This document provides an overview of Nursheha Binti Mohd Hadzri's 2014 master's thesis which examined classroom management styles of primary school teachers in Shah Alam, Malaysia. The thesis includes an introduction that defines key terms like classroom management styles and discusses the importance of classroom management. It also outlines the research objectives, questions, and limitations. A literature review covers four common classroom management styles (authoritarian, authoritative, indifferent, laissez-faire), the importance of positive classroom environments, and gaining student attention. The thesis proposes to discover the best classroom management style and how to create a positive learning environment with over 80% student attention.
Important Characteristics for Teachers Significant in Teacher TrainingYogeshIJTSRD
The effective approaches and actions employed by teachers ultimately can make an optimistic difference on the lives of their students, and this notion will serve as the central focus of this composition. By examining precedent educational realities, preservice teachers can discuss what they should or should not do with a section of students. The often addressed tendencies and actions include a trustworthy caring and kindness of the teacher, the enthusiasm to share the responsibility expected in a classroom, a heartfelt sensitivity to the student’s miscellany, a motivation to provide meaningful learning experiences for all students, and a passion for stimulating the student’s inspiration. This composition will address some main sections. The first part will inform about the method used for the tracing of the effective teacher tendencies and actions. In unit two and three, the actual and impractical Tendencies and actions will be discussed more specially by concluding the preservice teachers’ discussions. A study based discussion of the described effective approaches and actions will be the focus of the fourth unit. Ameer Bee Mirza Abdul Aziz Baig "Important Characteristics for Teachers: Significant in Teacher Training" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39955.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39955/important-characteristics-for-teachers-significant-in-teacher-training/ameer-bee-mirza-abdul-aziz-baig
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This document summarizes a study on using the STAD (Student Teams Achievement Divisions) cooperative learning model to improve student activity and learning outcomes. Common problems in Indonesian education include teaching methods that do not engage students. Most learning is teacher-centered while students passively listen. The study aims to address low student responsibility, participation, and cooperation through implementing STAD learning, where students work in groups to master materials and are assessed individually. The roles of teachers and students change in STAD compared to traditional learning. STAD is expected to make students more active, collaborative, and improve academic achievement.
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachersfatima roshan
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
Jones, M., NTA 2015 Basic Level Webinar AssessmentMaya Jones
This document provides information from a basic level tutor assessment for Maya Jones by the National Tutoring Association. It includes definitions of tutoring, benefits of certification for tutors, qualities of effective tutors, the roles and responsibilities of tutors, communication skills, and how the Family Educational Rights and Privacy Act (FERPA) affects tutors. The document tests Maya Jones' knowledge on these topics through multiple choice and short answer questions.
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Teaching is a formal process that takes place in a classroom setting, where a teacher conveys knowledge and skills to students. The teacher aims to give students knowledge, pass on information, acquire skills, change attitudes, modify behavior, and provide life experiences. Effective teaching depends on how well the teacher performs their duties. It is a process that occurs between a teacher and students, where the teacher acts as a guide to help students learn and adjust to the world. Teaching involves planning, delivering instruction in the classroom, and evaluating learning.
Important Characteristics for Teachers Significant in Teacher TrainingYogeshIJTSRD
The effective approaches and actions employed by teachers ultimately can make an optimistic difference on the lives of their students, and this notion will serve as the central focus of this composition. By examining precedent educational realities, preservice teachers can discuss what they should or should not do with a section of students. The often addressed tendencies and actions include a trustworthy caring and kindness of the teacher, the enthusiasm to share the responsibility expected in a classroom, a heartfelt sensitivity to the student’s miscellany, a motivation to provide meaningful learning experiences for all students, and a passion for stimulating the student’s inspiration. This composition will address some main sections. The first part will inform about the method used for the tracing of the effective teacher tendencies and actions. In unit two and three, the actual and impractical Tendencies and actions will be discussed more specially by concluding the preservice teachers’ discussions. A study based discussion of the described effective approaches and actions will be the focus of the fourth unit. Ameer Bee Mirza Abdul Aziz Baig "Important Characteristics for Teachers: Significant in Teacher Training" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39955.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39955/important-characteristics-for-teachers-significant-in-teacher-training/ameer-bee-mirza-abdul-aziz-baig
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This document summarizes a study on using the STAD (Student Teams Achievement Divisions) cooperative learning model to improve student activity and learning outcomes. Common problems in Indonesian education include teaching methods that do not engage students. Most learning is teacher-centered while students passively listen. The study aims to address low student responsibility, participation, and cooperation through implementing STAD learning, where students work in groups to master materials and are assessed individually. The roles of teachers and students change in STAD compared to traditional learning. STAD is expected to make students more active, collaborative, and improve academic achievement.
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachersfatima roshan
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
Jones, M., NTA 2015 Basic Level Webinar AssessmentMaya Jones
This document provides information from a basic level tutor assessment for Maya Jones by the National Tutoring Association. It includes definitions of tutoring, benefits of certification for tutors, qualities of effective tutors, the roles and responsibilities of tutors, communication skills, and how the Family Educational Rights and Privacy Act (FERPA) affects tutors. The document tests Maya Jones' knowledge on these topics through multiple choice and short answer questions.
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Teaching is a formal process that takes place in a classroom setting, where a teacher conveys knowledge and skills to students. The teacher aims to give students knowledge, pass on information, acquire skills, change attitudes, modify behavior, and provide life experiences. Effective teaching depends on how well the teacher performs their duties. It is a process that occurs between a teacher and students, where the teacher acts as a guide to help students learn and adjust to the world. Teaching involves planning, delivering instruction in the classroom, and evaluating learning.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
This document discusses classroom management strategies for effective pedagogic instruction. It begins with an introduction on the importance of classroom management for ensuring smooth lessons. The document then outlines three key aspects of classroom management: 1) conceptual analysis, emphasizing arrangement of the physical classroom, student behavior and activities; 2) different methods for physically arranging students, including cooperative learning groups, differentiated instruction groups, and teacher-directed groups; 3) strategies for effective time management in the classroom to maximize learning opportunities. The document concludes by stressing the importance of a well-thought out classroom management plan for establishing a positive learning environment.
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
This 6 week lesson introduces students to the rainforest ecosystem. Students will learn about the different layers of the rainforest through teacher presentations and creating a paper model. They will take notes and write reports on specific aspects of the rainforest. To demonstrate their learning, students will create multimedia projects - making a layered book, documentary video, and PowerPoint presentations using research from various sources. The projects aim to enhance students' skills in note taking, writing, technology use, while teaching them about environmental conservation and sharing their knowledge with others.
