Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies

Abstract

Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher’s classroom management competencieslargely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students’ perceptions on teachers’ classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students’ assessments have been established in reference to school level and subject. Students’ responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student’s assessment of teacher competencies imply a need for additional research on teachers’ classroom management competencies in different curriculum subject.

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

“…A good socio-emotional learning environment has also been found meaningful in technology-rich settings (Nordenbo et al, 2008), and the teachers in this study found good teacherpupil relationships foundational for establishing an environment where also a teacher can experiment with new approaches, reflecting a somewhat playful attitude, which is in line with the concept of cognitive playfulness and its affordances (Webster and Martocchio, 1992;Goodwin et al, 2015). As mentioned earlier in this article, teacher's ability to build good relationships and an encouraging learning environment can be viewed as one of the key classroom management competences (Powell et al, 2001;Evertson and Weinstein, 2006;Korpershoek et al, 2016) and teachers have a tendency to invest in quality classroom management more in primary level than in later years (Beijaard et al, 2000;Bru, 2013;Kalin et al, 2017). As much of the previous research has been executed in secondary and higher education settings, an intriguing question is how much of the fear and negative experiences teachers have experienced when using digital technologies derive from the lack of time or effort in developing good relationships and a safe social classroom environment.…”

“…What separates classroom management in elementary grades from classroom management in secondary level is that everything blends with everything: academic, social, emotional and behavioral aspects merge in such manner that individual achievements are often a result of all of the above, rather than a consequence from formal instruction (Carter and Doyle, 2006). Research has also found that quality classroom management has a stronger footing in primary education, and as pupils get older, teachers have a tendency to assume less need for classroom management or focus on subject-related curriculums and educational goals, at the expense of classroom management (Beijaard et al, 2000;Bru, 2013;Kalin et al, 2017). Carter and Doyle (2006) divide classroom management in elementary level in two main strands: firstly, classroom management has emphasis on procedures (methods, techniques, skills and cognitions) that contribute toward an orderly learning environment by capturing pupils' attention, engagement and focus, in order to allow and execute curricular activities.…”

Manajemen Kelas Di SDN 1 Dan SDN 7 Bingin Teluk

“…Pengelolaan pembelajaran perlu mempertimbangkan aspek kognitif, afektif dan psikomotorik. Hal ini diperkuat oleh pendapat Hargreaves dalam Kalin (2017) yang mengemukakan bahwa mengajar bukan hanya praktik kognitif dan intelektual tetapi juga praktik sosial dan emosional. Guru yang baik memahami sepenuhnya bahwa pengajaran dan pembelajaran yang berhasil hanya terjadi jika guru memiliki hubungan yang penuh perhatian dengan mereka siswa dan ketika siswa mereka terlibat secara emosional dengan pembelajaran mereka.…”

Manajenem Sekolah Berbayar Sampah dalam Pembentukan Karakter Kemandirian dan Parenting di Sekolah Dasar

“…Membentuk peserta didik yang mandiri merupakan tujuan dari terlaksananya pendidikan di Sekolah (Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, 2020;Hermino, 2016;Kalin, Peklaj, Pecjak, Levpušcek, & Zuljan, 2017). Sekolah dituntut untuk menjadikan dirinya sebagai tauladan bagi peserta didik dan mengajarkan tentang bagaimana arti mandiri yang sebenarnya.…”