Effective Classroom Management at the Beginning of the School Year

Emmer, Edmund T.; Evertson, Carolyn M.; Anderson, Linda M.

doi:10.1086/461192

Cited by 196 publications

(113 citation statements)

References 2 publications

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“…Tatsächlich belegen erste empirische Untersuchungen mit Vergleichsgruppen eine positive Wirkung von Trainingsseminaren mit Unterrichtsvideos auf die situationsspezifischen Fähigkeiten angehender Lehrkräfte (z.B. Gold et al 2013;Hellermann et al 2015;Seidel et al 2011 (Doyle 2006;Emmer et al 1980;Helmke und Weinert 1997) und zählt auch Metaanalysen zufolge (Hattie 2009;Wang et al 1997) (Shulman 1987). Operationalisiert über einen Papier-Bleistift-Wissenstest folgen wir aktuellen empirische Zugänge (König 2014;Voss et al 2015).…”

Section: Der Einsatz Von Unterrichtsvideos In Der Lehrerausbildungunclassified

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

et al. 2017

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Section: Der Einsatz Von Unterrichtsvideos In Der Lehrerausbildungunclassified

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

et al. 2017

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“…Literature on the issue mostly, suggests that greater measures are needed to be taken by effective classroom managers in order to prevent misbehavior from happening (Emmer, Evertson, & Anderson, 1980) and maintenance of such measures should be emphasized before and during the first days of the school year (Wong & Wong, 2009), and (Broome, 2013). Thus; if a measure is to be taken for classroom management it should be from the beginning and consistent in its application.…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges of Self-Management Techniques in Providing Better Classroom Settings

Yilmaz¹

2015

Eur. j. soc. sci. educ. res.

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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management that has gone through series of innovations together with aforementioned innovations, it is aimed to present some better ways that may help overcome today`s challenges of classroom management in terms of self-management techniques. The set of 10 principles suggested by Thomas J. Zirpoli is dredged up to shed light on the issue or help instructors to develop their own techniques within the process of classroom management. The vitality of students` study skills and secure attachment are perceived in regard with redemption of overwhelming challenges of self-management techniques.Keywords: self-management techniques, effective teaching, challenges, classroom management INTRODUCTIONStudents facing the teacher in a class, waiting for instructions, and being taught new subjects is quite a burden on teacher`s shoulders as each individual requires different approaches to their inner worlds of comprehension. There are no two people in the world that have exactly same values of interest, or sharing same characteristic traits. Thus, motivating different people around the same purposes or set goals is quite a difficult task for instructors, educators, especially the ones that are willing to educate students for a better future in terms of a better university, and a better or satisfying job which requires a long term plan of diligent hard work. The followings are some of the headings that can be applied in order to reach a healthier classroom management suggested by Thomas J. Zirpoli: Based on the above mentioned techniques details on management techniques are presented throughout the study with an emphasis on consistency management technique, the tenth approach, as consistency would also cover the other techniques by playing the most crucial role in classroom management.Sating importance of consistency, one should also mention the key roles of enhancing study skills and providing secure settings for students in order to reach the best fruitful atmosphere of classroom management as to reduce maladaptive behavior on both student and instructor side. One of the key elements in having students obtain correct study skills in this regard is critical thinking, suggested by Aslan, M. (2014) as students from a mediocre high school in Albania mostly responded positively when asked about the importance of hardworking as to preserve self-esteem while being asked questions by the instructors in terms of readiness which would help in a positive way for classroom management (Aslan,

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“…In addition to facilitating effective behavioral management, effective classroom managers also exhibited better instructional management; purposefully accommodated student concerns; more effectively planned how to deal with constraints in room arrangement; and portrayed warm, listening, and predictable personal characteristics when interacting with their students (Emmer et al, 1980). Causal relationships were not drawn from the results, but certain conclusions were reached.…”

Section: Effective Classroom Managementmentioning

confidence: 92%

“…How teachers establish expectations for behavior and what classroom management principles guide their teaching were first examined by Emmer, Evertson, and Anderson (1980). Based on extensive observations conducted during the first week of school, 27 new and experienced teachers from middle-to low-socioeconomic status schools were divided into effective and less effective classroom managers.…”

Section: Effective Classroom Managementmentioning

confidence: 99%

The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

Pane¹

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Rocco, whose guidance was crucial for developing my research method, dissertation writing and thinking skills, collegiate attitude, publication agenda, and professional fortitude. Her prompt responses, care for me as a student, dissertation peer review group and dissertation group meetings, and wittiness during the entire dissertation process were priceless. Another special thank you is extended to my major professor, Dr. Joan T.Wynne, whose kindness and solidarity supported and guided me in the direction of my final research topic and research design. I also wish to express my sincere appreciation to dissertation committee member Dr. Angela Salmon for her willingness to guide and work with me in research and publication endeavors. To Dr. Lynne Miller, thank you for introducing me to the love of literacy, writing, and research. To Dr. Erskine Dottin, thank you for your wisdom and concept of friendship between professors and students. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacherstudent academic interactions.

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Effective Classroom Management at the Beginning of the School Year

Cited by 196 publications

References 2 publications

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte

Challenges of Self-Management Techniques in Providing Better Classroom Settings

The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography

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