSETs) to be ready to face challenges is a response to the fast changing globalized world. Hence, preparing future teachers to apply problem-solving skills in dealing with teachers’ challenges in the classroom is necessary. This study was intended to design a set of pedagogical narrative stories which enquire problem-solving skills of PSETs. The pedagogical narrative stories were designed as a supplementary material in micro teaching class to help PSETs understand the complex issues of teaching and learning process. This study was based on ADDIE model. The designed material product consists of six units of teachers’ real life in adapted stories. Each unit contains critical discussion and reflective activities namely: Story, Individual Reflection, Group Sharing, Class Discussion and Resolution. The final product was validated by subject matter expert who has credibility in writing English learning books. The validated outcome showed that the supplementary materials are appropriate for PSETs in micro teaching class. The finding is projected to construct positive awareness on the importance of problem-solving skills to enhance PSETs’ competence in dealing with classroom problems by answering questions more critically and reflectively. HIGHLIGHTS: · Problem solving skills can support PSETs in dealing with unpredicted occurrences beyond mastering knowledge and teaching materials in class. · Factual problems and guided reflections can provide PSETs with story engagement that is close to the real life of becoming teachers. · Through reflective practices, PSETs have opportunities to evaluate and make meaning of their previous educational experiences to become decision makers.

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The Employment of Antecedent Strategy for Managing Behavior Challenges in EFL Classroom

Pariska

2022

Indonesian J. Educ. Res. Rev.

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Antecedent strategy as a part of the evidence-based practice is obtained through the process of students interfering behaviour analysis. This part of evidence-based practice which also named as antecedent-based intervention has a purpose to help the teachers in managing student disruptive behavior as one of the biggest challenges in classroom management by making a significant change to the learning environment which trigger the problem behavior and expounding the behaviors that should be done by the students. The antecedent strategy is very helpful for the teacher in managing students' disruptive behavior as one of the biggest challenges in EFL classroom management. Therefore, this study aims to analyze the employment of antecedent strategy for managing behavioral challenges in EFL classroom management. The method used in this study was library research in which the data were collected through a reading process of some library sources then analyzed by integrating the obtained information and the researcher's idea to answer the purpose of this research in finding section and draw the conclusion. The findings of this study revealed that in employing the antecedent strategy in a classroom, there are three major steps that the teacher needs to follow namely conducting a Functional Behavioral Assessment (FBA), clearly expounding the proper behavior, and effectively deciding preventive action.

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Classroom Management Challenges: An Account of EFL Teachers at Private Language Institutes

Cited by 11 publications

References 16 publications

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers

The Employment of Antecedent Strategy for Managing Behavior Challenges in EFL Classroom

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