The document summarizes key aspects of teacher education including initial teacher training, induction, and continuing professional development. It discusses how teacher education can be divided into pre-service education, the first years of teaching with support, and ongoing training. The document also outlines common components of teacher education programs including foundations of education, teaching skills, content knowledge and methods, and supervised classroom experience. It emphasizes the importance of ongoing professional development for teachers to continuously improve and adapt to changing needs.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
Supervisors’ remarks in teaching practice the perspectives of history student...Alexander Decker
This document discusses a study that examined the perspectives of history student-teachers on remarks given by supervisors during teaching practice. The study utilized focus group discussions with 24 history student-teachers to collect data. The document provides context on the role of teaching practice and supervisors' remarks in teacher training. It reviews literature on student-teachers' reactions to remarks, which can include stress, anxiety or acceptance. The impact of remarks is also discussed, including their potential to improve teaching or provide demoralizing criticism. The methodology of the study is described as qualitative in nature, focusing on meanings and perspectives.
M.Ed Teacher Education's Topic-Planning and organisation of mirco teachingfatima roshan
Micro-teaching is a technique used to help student teachers develop teaching skills. It involves breaking the teaching process down into individual skills which are practiced in short, simulated lessons with small groups of students. The micro-teaching cycle includes planning a lesson, teaching, receiving feedback, revising the plan, reteaching, and getting further feedback. This cycle is repeated until the student teacher masters the skill. When organizing micro-teaching sessions, the group is divided so each student teacher has the opportunity to practice while being observed, supervised, and provided feedback by their peers and instructor. The goal is to simplify teaching into definable skills and allow skills to be demonstrated, measured, and developed through this structured training process.
A narrative report on teaching experiencesYuna Lesca
Diosdado Macapagal High School is located in Sto. Domingo, Mexico, Pampanga. It was established in 2004 with 97 students and has grown significantly over the years to now serve over 1,368 students. The school aims to provide quality education through the cooperation of its administrators, teachers, parents, and community partners. It offers various academic and extracurricular programs throughout the year, including field trips, performances, and celebrations of holidays.
Teachers' perspectives on their involvement in selecting learning experiences and implementing curriculum in Kenyan secondary schools was examined. The study found that while teachers play an important role in curriculum implementation, the centralized curriculum development process in Kenya means teachers are not adequately involved in curriculum development. As a result, teachers' expertise is underutilized and they have less ownership over the curriculum. The study recommends giving teachers a greater role in curriculum planning and development to improve implementation.
Syllabus fs1 learner's d evelopment and environment sy2011-12Maria Theresa
This document provides the course syllabus for Field Study 1 at the Mindanao State University College of Education. The course is designed to help students observe child development in an actual learning environment. Over the course of 7 episodes, students will observe classrooms and learners of varying abilities and backgrounds. They will analyze teaching approaches, classroom environments, and the impact of home life on learning. Assessment is based on attendance, documentation of observations, active participation, a professional portfolio, and reflective journal entries. The goal is for students to understand how child development, diversity, teaching strategies and learning environments influence the educational process.
This document discusses co-teaching, which involves two teachers sharing instructional responsibilities for a classroom. It defines co-teaching and outlines five common approaches: one teach, one support; parallel teaching; alternative teaching; station teaching; and team teaching. It also lists steps for successful co-teaching implementation, including establishing rapport, identifying teaching styles, discussing strengths/weaknesses, and forming a plan of action. Advantages include benefits for both students and teachers, while disadvantages include challenges with different teaching styles and planning time requirements.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Attitude of teachers and school variables in secondary schools in ondo state,...Alexander Decker
This study examined teachers' attitudes and how they impact effective teaching in secondary schools in Ondo State, Nigeria. The researchers administered a survey to 216 randomly selected teachers across 90 schools. The results showed that teachers' attitudes varied significantly based on subject taught, with science teachers having the most positive attitudes on average and art teachers the least positive. Additionally, teachers' attitudes were found to correlate significantly with their age, sex, and teaching subject. The researchers concluded that overall, teachers' attitudes were not conducive to effective teaching and were influenced by their demographic characteristics like age and sex.
This document discusses the importance of research and lifelong learning. It begins by quoting a verse from the Quran that encourages gaining more knowledge. It then defines research as a tool for building knowledge that facilitates learning and increases awareness. Research provides evidence to support truths and gives students more opportunities. The document also discusses the research culture, noting that knowledge comes from previous studies and it is important for graduates to develop teaching practices through continuous research. Finally, it emphasizes the importance of lifelong learning and constantly seeking to gain more experience and knowledge through various opportunities. Learning depends on one's desire to continuously learn from books and experiences that can change perspectives and expand thinking.
The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
Two students were playing a friendly game of pool that grew more intense as they continued playing, with more people starting to watch. One player remained solely focused on making each shot, while the pressure eased once a new game began.
Teacher Competencies & Role of Educational Technology-Unit 07- 8626Ek ra
The document discusses teacher competencies and the role of educational technology. It outlines several key competencies for teachers, including knowledge of subject matter, child development, instructional planning strategies, assessment, classroom environment, technology skills, collaboration, and professional conduct. It also discusses teaching skills, microteaching as a teaching practice, and the role of technology in teacher education programs, including e-learning, mobile learning, multimedia, and educational software development.
This document discusses classroom management strategies for effective pedagogic instruction. It begins with an introduction on the importance of classroom management for ensuring smooth lessons. The document then outlines three key aspects of classroom management: 1) conceptual analysis, emphasizing arrangement of the physical classroom, student behavior and activities; 2) different methods for physically arranging students, including cooperative learning groups, differentiated instruction groups, and teacher-directed groups; 3) strategies for effective time management in the classroom to maximize learning opportunities. The document concludes by stressing the importance of a well-thought out classroom management plan for establishing a positive learning environment.
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
This 6 week lesson introduces students to the rainforest ecosystem. Students will learn about the different layers of the rainforest through teacher presentations and creating a paper model. They will take notes and write reports on specific aspects of the rainforest. To demonstrate their learning, students will create multimedia projects - making a layered book, documentary video, and PowerPoint presentations using research from various sources. The projects aim to enhance students' skills in note taking, writing, technology use, while teaching them about environmental conservation and sharing their knowledge with others.
