Towards a Better English Classroom: Implementing Effective Classroom Management Strategies

Ababneh, Sana’

doi:10.5296/ije.v4i4.2563

Cited by 11 publications

(10 citation statements)

References 8 publications

(2 reference statements)

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“…Similarly, what may increase the difficulty of constructing and implementing assessment techniques is the necessity to be aligned with the ILOs of the lesson (Biggs & Tang, 2011). For difficulty managing the classroom, the results of some studies (Ababneh, 2012;Dicke, Elling, Schmeck, & Leutner, 2015) indicated that novice teachers perceive student discipline as their most serious teaching challenge. Additionally, classroom management is a multi-skill as it includes procedures for: (a) grouping students for different types of classroom activities, (b) using well-organized lesson plans, and (c) managing students' behavior that require more experience than the EFL pre-service teachers have.…”

Section: Discussionmentioning

confidence: 99%

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

Journal¹,

Alamri²

2018

Preprint

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The purpose of this classroom action research was to investigate the perceptions of English as a Foreign Language (EFL) pre-service teachers towards the challenges they face in teaching experience during the practicum period. The participants were 35 Saudi EFL female pre-service teachers in the Educational Diploma Program (EDP) attending Teaching Practicum (1) Course in Taibah University, Saudi Arabia. A mixed method, which contains both quantitative and qualitative research design, was used to collect data. Research instruments comprised a perception opinionnaire designed to measure the perceptions of EFL pre-service teachers towards the challenges they face in teaching experience during the practicum. The results showed that EFL pre-service teachers considered the observation period during the Teaching Practicum (1) Course between moderately and extremely beneficial. The results of the perceptions of EFL pre-service teachers regarding classroom-teaching skills were between highly and moderately to low challenging. Additionally, their skills related to school environment indicated less challenging than skills related to classroom teaching experiences. The results of the open-ended question were divided into three meaningful and thoughtful categories to add much depth and understanding of the research problem. Some recommendations based on the results were derived. For example, EFL pre-service teachers needed further development in teaching experiences and skills related to classrooms and school setting. Furthermore, meetings, workshops, and/or small discussion sessions need to be conducted between all the stakeholders in the practicum to explore problems and anticipate possible solutions.

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Section: Discussionmentioning

confidence: 99%

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

Journal¹,

Alamri²

2018

Preprint

View full text Add to dashboard Cite

show abstract

“…As such, managing language learning classrooms is expected to be dissimilar from managing math, history and geography classes. English as foreign language (EFL) classroom management demands certain skills and capabilities the most important of which is using English to manage classroom (Ababneh, 2012). In a more comprehensive definition, Richards, Platt, Platt and Heidi (1992) portrayed language classroom management as: "The ways in which student behavior, movement, interaction, etc., during a class is organized and controlled by the teacher to enable teaching to take place most…”

Section: Extended Abstractmentioning

confidence: 99%

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

Soleimani¹,

Razmjoo²

2016

Anatolian Journal of Education

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Classroom management is one of the most contributing yet challenging issues in a teaching career. In a language-learning classroom where foreign language is used as both the medium and the content of the teaching, EFL teachers may experience unique classroom management challenges (Linse& Nunan, 2005). This basic qualitative study focused on the main types the management challenges that EFL teachers face in their classroom and the strategies used to survive these challenges. To this end, the researchers selected 30 EFL teachers working at private language institutes in Shiraz, Iran and conducted semi-structured interviews to collect the data. Theme analyses showed three major themes in classroom management challenges: (1) instructional challenges (2) behavioral and psychological challenges and (3) contextual challenges. Instructional challenges were pertinent to the unfinished homework assignments, inconsistency in learners' level of proficiency and the learners' insistence on speaking in their first language. Behavioral and psychological challenges were related to the learners' unwillingness to speak, demotivate, naughty learners, latecomers and inappropriate use of cellphone and apps. To survive these challenges, EFL teachers suggested different strategies including warning, eye contact, teacher-leaner conference, etc. The implications, limitations and suggestion for future studies were discussed in more details in the paper.

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“…Adults have life experiences that often affect how they view a topic or how willing they are to listen to an instructor. To work with this it is important to make connections with students and build a relationship (Ababneh, 2012). Also, make time for discussion and reflection.…”

Section: Adult Centered Curriculummentioning

confidence: 99%

Teaching Information Literacy Skills to Nontraditional Learners

Hays¹

2014

Kansas Library Association College and University Libraries Sec

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Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. In this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how to apply the principles of andragogy are listed in the paper. The paper will also benefit those working in public libraries who work with lifelong learners. Abstract Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. Keywords information literacy, andragogyIn this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how to apply the principles of andragogy are listed in the paper. The paper will also benefit those working in public libraries who work with lifelong learners.Keywords: information literacy, andragogy (NCES, 2009). As more adults return to school to finish a degree or make a career change, librarians need to understand this population of students.

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Towards a Better English Classroom: Implementing Effective Classroom Management Strategies

Cited by 11 publications

References 8 publications

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

Challenges in Practicum: Views and Perceptions of EFL Pre-service Teachers towards Field Experience Skills in Real Classrooms

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

Teaching Information Literacy Skills to Nontraditional Learners

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