2022
DOI: 10.33200/ijcer.645818
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Teacher Perspectives on Classroom Management

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

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Cited by 14 publications
(14 citation statements)
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References 19 publications
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“…In classroom climate management, this notion is linked to the pedagogical approach that the teacher uses to develop the lesson, which may be centered around the teacher’s authority to impose what and how to learn ( Trigwell et al, 1999 ) or on the students’ interest and abilities to construct knowledge, guided by the teacher ( Reigeluth et al, 2017 ). Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes ( Martínez et al, 2020 ; Özen and Yildirim, 2020 ). The first approach, a teacher-centered classroom, as evidenced in Case A “The tale of a digital book,” leads to reactive strategies geared toward resolution and characterized by domination or avoidance; the second approach, student-centered learning, as observed in Case B “The tale of the local parish priest,” results in proactive strategies based on dialog, such as the integration of viewpoints and compromise with new ways of acting to overcome conflict, in the short and long term.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…In classroom climate management, this notion is linked to the pedagogical approach that the teacher uses to develop the lesson, which may be centered around the teacher’s authority to impose what and how to learn ( Trigwell et al, 1999 ) or on the students’ interest and abilities to construct knowledge, guided by the teacher ( Reigeluth et al, 2017 ). Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes ( Martínez et al, 2020 ; Özen and Yildirim, 2020 ). The first approach, a teacher-centered classroom, as evidenced in Case A “The tale of a digital book,” leads to reactive strategies geared toward resolution and characterized by domination or avoidance; the second approach, student-centered learning, as observed in Case B “The tale of the local parish priest,” results in proactive strategies based on dialog, such as the integration of viewpoints and compromise with new ways of acting to overcome conflict, in the short and long term.…”
Section: Discussionmentioning
confidence: 99%
“…Despite the undoubted importance of teachers commanding the competence to manage classroom climate, according to recent reports pre-service teachers in Spain feel dissatisfied with the theoretical nature of training in this area and also consider the practical training they have received to be deficient ( López et al, 2017 ; Özen and Yildirim, 2020 ). According to the TALIS report ( OECD, 2020 ), less than half (40%) of Spanish teachers reported feeling prepared to manage a class.…”
Section: Introductionmentioning
confidence: 99%
“…The teacher's goal is to control students' goals and behaviours toward a prescribed end. Teachers are expected to prepare the classroom environment for the teaching and learning process, establish classroom rules and create an effective learning environment for students to adopt the rules, organize and maintain classroom instruction [7]. The teacher creates the climate in the classroom that makes good discipline possible.…”
Section: Introductionmentioning
confidence: 99%
“…Se trata de un contexto relacional donde los profesores afrontan cada día la tarea docente y el reto de atender la complejidad de situaciones que se generan. En este contexto resulta indispensable una buena competencia comunicativa para liderar los procesos educativos de enseñanza y aprendizaje (López, Tejero y Fernández, 2017;Özen &Yildirim, 2020) y ocuparse de todo lo que acontezca en el aula de manera eficaz, constructiva y educadora.…”
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“…Numerosas investigaciones indican que muchos profesores utilizan prácticas predominantemente reactivas, destinadas a controlar el comportamiento de los estudiantes (Özen & Yildirim, 2020;Sullivan et al 2014). Sin embargo, investigaciones recientes han encontrado indicios alentadores de que los docentes intentan prevenir el comportamiento improductivo fomentando la participación de los estudiantes en las actividades de aprendizaje mientras abordan el mal comportamiento de manera discreta (Por ej.…”
unclassified