The document summarizes key aspects of teacher education including initial teacher training, induction, and continuing professional development. It discusses how teacher education can be divided into pre-service education, the first years of teaching with support, and ongoing training. The document also outlines common components of teacher education programs including foundations of education, teaching skills, content knowledge and methods, and supervised classroom experience. It emphasizes the importance of ongoing professional development for teachers to continuously improve and adapt to changing needs.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
Supervisors’ remarks in teaching practice the perspectives of history student...Alexander Decker
This document discusses a study that examined the perspectives of history student-teachers on remarks given by supervisors during teaching practice. The study utilized focus group discussions with 24 history student-teachers to collect data. The document provides context on the role of teaching practice and supervisors' remarks in teacher training. It reviews literature on student-teachers' reactions to remarks, which can include stress, anxiety or acceptance. The impact of remarks is also discussed, including their potential to improve teaching or provide demoralizing criticism. The methodology of the study is described as qualitative in nature, focusing on meanings and perspectives.
M.Ed Teacher Education's Topic-Planning and organisation of mirco teachingfatima roshan
Micro-teaching is a technique used to help student teachers develop teaching skills. It involves breaking the teaching process down into individual skills which are practiced in short, simulated lessons with small groups of students. The micro-teaching cycle includes planning a lesson, teaching, receiving feedback, revising the plan, reteaching, and getting further feedback. This cycle is repeated until the student teacher masters the skill. When organizing micro-teaching sessions, the group is divided so each student teacher has the opportunity to practice while being observed, supervised, and provided feedback by their peers and instructor. The goal is to simplify teaching into definable skills and allow skills to be demonstrated, measured, and developed through this structured training process.
A narrative report on teaching experiencesYuna Lesca
Diosdado Macapagal High School is located in Sto. Domingo, Mexico, Pampanga. It was established in 2004 with 97 students and has grown significantly over the years to now serve over 1,368 students. The school aims to provide quality education through the cooperation of its administrators, teachers, parents, and community partners. It offers various academic and extracurricular programs throughout the year, including field trips, performances, and celebrations of holidays.
Teachers' perspectives on their involvement in selecting learning experiences and implementing curriculum in Kenyan secondary schools was examined. The study found that while teachers play an important role in curriculum implementation, the centralized curriculum development process in Kenya means teachers are not adequately involved in curriculum development. As a result, teachers' expertise is underutilized and they have less ownership over the curriculum. The study recommends giving teachers a greater role in curriculum planning and development to improve implementation.
Syllabus fs1 learner's d evelopment and environment sy2011-12Maria Theresa
This document provides the course syllabus for Field Study 1 at the Mindanao State University College of Education. The course is designed to help students observe child development in an actual learning environment. Over the course of 7 episodes, students will observe classrooms and learners of varying abilities and backgrounds. They will analyze teaching approaches, classroom environments, and the impact of home life on learning. Assessment is based on attendance, documentation of observations, active participation, a professional portfolio, and reflective journal entries. The goal is for students to understand how child development, diversity, teaching strategies and learning environments influence the educational process.
This document discusses co-teaching, which involves two teachers sharing instructional responsibilities for a classroom. It defines co-teaching and outlines five common approaches: one teach, one support; parallel teaching; alternative teaching; station teaching; and team teaching. It also lists steps for successful co-teaching implementation, including establishing rapport, identifying teaching styles, discussing strengths/weaknesses, and forming a plan of action. Advantages include benefits for both students and teachers, while disadvantages include challenges with different teaching styles and planning time requirements.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An effective teacher is passionate about their subject, students, and possibilities in the classroom. They act professionally, communicate well, and serve as a role model. The teacher listens to students, has a positive influence, displays student work, and treats students as individuals while embracing diversity. Lesson plans incorporate different learning styles and the teacher provides feedback to keep students engaged through technology and varied assessments. The teacher facilitates learning, communicates well, maintains organized records, and strives to improve their effectiveness.
Attitude of teachers and school variables in secondary schools in ondo state,...Alexander Decker
This study examined teachers' attitudes and how they impact effective teaching in secondary schools in Ondo State, Nigeria. The researchers administered a survey to 216 randomly selected teachers across 90 schools. The results showed that teachers' attitudes varied significantly based on subject taught, with science teachers having the most positive attitudes on average and art teachers the least positive. Additionally, teachers' attitudes were found to correlate significantly with their age, sex, and teaching subject. The researchers concluded that overall, teachers' attitudes were not conducive to effective teaching and were influenced by their demographic characteristics like age and sex.
This document discusses the importance of research and lifelong learning. It begins by quoting a verse from the Quran that encourages gaining more knowledge. It then defines research as a tool for building knowledge that facilitates learning and increases awareness. Research provides evidence to support truths and gives students more opportunities. The document also discusses the research culture, noting that knowledge comes from previous studies and it is important for graduates to develop teaching practices through continuous research. Finally, it emphasizes the importance of lifelong learning and constantly seeking to gain more experience and knowledge through various opportunities. Learning depends on one's desire to continuously learn from books and experiences that can change perspectives and expand thinking.
The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
Two students were playing a friendly game of pool that grew more intense as they continued playing, with more people starting to watch. One player remained solely focused on making each shot, while the pressure eased once a new game began.
Error analysis is a technique used to identify and interpret systematic errors made by language learners. It examines errors according to modality, linguistic level, form, type, and cause. The history of error analysis can be traced back to the 1960s when S. Pit Corder revived interest in the topic and established its importance in second language acquisition. Error analysis benefits learners by providing feedback that helps develop their second language knowledge.
The document is a research proposal submitted by Rajib Hossain Khan to investigate the problems and prospects of public library systems and services in Bangladesh. The proposal outlines the research questions, significance of the problem, objectives of the study, definitions of key terms, literature review conducted, proposed research design using surveys and interviews, data analysis plan, budget, anticipated results and timeline. The research aims to determine the problems faced by public libraries in Bangladesh, explore their future prospects, and propose a model to improve public library systems and services.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
This document contains a research proposal submitted by Noor Hasmida Binti Mohd Khair to study the use of ICT in teaching visual arts and design. The proposal includes an introduction providing background on ICT and how it relates to visual arts. It then states the problem being examined, which is students' lack of interest and skills in visual arts. The objectives are to determine how ICT can motivate students, improve artwork quality, and enhance teaching effectiveness. The proposal also includes research questions, hypotheses, definitions of key terms, and limitations. The significance is explained as providing benefits to students, teachers, and educational institutions for developing creative skills using ICT.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
This action research proposal aims to explore strategies to help primary school students overcome reading problems in English. The researcher plans to implement an English Language Learning and Reading Program (ELLARP) using activities like assemblies, workshops, buddy reading, and a mobile library. Data will be collected through observation and interviews to analyze the types of reading difficulties students face and the effectiveness of different teaching strategies. The goal is to help students develop a more positive attitude towards reading in English and increase their language proficiency over the long term.
