Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th - Grade Students

Lopes, João; Silva, Elisabete; Oliveira, Célia; Sass, Daniel A.; Martín, Nancy

doi:10.25115/ejrep.43.17075

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…Students remaining on mute during class was another way she managed behaviour by indicating that instruction time was a time for students to remain quiet so everyone could hear her lesson on Zoom. Tanesha effectively learned and adapted her technology use to new patterns of engagement and disengagement from her students (Lopes et al, 2017). In both in-person and on Zoom, Tanesha felt that conversation quickly could go off-topic if students respond beyond the initial question or begin responding to each other.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers found new challenges and tools for managing student behaviour in the online classroom (Adedoyin & Soykan, 2020). Studies on in-person pedagogy from Portugal and Hong Kong show that teachers anticipate patterns in student behaviour that disrupt lessons and detract from students’ attention during instruction (Lopes et al, 2017; Sun & Shek, 2012). In online instructional modalities, as new patterns of misbehaviour emerged, so did new methods for managing classrooms and student behaviour via technology.…”

Section: Background: Tfi Covid-19 and Educational Technologymentioning

confidence: 99%

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Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

Chandras

2023

Contemporary Education Dialogue

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In March 2020, when the COVID-19 pandemic forced schools to close, students from marginalised communities across the world were disproportionately impacted in terms of educational access, opportunities and outcomes. This article explores reorientations to technology for online remote instruction from the perspective of educators delivering instruction with the educational non-profit organisation Teach for India (TFI) in Pune, a city in the western Indian state of Maharashtra. From qualitative ethnographic interviews with TFI fellows and programme managers to online classroom observations from April 2020 until October 2021, this article illustrates successes and challenges in online instruction during the COVID-19 pandemic, which facilitated both teaching innovations and made apparent cleavages in access to education among marginalised students and their families. Ultimately, TFI’s short-term fellowship model provided novice instructors with a unique window of opportunity during the COVID-19 pandemic to integrate technology into pedagogy in novel ways.

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Section: Resultsmentioning

confidence: 99%

Section: Background: Tfi Covid-19 and Educational Technologymentioning

confidence: 99%

Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

Chandras

2023

Contemporary Education Dialogue

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“…Understanding classroom discipline is not simple. The term is even more vague because it is accessible to several and specific interpretations (Lopes, Silva, Oliveira, Sass, & Martin, 2017). While it seems easier to explain classroom indiscipline, the term is rarely used in international fiction.…”

Section: Discussionmentioning

confidence: 99%

Effect of Classroom Management Techniques on Secondary Students' Performance in District Narowal

2022

AHSS

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The study's objective was to determine how classroom management techniques affected secondary students' performance. The concept "classroom management" is typically used to refer to discipline and classroom control. The most contemporary term used by all teachers in place of "discipline and control" is "classroom management." It may come across as powerful. There are so many different classroom management techniques are found which are named as dealing with discipline inside and outside the classroom, teaching and learning dimension, interaction during the lesson, teacher-student personal communication, psychological and social classroom environment. The study was quantitative and descriptive design was used. All of the district Narowal's public secondary schools made up the population. Multistage sampling technique was used in this research. The instrument of the study were questionnaires. The findings shows that there was highly significant effect of classroom management techniques on students' academic performance.

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“…It is possible that students, knowing they are in no danger of being sanctioned, which in turn jeopardises their school achievement or the continuation of their education, proceed with mild forms of misbehaviour. Scientific literature does not fully explain the relationship between student misbehaviour and the grade they attend (Lopes et al, 2017). Besides, considering the wide spectrum of developmental changes, challenges and pressures, there are probably diverse reasons for student misbehaviour (Johnson et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

Vidić¹,

Đuranović

Klasnić

2021

PEC

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Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

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Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th - Grade Students

Abstract: Introduction. Classroom misbehavior is a major source of classroom-wasted time and a

Cited by 8 publications

References 16 publications

Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

Effect of Classroom Management Techniques on Secondary Students' Performance in District Narowal

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

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