Factors influencing Indonesian teachers’ use of proactive classroom management strategies

Paramita, Pramesti Pradna; Sharma, Umesh; Anderson, Angelika; Laletas, Stella

doi:10.1080/13603116.2021.1916107

Cited by 4 publications

(7 citation statements)

References 55 publications

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“…O'Neal et al (2017 suggest emotion-focused and cognitive-behavioral classroom management strategies for teachers, such as creating emotion awareness and regulating students' emotions, student-teacher relationships, and positive discipline techniques in addition to teacher emotion and stress management. Teacher self-efficacy in classroom management, the meaning teachers attribute to family-related factors, participation in professional training programs, and proactive strategies that can be used to manage student behavior are available (Paramita et al, 2021). A more effective classroom management can be achieved when these strategies are used by teachers.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Classroom Management Experiences of Preschool Teachers with Refugee Students

Çulha¹,

Yılmaz

2023

IJPES

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Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semi-structured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Classroom Management Experiences of Preschool Teachers with Refugee Students

Çulha¹,

Yılmaz

2023

IJPES

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“…Teachers' classroom management communication practices include a wide range of proactive and reactive strategies, both having a different impact on student behavior (Hepburn and Beamish, 2019;Paramita et al, 2021). Proactive strategies emphasize the prevention of classroom disturbances through building relationships, actively engaging students, creating classroom rules, or establishing a safe learning environment.…”

Section: Proactive and Reactive Communication Practicesmentioning

confidence: 99%

“…Reactive strategies are those that teachers use directly in response to student behavior. Most studies focusing on reactive strategies include among these disciplinary interventions such as punishments, giving warnings, threatening, administering consequences, making sarcastic comments, yelling angrily at students, reprimands, or directives (Lewis et al, 2005;Paramita et al, 2021). Clunies-Ross et al (2008) suggest that reactive strategies include mostly negative teachers' responses and increase problem behavior.…”

Section: Proactive and Reactive Communication Practicesmentioning

confidence: 99%

“…Miller et al (2000) support these findings suggesting that students express problem behavior in response to teachers' unfair, harmful, or aggressive behavior. Also, these classroom management strategies are not effective in the long term and have a negative impact on teacher-student relationships, student autonomy, achievements, and teachers' wellbeing (Lewis et al, 2005;Hepburn and Beamish, 2019;Paramita et al, 2021).…”

Section: Proactive and Reactive Communication Practicesmentioning

confidence: 99%

“…Authors repeatedly emphasize that for effective classroom management, teachers need to implement proactive classroom management strategies (Hepburn and Beamish, 2019;Paramita et al, 2021), however, there are situations when teachers need communication strategies to respond to student behavior directly when it occurs. Although reactive strategies are frequently referred to as teachers' negative responses to student behavior, numerous authors suggest that there are communication responses teachers can use directly in response to student behavior, which promote teacher-student relationship, support student autonomy, social and emotional skills, engagement, self-concept, and decreases student misbehavior (Gordon and Burch, 2003;Larrivee, 2005;Porter, 2014;Talvio et al, 2014).…”

Section: Proactive and Reactive Communication Practicesmentioning

confidence: 99%

See 2 more Smart Citations

Student-centered teacher responses to student behavior in the classroom: A systematic review

Karasova

Nehyba

2023

Front. Educ.

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IntroductionEffective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited.MethodsTo address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process.ResultsFive main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate.DiscussionThe findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

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Student challenging behavior with a positive behavior support training for teachers: A case study

Kuswardani,

Paramita

2023

IJERE

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<span lang="EN-US">Challenging behavior is repetitive behavior that risks interfering with learning or involvement in prosocial interactions. Challenging behaviors are often shown by students and difficult to manage, such as: defiance and noncompliance, destruction, disruption, physical aggression, self-injury, social withdrawal, socially inappropriate behavior, stereotypes, and verbal aggression. One of the ways of good classroom management is through Tier 1 Positive Behavior Support (PBS) training. It is very necessary for students and teachers when they are in the school environment because it can create a conducive classroom atmosphere. Therefore, the researcher designed a Tier 1 PBS training program that focuses on the teacher’s ability to manage the classroom using a proactive strategy as opposed to a reactive strategy. The subjects of this training were seven teachers of Islamic junior high school in Central Java, Indonesia. The experimental design was conducted without using a control group and using pre-test and post-test for evaluation. The findings indicated that Tier 1 PBS training is effective in increasing the ability of teachers to use proactive classroom management strategies and reducing the use of reactive classroom management strategies.</span>

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Factors influencing Indonesian teachers’ use of proactive classroom management strategies

Cited by 4 publications

References 55 publications

Classroom Management Experiences of Preschool Teachers with Refugee Students

Classroom Management Experiences of Preschool Teachers with Refugee Students

Student-centered teacher responses to student behavior in the classroom: A systematic review

Student challenging behavior with a positive behavior support training for teachers: A case study

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