This document provides tips for making an effective presentation of research work in 3 sentences or less:
The document outlines best practices for creating clear and readable presentation slides, including using point form, limiting text per slide, using large and contrasting fonts, simple backgrounds, and properly formatted graphs and tables. Common mistakes to avoid are discussed, such as small fonts, excessive use of colors and animation, and distracting backgrounds. The presentation should be proofread for spelling and grammar errors, and conclude with a summary of key points and an invitation for questions.
The document summarizes a study that surveyed 130 newly admitted undergraduate teacher education students about their views on parent involvement in education. The survey aimed to understand students' memories of their own families' school involvement and how they conceptualize the roles of parents and teachers. It found that students viewed parent knowledge as long-term and individual while teacher knowledge was seen as professional and unbiased. Students anticipated doing more school-based parent involvement like conferences rather than community activities. The authors advocate giving greater attention to families in teacher education programs.
The document discusses a research study that aimed to assess the perceived effectiveness of student assistants assigned to selected offices at Holy Cross of Davao College. Specifically, it sought to understand the student assistants' perceived level of job performance, relationships with coworkers and clients, job satisfaction, ability to cope with stress, and overall effectiveness. The study used a descriptive research design and questionnaires to gather data from 37 student assistants in the guidance office, internet laboratory, and library. The findings showed that the student assistants generally felt they performed their tasks well and often maintained good relationships and satisfaction in their roles, though those in the library reported higher performance levels. The researchers recommended the student assistants be responsible in fulfilling their duties and that effective service comes from serving
The document provides guidance on writing an effective research proposal in 3 sentences or less:
The research proposal outlines the key components of a study such as the introduction, problem statement, objectives, literature review, methodology, and limitations. It establishes the purpose and justification of the research and provides a plan for conducting the study. An effective proposal clearly defines the research problem, questions, variables, methodology, and intended outcomes of the study.
A research proposal outlines a research project and provides information on key elements such as the research question, methodology, and ethical considerations. It connects the proposed research to existing literature and discusses the importance and viability of the research topic. Important components of a research proposal include the introduction of the research topic and why it is being studied, a literature review, research design outlining the methodology and methods of data collection/analysis, and consideration of ethical issues. The proposal should also include sections on aims/objectives, conclusions/recommendations, and references. A good title reflects the well-defined aims of the research in a concrete manner.
The document outlines the 8 key elements that should be included in a research proposal:
1) Background of the study which establishes the context and area of research.
2) Statement of the problem which describes the research question or problem being addressed.
3) Objectives which state what the research aims to accomplish.
4) Significance which explains why the research is important.
5) Limitations which specify the boundaries and scope of the research.
6) Definition of terms which explains key concepts.
7) Literature review which shows awareness of previous related work.
8) Methodology which describes the data, procedures, and justification of methods.
The document outlines a research proposal to investigate the impact of computer education workshops at the Ottawa Public Library on senior citizens' awareness of personal information disclosure on Facebook. It discusses prior literature on seniors and social media which found benefits but also barriers. The study aims to address gaps and provide information on how library programs can help increase seniors' digital literacy and reduce concerns regarding privacy and lack of skills. Interviews and content analysis of transcripts will be used as the methodology.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
This document discusses effective classroom management strategies. It begins with an introduction that defines classroom management as creating a safe learning environment with clear rules and expectations where students can succeed. It then lists questions to determine effective vs ineffective classroom management strategies. The document discusses managing small group activities, dealing with disruptive students, and the importance of consistency in applying classroom rules. It provides examples of classroom management challenges and strategies for improvement.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
This article summarizes a study that examined the relationship between primary school teachers' classroom management styles and views on pupil control. The study surveyed 200 randomly selected primary school teachers in Turkey. It found that teachers most commonly used an authoritative classroom management style, exercising reasonable control while encouraging student independence. A moderate positive correlation was found between custodial pupil control ideologies and authoritarian classroom management styles that rely more on restrictions and scolding. The study concluded that teachers with stronger custodial views tended to prefer more authoritarian styles for maintaining classroom rules.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
3. In addition to behavior management, teachers must also effectively manage instruction time, academic work, motivation, classroom arrangement, and communication to create an organized learning environment.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students to address misbehavior promptly, and carefully plan instruction, activities, and use of classroom time.
3. Proper classroom arrangement, motivation of students, communication between teachers and students, and management of academic works and student behavior are important aspects of classroom management considered by teachers.
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
3. In addition to behavior management, teachers must also effectively manage instruction time, academic work, motivation, classroom arrangement, and communication to create an organized learning environment.
La caze donna odom, classroom behavior and management for teachers v22 n2 2012William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The document discusses a learning episode focused on classroom management. It includes an overview of intended learning outcomes, which are to plan how to manage time, space, and resources to provide an appropriate learning environment. Performance criteria include the quality of observation, analysis, reflection in documentation. Learning essentials discuss establishing clear rules and procedures, involving students in rule design, and reinforcing positive behavior. The student's map outlines steps to observe a class, document components, analyze structure and behavior, and reflect on management's impact. Tools include observation guides. The analysis examines how organization affects behavior and which strategies motivate students. Reflection imagines rules for high schoolers. Theory is integrated by identifying effective behavior management strategies.
This study examined the relationship between primary school teachers' views on pupil control ideologies and their classroom management styles. The researchers surveyed 200 randomly selected primary school teachers. They found that teachers predominantly used an authoritative classroom management style, encouraging student participation and communication. A moderate positive correlation was found between custodial pupil control ideologies and authoritarian classroom management styles. The study provides insight into how teachers' beliefs about student control relate to their approaches to managing the classroom.
Classroom Management and Motivation Tipsdeesampson
This document provides guidance on classroom management using the instructional approach. It discusses establishing a positive classroom environment and addressing misbehavior. Common causes of misbehavior and classroom management strategies are outlined, including organizing the classroom, establishing expectations, instructional planning, group work techniques, and motivating students. The instructional approach focuses on preventing issues through well-planned lessons matched to student needs and abilities.
This document provides an introduction to classroom management. It defines classroom management as the methods and strategies used by teachers to maintain a supportive learning environment. The importance of classroom management is discussed, including establishing consistent routines, effective time management, creating a positive atmosphere, improving student test scores and impact. Key components of classroom management are identified as content management, conduct management, and covenant management. Different designs of classroom management are compared, including authoritarian, permissive, and democratic styles. The role and need for classroom management is explained as facilitating instruction and learning. Physical arrangement of the classroom and teacher goals are also covered.
