Effective management at the beginning of the school year in junior high classes.

Abstract

Based on year-long process and product measures of management effectiveness, two groups of 13 teachers of junior high mathematics and English were identified as being more or less effective in their classroom management practices and outcomes. Observational data collected in these teachers' classrooms during the first 3 weeks of the year were then analyzed in order to study antecedent behaviors, characteristics, and classroom activities of the two groups of teachers. Numerous differences were found on such classroom processes as developing rules and procedures, monitoring student compliance, maintaining a task-oriented focus, communicating information, and organizing instruction. Data indicate that the beginning of the year is a crucial time for establishing effective classroom management and that teachers' planning and decision making need to be done before school starts. The importance of teacher training in this area is pointed out.

Upper secondary school students’ perceptions of teacher socialization practices and reports of school adjustment

“…In line with research among younger students (Bru et al, 2002;Goodenow, 1993a;Ryan et al, 1994;Thuen & Bru, 2000;Zimmer-Gembeck et al, 2006), results from this study indicate that a high level of perceived academic support from teachers is associated with improved motivation for continued education. Moreover, high academic support scores were also associated with low scores for school alienation, truancy, intention to quit school and class absence (although the latter three were associations relatively moderate).This is in accordance with previous research suggesting that students who perceive their teachers as supportive are more likely to make sustained efforts instead of becoming frustrated and withdrawing or engaging in offtask activities and thus less likely to experience alienation from school (Evertson & Emmer, 1982;Furrer & Skinner, 2003;.…”

“…Task demands tend to increase with age, thus at this period of life students may form relationships with teachers that are functionally related to the task of schooling, thus hence academic rather than emotional in nature. Moreover, such support is likely to influence achievement and grades, it is also assumed to motivate students to succeed instead of becoming frustrated and withdrawn, too involved in off-task activities, developing emotional distress, alienation from school or emotional and behavioural problems (Evertson & Emmer, 1982;Roeser, Eccles, & Sameroff, 1998;.…”

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

“…To disentangle the effect that teachers have on students from the effect that students have on teachers and also to substantiate an interpretation that teachers' instructional styles have a directional influence on students' engagement, experimental and longitudinal designs are needed. Fortunately, past research allows us a measure of confidence in our hypothesized directional effect (that teachers' styles affect students' engagement) because the beneficial effects of teacherprovided autonomy support on students' engagement have been shown both in longitudinal (deCharms, 1976) and in longitudinal/ experimental (Reeve, Jang, et al, 2004) studies, just as the beneficial effect of teacher-provided structure on students' engagement has been shown in longitudinal/experimental research (Evertson & Emmer, 1982).…”

Punishments To Strengthen Students' Discipline for Future Education

“…Discipline can be defined as the individual's withdrawal from undesired behaviors to perform the desired behaviors [5] To put it in another way, discipline is used in the meaning of "order" "regularity", too [6]. One of the roles of teachers in classroom is to ensure classroom discipline.…”