Role Play for Classroom Management: Providing a Lodestar for Alternate-Route Teachers

Niemeyer, R. J.; Johnson, Aaron; Monroe, Ann

doi:10.1080/00131725.2014.912373

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…22 Another study argued that classroom management is a crucial skill for any teacher and others unveiled that classroom management strategies through the use of role-play simulation is an effective active learning strategy. 23 Clement said classroom management is essential to a teacher's success. The aim of this study is to reveal how do the classroom management and teaching and learning process in Arabic subject implemented in this school based on multiple intelligences.…”

Section: Arabiyâtmentioning

confidence: 99%

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Mahmudi

Febriani

Hasanah

et al. 2019

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This study addressed to explore classroom management and Arabic Learning process based on Multiple intelligences theory implemented by the teacher. The study was a case study with descriptive qualitative approach. The data were collected by interview, documentation, and observation. Then, the data were analyzed with the following steps: data collection, data reduction, data display, verification, and affirmation conclusions. The result of this study revealed that the students were classified based on their intelligences with interview and appropriate test of multiple intelligences done by MIR team. Therefore, Arabic teacher implemented a suitable method in the Arabic learning process for each class based on their needs. Yet, the teacher faced an obstacle when teaching the students with logical-mathematical and interpersonal intelligences. Another data indicated that classroom was not only the class for learning, sometimes the teacher challenged the students to study outdoor, school environment. The school environment and facilities contributed to support learning process and give the students more space to be creative and aware with what they found in the school environment.

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Section: Arabiyâtmentioning

confidence: 99%

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Mahmudi

Febriani

Hasanah

et al. 2019

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“…Next, Sims et al, (2021) state that effective classroom management is of crucial significance to the success of universal. Niemeyer et al, (2014) say that classroom management is an essential skill for any teacher and suppose a guide for training alternate-route-teachers on effective classroom management strategies through role-play simulation. Then, Adeyemo (2012) expresses that classroom management skills or techniques have a strong and positive influence on student achievements.…”

Section: Discussionmentioning

confidence: 99%

The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables

Otaya¹,

Anwar²,

Yahiji³

et al. 2023

INT J INSTRUCTION

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This study examines the relationship among the variables that affect the pedagogic competence of Islamic education teachers in Gorontalo. These consist of effective classroom management, effective teaching practices, technology skills, and effective assessment variables. Furthermore, the respondents in this study are 320 Islamic religious education teachers selected by a cluster sampling technique. Here in after, the data were analyzed using a structural equation modeling (SEM) approach due to the implementation of multivariate analysis of the relationship among variables with the help of LISREL in order to describe the structural model. The results indicated that not all relationships among variables possessed a positive and significant influence on Islamic religious teachers' pedagogic competence. In addition, this study showed only three relationships among the latent variables that have a positive and significant effect on teachers pedagogical competence, namely effective classroom management (A) to effective teaching practice (B) with a Tvalue of 5.37, effective classroom management (A) to technological skills (C) with a T-value of 4.10, and effective teaching practice (B) to technology skill (C) with a T-value of 2.55. Thus, teachers' pedagogical competence plays a significant role in achieving successful learning by considering to link one variable to another.

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“…In this case, pre-service teachers can receive from their trainers and fellow-students valuable recommendations on lesson objectives, teaching methods, techniques, modes, tools, technologies, etc. So by interacting in professional role-playing games, prospective teachers are trained to analyse various methodological situations from teachers' and students' points of view, and discuss effective ways of solving different professional problems (Girod & Girod, 2008;Niemeyer, Johnson, & Monroe, 2014;Rudolph, 2008). In this way, students' methodological knowledge and skills of analysis, selection, compilation, design, device, composition, etc.…”

Section: Discussionmentioning

confidence: 99%

Modern Methods and Technologies for Developing Pre-Service Foreign Language and Culture Teachers’ Methodological Competence

Майєр¹,

Ustymenko²

2018

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Methodological training of pre-service foreign language and culture teachers is a top priority in pedagogical education nowadays. In this article, methodological competence is determined as methodological knowledge and methodological skills that provide the ability and willingness of pre-service foreign language and culture teachers to execute all types of their professional activities. To facilitate methodological knowledge acquisition, the authors suggest applying the test method and information & communication technologies (ICT). This paper substantiates the expediency of using a case study method for building Master's students' methodological skills of analysing and correcting methodological errors, creating foreign language lesson plans for integrated developing of linguistic, discourse, lingua-socio-cultural, and strategic competencies. Professional methodological cases are considered as the means of implementing a case study method in teacher training process. Game method, namely professional roleplaying games, are employed to foster Master's students' methodological skills to prepare and teach lessons for integrated reinforcement of linguistic, discourse, lingua-socio-cultural, and strategic competencies. We recommend using a project-based method to train pre-service foreign language and culture teachers to choose and select course materials, devise activities, exercises, games, aids, case studies, tests, assessments, project-based tasks, etc. Professional methodological projects are used as the instruments for applying a project-based method in teacher training at tertiary schools. On the basis of their experimental experience, the researchers substantiate the efficiency of using test method, case study method, game method, project-based method, and ICT for developing a methodological competence of pre-service foreign language and culture teachers as well as demonstrate some practical aspects of implementing these methods and technologies in the educational process. 167 Master's students of Kyiv National Linguistic University participated in the experiment which was held in 2016-2018. The experimental teaching resources consisted of tests for students' autonomous methodological knowledge acquisition in the course of their self-guarded extracurricular work in Moodle and professional methodological assignments with the use of the aforementioned methods. The analysis of experimental data showed that altogether test method, case study method, game method, project-based method, and ICT contribute significantly to developing pre-service foreign language and culture teachers' methodological competence. The issues and findings raised in the article indicate that larger implications of this research and avenues for further studies are connected with substantiating the structure and content of the electronic course book for pre-service foreign language and culture teachers aimed at developing their methodological competence with the use of modern educational methods and technologies.

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Role Play for Classroom Management: Providing a Lodestar for Alternate-Route Teachers

Cited by 8 publications

References 10 publications

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

Classroom Management and Arabic Learning Process Based on Multiple Intelligences in Elementary School

The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables

Modern Methods and Technologies for Developing Pre-Service Foreign Language and Culture Teachers’ Methodological Competence

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