Classroom management refers to the activities and strategies teachers use to maintain order and promote student engagement and cooperation. Effective classroom management has three main goals: maximizing instruction time; improving student engagement and participation; and developing student self-management and responsibility. Traditionally, management focused on preventing misbehavior through control and discipline. Recent approaches emphasize engaging instruction and creating a cooperative learning environment to promote self-discipline. Teachers can encourage engagement through well-planned lessons, clear expectations, and monitoring students. When issues arise, teachers have a range of intervention strategies from nonverbal cues to respectful enforcement of logical consequences.
The document discusses three key aspects of motivating students in the classroom:
1. Motivation develops from understanding the complete learning experience, including learner preferences, expectations, tasks, teaching strategies, resources, and environment.
2. Intrinsic motivation is important and can be developed through teaching routines, setting achievable goals, encouraging self-evaluation, helping students believe in their abilities, and teaching behavior components.
3. Coercion should be minimized and failure accepted as part of learning, as it breeds future success. An overall goal is to create a productive learning environment.
MAEDU IGNOU MES 044 Institutional management unit 1Puja Pahwa
The document discusses various aspects of classroom management. It begins by introducing the importance of classroom management for effective learning. It then discusses different concepts related to classroom management including the definition of a classroom and need for management. It outlines several schools of thought on classroom management and lists the key components and determinants. Finally, it discusses indices of effective management and approaches to handling student misbehavior.
This document provides guidance on classroom management using an instructional approach. It discusses establishing a positive classroom environment and addressing misbehavior to maintain a conducive learning space. The instructional approach believes well-planned lessons can prevent most issues by engaging students. It outlines several classroom management strategies teachers can use, such as organizing the classroom, establishing expectations, fostering accountability, and maintaining appropriate student behavior through monitoring and rewards. The document emphasizes the importance of instruction, planning engaging activities, and using various techniques to motivate students.
Primary school teachers’ views about pupil control ideologies and classroom m...Azreen5520
Primary school teachers in Turkey were surveyed about their classroom management styles and pupil control ideologies. The survey found that teachers most commonly used an authoritarian classroom management style, followed by authoritative, laissez-faire, and indifferent styles. Teachers' views aligned more with a custodial pupil control ideology that emphasizes strict control and punishment over a humanistic ideology. A moderate positive correlation was found between custodial views and authoritarian management. The study concluded that teachers with stronger custodial views tended to use more authoritarian practices.
The document discusses classroom management strategies for a class of 30 students with diverse backgrounds and learning styles. It outlines the teacher's philosophy of being flexible facilitators and role models. The rationale is to maximize learning time and structure the classroom environment. Objectives are for teachers to identify behavioral issues, reflect on strategies, and effectively manage four key areas: time, space, resources, and psychosocial factors. Student profiles describe their religious and learning preferences. Areas to manage are instruction time, classroom ambiance, academic performance, and overall behavior and climate.
This document discusses interaction in the language classroom and different grouping arrangements that teachers can use. It covers the teacher's action zone, which students they interact with most, and how this can disadvantage some learners. It also discusses learner interactional competence and different patterns students may exhibit, such as being task-oriented, phantom, social, or dependent learners. Finally, it discusses different grouping arrangements teachers can use, such as whole class, group work, or individual work, and factors to consider when choosing arrangements.
Handbook for qualities of effective teachersAisha Fatimah
Mandrel Epps is a second-year teacher who struggles with classroom management. While his lessons are engaging, his students sometimes take advantage of him because he has trouble enforcing rules and maintaining order. His mentor suggests reviewing his classroom rules to ensure they are clearly stated, reasonable, enforceable, and general. Mandrel has several rules but some need to be consolidated or reworded to meet the criteria of being an effective rule. His mentor will help Mandrel refine his rules so he can better manage student behavior.
Similar to NURSHEHA BINTI MOHD HADZRI Research Proposal (20)
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
This document contains a questionnaire for primary school students about classroom management styles and teaching preferences. The questionnaire has two parts, with the first part collecting demographic information from students like gender, age, and how long they can focus during lessons. The second part asks students about the type of teaching styles they prefer, including teachers who show clear rules but also encourage independence, and interactive learning activities like games, videos and group discussions over passive lecturing. The goal is to understand students' perspectives to help teachers improve their classroom management.
There are four classroom management styles: authoritarian, authoritative, laissez-faire, and indifferent. Good classroom management creates an effective learning environment. The document is a questionnaire for primary school teachers that examines their classroom management styles and teaching experiences. Teachers are asked to rate statements about their classroom management approaches on a scale and provide information about their gender, age, education level, years of teaching experience, and whether teaching was their first career choice.
The document provides an overview of the American education system from preschool through higher education. It describes the main components at each level, including preschool, elementary, junior high, and high school. It also compares the American system to those in Germany, the UK, and Malaysia. Key differences are highlighted such as tuition fees, ages of schooling, and public versus private school structures.
The document describes the American school system from preschool through higher education. It provides details on:
- Preschool, elementary, junior high, and high school, including typical ages and subjects taught
- The differences between public and private schools
- Extracurricular activities commonly offered in high schools
- Higher education, including the differences between colleges and universities, typical degrees awarded, and tuition costs
- A brief comparison of the American education system to those of Germany, the UK, and Malaysia
Here are the answers to your questions:
1. There are four basic methods of collecting data in survey research: direct to group, email, telephone, and personal interview.
2. We conduct survey research to collect information by asking questions. It allows us to describe characteristics of a population.
3. The purpose of a survey is to collect data that describes one or more characteristics of a specific population. It can be used to learn about people's behaviors, opinions, attitudes, etc.
4. We use correlational research to determine the relationship among two or more variables without influencing them. It allows us to investigate possible relationships between variables.
5. The basic steps in correlational research are: problem selection,
This article examines the relationship between primary school teachers' views on student control ideologies and classroom management styles. It utilized a survey to collect data from 200 randomly selected primary school teachers in Kutahya City Centre, Turkey. The results found that primary teachers most commonly used an authoritarian classroom management style and held custodial control ideologies that emphasized strict control and punishment. A correlation was seen between custodial control views and more authoritarian styles. The implications are that teachers with these views may have difficulty creating an effective learning environment.
This article summarizes a study that examined the relationship between primary school teachers' views on pupil control and their classroom management styles. The study utilized a survey model to collect data from primary school teachers and analyzed the results using descriptive statistics and correlation analysis. It found that primary teachers most commonly used an authoritarian classroom management style, characterized by strict control and one-way communication. Additionally, there was a correlation found between teachers who held custodial control ideologies and those who employed authoritarian classroom management methods. The article concludes there is a relationship between how teachers view pupil control and the styles they use to manage their classrooms.
Classroom Management Presentation by Nursheha Mohd Hadzri (Master Education)Sheha Shaida Tuan Hadzri
1. The document discusses classroom management strategies for teachers, including organizing the learning environment, creating positive learning environments through rules and procedures, and getting started in the first weeks of class by establishing effective managers for elementary and secondary students.
2. It also covers maintaining a good learning environment through engagement, prevention, and relationships. Dealing with discipline problems is addressed, including ways to stop misbehavior and special programs for classroom management.
3. Different challenges teachers may face are identified, such as students walking around or interrupting class, as well as strategies for addressing these challenges.
Teacher classroom management practices: effects on disruptive or aggressiv...Sheha Shaida Tuan Hadzri
This review examined the effects of teachers' classroom management practices on disruptive student behavior. The review included 12 studies that evaluated universal classroom management programs. The results found that teachers' use of effective classroom management practices significantly reduced disruptive behavior, with an overall mean effect size of 0.80-0.71 depending on the intraclass correlation coefficient. While only the first research question could be fully addressed, the review concluded that teachers can expect improvements in student behavior and the classroom environment through the use of effective classroom management strategies.
This document introduces the Positive Learning Framework (PLF) for classroom management. It is a three-phase model that includes:
1) Preparation before class through self-awareness and developing a management plan.
2) Effective lesson design that engages students in learning.
3) Corrective actions to address misbehavior, ranging from low-level responses to escalating issues.
The framework is grounded in research on resilience, self-worth, and positive psychology. It aims to build on student strengths and view behavior through a non-deficit lens.
This study examined how elementary school teachers' classroom management approaches may differ based on their years of teaching experience. Data was collected from 268 teachers in Turkey and they were grouped based on their experience levels from 0-5 years, 6-10 years, 11-15 years, and so on. The findings showed that more experienced teachers preferred being more in control of their classrooms compared to beginning teachers. Previous research also indicates that early career teachers prefer less direct control and more shared control with students, but tend to want more control as they gain experience. The study aimed to contribute to understanding how classroom management approaches may evolve over a teacher's career.
This document summarizes a study that aimed to identify classroom problems faced by teachers in public schools in Tafila province, Jordan. The study surveyed 196 teachers using a questionnaire. The results found that behavioral problems had a mean of 2.66 and academic problems had a mean of 3.08. There were statistically significant differences for behavioral problems based on gender for males in basic school and teaching experience under 5 years. There were no statistically significant differences found for academic problems based on gender, school level, education degree, or teaching experience. The study provided recommendations to address the classroom problems.
1) The document discusses a study that examined the relationship between preparedness, classroom experiences, and self-efficacy in managing classroom behavior for graduate and student teachers.
2) The results showed a significant positive association between self-efficacy in behavior management and both preparedness and classroom experiences. Preparedness and classroom experiences significantly predicted teachers' self-efficacy ratings.
3) However, both graduate and student teachers reported feeling only moderately prepared and self-efficacious, with most wanting additional training in behavior management.
Improving the Effectiveness of Behavioural Classroom Interventions for ADHDSheha Shaida Tuan Hadzri
This article discusses improving the effectiveness of behavioral classroom interventions for students with disruptive behavior problems. It notes that while behavioral interventions are commonly used, they are not always implemented correctly or consistently by teachers in classroom settings. The article advocates for providing teachers with more training, feedback and support to ensure behavioral interventions are carried out appropriately and can truly change student problem behaviors.
Improving the Effectiveness of Behavioural Classroom Interventions for ADHDSheha Shaida Tuan Hadzri
This document appears to be an academic article discussing a study on the effects of self-management strategies for classroom preparedness and homework completion. However, most of the text is blocked out and not readable due to copyright restrictions, so no meaningful summary can be provided based on the information given.
This article discusses special education teacher preparation in classroom management. It notes that classroom management is an essential skill for special education teachers but one that they often feel underprepared in. The article advocates for strengthening classroom management training in special education teacher preparation programs to better equip teachers for the behavioral challenges they may face.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
NURSHEHA BINTI MOHD HADZRI Research Proposal
1. “CLASSROOM MANAGEMENT STYLES OF PRIMARY
SCHOOL TEACHERS IN SHAH ALAM”
NURSHEHA BINTI MOHD HADZRI
MASTER OF EDUCATION IN EDUCATIONAL
MANAGEMENT AND LEADERSHIP
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
MARCH 2014
2. Contents
Chapter 1 ....................................................................................................................................... 3
1.1 Introduction........................................................................................................................ 3
1.2 Background of the study ................................................................................................... 4
1.3 Statement of Research problem........................................................................................ 5
1.4 Research objectives............................................................................................................ 5
1.5 Research questions............................................................................................................. 6
1.6 Operational definition ....................................................................................................... 6
1.8 Significance of the Study ................................................................................................... 8
Chapter 2 ..................................................................................................................................... 10
Literature Review ....................................................................................................................... 10
2.2 Importance of classroom management .......................................................................... 10
2.2 Classroom management styles........................................................................................ 11
2.2.1 Student attention in the positive classroom environment ........................................ 13
2.5 Conclusion ........................................................................................................................ 14
Chapter 3 ..................................................................................................................................... 15
3.1 Research Design ............................................................................................................... 15
3.2 Population and Sampling ................................................................................................ 16
3.3 Instrumentation................................................................................................................ 16
3.3.1 Questionnaires.............................................................................................................. 16
3.4 Data Collection................................................................................................................. 17
3.5 Data Analysis.................................................................................................................... 18
References.................................................................................................................................... 20
3. Chapter 1
1.1 Introduction
Classroom management is the crucial of teaching skill. As teachers, they cannot
continue their lesson if the classroom full with troubles and disruptions. How good teachers
keep control their classrooms is the main point of this study. Successful classroom management
is based on shaping the classroom in a positive physical and emotional situation. Brilliant
teachers will start routines, lessons, and disciplinary tactics to get student attention. Teachers
need to encourage students to take more responsibility for their learning and behavior. So that,
teachers will use less time to correct student‟s misbehavior. If the teachers know how to control
the classroom for sure the time pro0vided will be more for teaching and learning.
There are four group classroom management styles which are authoritarian,
authoritative, laissez-faire and indifferent. Good classroom management is measured by making
proactive teaching and learning environment. Teacher skills are one of the important key of
classroom management styles. Other than that, teachers skills maybe will be based from theirs
educational background, perceptions in different fields, professional values and perspectives
about education, and teaching experiences. In one of the article, the researcher proves that
classroom management styles are related with the pupils control in classroom by teacher
(Dumlupinar, 2009).
Firstly, authoritarian classroom management is based on teacher restriction and
classroom is fully controls by the teachers. In this category, students must pay attention and
must be participate in class activities. To be more understand this category teachers have
authority to their students (Dunbar C. , 2004); (Ekici, 2004); (Hepburn, 1983); (Kris, 1997b);
4. (Moore, 1989). Secondly, in authoritative classroom management is built on teachers control
student behavior but with reasonable reasons. Even this category still using some restriction
style but the students are encouraged to be more independently and not depend on teachers at all
time (Kris, 1997b); (Ekici, 2004) . They will have mutual communication. Thirdly, laissez-faire
classroom management is teachers shown less control behavior to students. The teachers not
scold the misbehavior but they are friendly to the students. This category will have a problem in
classroom management and classes will be out of control ( (Dunbar C. , 2004); (Ekici, 2004);
(Kris, 1997b); (Moore, 1989). (Woolfolk, 1984).The last but not least, indifferent classroom
management style is based on free style teaching. The teachers are unwilling to force students to
participate in the class. Besides that, teachers also are not ready or prepared the lesson of the
subject. They just come to class and continue teach whatever they want to teach. Most of the
lesson time, teachers let the student to do whatever they willing to do. This category faced big
discipline problems and effected students‟ performance. It possibly make student not respect to
that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris, 1997b).
1.2 Background of the study
Consequently, as teacher our main concern is to produce good students and to make
them ready face many world challenges after they finish their school time. Apart from parents,
the teachers are the next key factors, who patiently to teach and care to their students. Some
teachers will teach the same student in many years (Mansor, Zailina Hashim, Saidi Moin, &
Haslinda Abdullah, 2012).
Proactive teachers do not avoid problems in learning or problems with behavior. These
teachers accept responsibility for their students‟ successes and their students‟ failures (Brophy,
5. 1983). According to the researchers, they found that teachers who are lacked classroom
management skills will lead to the student problem behavior (Aronson, 1998).
Formally, poor classroom management result teacher‟s loss the instructional time because
most of the times are focus on student‟s disruptions and students problem. One of the studies
found that more than half of primary school class time was busy with non-learning activities, for
instance waiting, general management activities and other non-instructional activities. By one
estimate, 70 percent of teachers need to improve their classroom management skills (Aronson,
1998).
1.3 Statement of Research problem
Nowadays teachers are facing a problem in how to control the student in classroom. The
challenges in controlling student behavior in 10 years ago are different with student behavior
today.
Teacher need to improve and modify their control skills that will help them to switch
negative situation in a positive approach, hence to keep good classroom management, but in
the same time allowing students to receive best learning understandings within the chosen time
for give an instruction to them.
So, in the objective of this study will help teacher to find the best way to control student
behavior in the classroom and at that time encourages them to create positive classroom
environment.
1.4 Research objectives
The research objectives of this study are:
6. i) To discover the best classroom management styles
ii) To find the major important of positive classroom management
iii) To get more than 80% student‟s attention in the classroom
1.5 Research questions
The research questions of this study are:
i) What is the best classroom management style?
ii) What are the major important of positive classroom management?
iii) How to get more than 80% student‟s attention in the classroom?
1.6 Operational definition
1.6.1 Classroom management style
Classroom management style is also known as classroom management approach.
Teachers have to form classroom rules and procedure, and also they have to guide the students
in how to follow their instruction. Teachers need to explain very clear to students the
disadvantages of naughtiness. At that moment, teachers have to remind classroom rules to the
students in the first day of the school. It is because the first day or the first week of the school is
playing an important rule to implement classroom rules and procedures to the students. Other
than that, teachers also have to monitor classroom activities and observe students behavior. At
that point, teachers need to form more opportunities especially for students who have behavioral
problem and make them to get achievement in their learning and social behavior.
1.6.2 Teacher management styles
7. There are four types of classroom management styles which are authoritarian,
authoritative, indifferent, and laissez-faire. The authoritarian teacher will show restrictions
and controls on the student‟s behavior. Students will often have assigned seats for the entire
term. There are no deviations on the arrangements of desks and usually the desks are in straight
rows. During lesson, students have to remain in their seats at the beginning of class until the end
of the lesson period (Dunbar C. , 2004).
The authoritative teacher also shows restrictions to the students but at the same time
encourages the students to be independence (Dunbar C. , 2004) .This teacher repeatedly
describes the reasons behind each of the rules and decisions provided in the classroom.
Teachers and students will have mutual communication.
The indifferent teachers are not always involved in the classroom. This teacher likes to
use free styles teaching and they are not depending on the lesson plan provided. The indifferent
teachers feel that class preparation is not important (Dunbar C. , 2004). This teacher simply
won‟t use the preparation time and may practice the same resources, year after year. By using
this style, the teacher will face problematic discipline student and effected student‟s academic
performances.
The laissez-faire teacher will let the students to make their own decision. The words
“Do your own thing” describes this classroom (Dunbar C. , 2004). This teacher accepts the
students‟ opinions and actions and not always monitors student‟s behavior. This teacher is
friendly to their students. Most of the students will be more close their teachers. Then, the
teacher will face problem to control the noisiest of the classroom.
8. 1.7 Limitation of the study
Several limitations were detected in this study. Firstly, limitation of this study is depends
only on teachers‟ and student reported data on the questionnaire form. Only questionnaires tool
will use in this study. Actually the reported data can be supported by using other tools which are
interviewing participants and direct observation but this in study focus only on questionnaires.
Secondly, limitation is linked to the population of the study. The population of this study is
limited to the primary school teachers and student just in Shah Alam. So the results of the study
cannot be global or assume to all primary school teachers in Selangor. The effects can only show
us a general opinion and action from this particular sample.
1.8 Significance of the Study
This study is design to investigate the classroom management styles of primary school
teachers in Shah Alam. This study also plans to discover the best classroom management styles;
to find the major important of positive classroom management; to get more than 80% student‟s
attention in the classroom. The need of this study is to find better solution on problem of
classroom control.
There is an issue in education that has better reasons that concerns for all teachers,
parents and students than classroom management as the lacking of effective classroom
management skills is the major gab for a successful career in teaching (Long, 1987). For that
reason classroom management is play an important role of the school system. The success
classroom management will create positive environment in whole of the school. So,
9. successiveness of classroom management depending on the way of principal and teachers guide
their students.
There should be an improvement in the teacher‟s classroom management systems. Even
though some studies shows on classroom management that be familiar with the classroom
management theories and practices of teachers in Malaysia perception, they were lead before the
implementation of new curriculum.
1.9 Conclusion
This chapter has highlighted on the background of study, the research problem, the
research objectives, the research questions, the important of the research, the definition of main
term used in this study and the limitation of this study. The literature review related to this study
will be discussed in chapter 2.
10. Chapter 2
Literature Review
2.1 Introduction
Literature review of this study is related with three objectives of the study which are to discover
the best classroom management styles; to find the major important of positive classroom
management and to get more than 80% student‟s attention in the classroom. This chapter will
be discussed about important of classroom management, categories of classroom management
styles and student attention in positive classroom environment.
2.2 Importance of classroom management
Proactive classroom management is very important to avoid problem in learning and
student behavior. Teacher needs to concern more in managing student‟s behavior especially with
misbehavior‟s student that interfered with positive learning environment. (Shin & Koh M. S.,
2007). The foundations of teaching experiences commonly take serious in controlling students
and form a disciplined environment to get better teaching and learning situation.
Maintaining order in a classroom is a basic task of teaching as management activities
lead to the established and maintenance of those conditions in which instruction can take place
effectively and efficiently (Doyle, 1986). There is variable that encouragements school learning
and teaching and classroom management has been recognized as variable that had greatest
influences on school learning (Freiberg, 1999).
There should be clarity about what the classroom management is so its influence on
learning environment could be understood. Since classroom management is a complicated
11. concept to understand, it is defined contrarily by different writers. Conceptions of classroom
management are influenced by changes in research perspectives at various points since the late
1960s (Evertson & Harris, A. H., 1999).
2.2 Classroom management styles
There are four group classroom management styles which are authoritarian, authoritative,
laissez-faire and indifferent. First, the authoritarian teacher put gap and limit on the students.
The seating of the students will be assigned for the entire term. The arrangement of the desk in
the classroom usually in straight row and organized well by the teachers (Dunbar C. , 2004).
During lesson, students have to stay on their seat until the end of the lesson. This kind of teacher
will focus on the student discipline. Students know they should not interrupt the teacher. Since
verbal exchange and discussion are discouraged, the authoritarian‟s students do not have the
opportunity to practice communication skills. This teacher prefers strong discipline and their
expectation is very high on obedience. If the students not follow instruction, they will send to the
principal‟s office. In this classroom, students need to follow directions and no need to ask any
question. Students have to be a good listener at all the time.
Second, authoritative based on limits and controls on the student‟s behavior but
concurrently encourage the student to be more independence (Dunbar C. , 2004). Every rules,
decisions and punishment happen in the class are explaining first the reason to the student. If a
student is not listening, the teacher offers a polite but firm always reminding student not to
repeat the same thing. These teachers sometimes not take seriously on the discipline but only
after careful consideration of the circumstances. The authoritative teacher is open to
considerable verbal interaction, including critical debates. The students know that they can
12. interrupt the teacher if they have a relevant question or comment. This environment gives
students the opportunity to learn and practice communication skills.
Thirdly, indifferent teacher is not really participating in the classroom. The indifferent
teacher just doesn‟t want to impose on the students and often feels that class preparation is not
worth the effort. Things like field trips and special projects are out of the question (Dunbar C. ,
2004). This teacher will not take any necessary preparation time to gain new knowledge of
information for the students. They will recycle the lesson plan, the resources and material year
after a year. This teacher not stress on the student discipline and behavior. This category faced
big discipline problems and effected students‟ performance. It possibly make student not respect
to that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris, 1997b).
The last but not least laissez-faire teacher places few demand or controls on the
students. “Do your own thing” describes this classroom (Dunbar C. , 2004). This teacher
accepts the students‟ actions and not monitors the student‟s behavior properly. The teacher tries
not to hurt the students‟ feelings and has difficulty saying no or enforcing rules. If a student
disrupts the class, the teacher may assume that the student is not getting enough attention. When
a student interrupts a lecture, the teacher accepts the interruption with the belief that the student
must surely have something valuable to add. When discipline is offered, it is likely to be
inconsistent. This category faced big discipline problems and effected students‟ performance. It
also possibly make student not respect to that teacher. (Dunbar C. , 2004) (Ekici, 2004); (Kris,
1997b).
13. 2.2.1 Student attention in the positive classroom environment
A good classroom management system recognizes the close relationship between positive
behavior and effective instruction. In the process of teaching and learning, teachers often
face various problems related to students. All the approaches from teachers are plays an
important role in maintaining students' interest in learning.
According to Burns (2005), as well as teachers focus on methods of l classroom control ,
lesson planning and maintaining attention students in the classroom, how teachers assess student
performance also very important.
Teachers should also provide the space or environment that makes students feel
comfortable without a doubt to ask assistance (Froster, 1995). According to Bernard (1995),
atmosphere contains elements of caring, support, hope and opportunities for students to engage
in all learning activities can help the healthy development of personality of students.
As a student of course they expect attention of teachers, in or outside the classroom.
According Marzita (2002) students get frustrated when teachers are too busy teaching but do not
give attention to the needs of students while learning. Student frustrated and marginalized they
were not like the lesson considered being a difficult and intimidating subject. Gina and Shuki
(2009) list a variety of ways teachers and students can interact, including:
1. Encourage discussion in the classroom and discuss the strengths and weaknesses of the
assignment together.
2. Showing an example of a good assignment.
3. Small group discussions, so that detailed information should be directed to parties
involved with discussion.
14. 4. Provide individual interventions to students do not feel embarrassed when discussion
with friends.
2.5 Conclusion
Researchers from previous study proved most of primary school teacher preferred to use
authoritarian classroom management styles to control the classroom. From the four-category
classroom management styles, the author said that primary school teachers shown authoritarian
classroom management style as their common style. The decision is followed by authoritative,
laissez-faire and indifferent classroom management styles.
Regarding to that study, the findings show that primary school teachers are nearer to
custodial control ideology such as strict control, one way communication and mistrust towards
pupils, cruel punishments and taking undisciplined behavior as personal faults. According to
custodial ideology, teachers are easier to control pupil and maintain the classroom rules by
scolding based on restrictions.
15. Chapter 3
Research Methodology
3.0 Introduction
This chapter contains of 7 sections and describes methodological procedures of the study. It is
also included research design; population and sampling of the study, instrumentation,
questionnaires, data collection and data analysis. The conclusion part is the part to summary all
the methodology involve.
3.1 Research Design
This study will be using a quantitative research methodology. Survey Research is under
quantitative research methodology. There are two major types of survey research which are a
cross-sectional survey and a longitudinal survey. In this study cross-sectional survey method was
chosen. The cross-sectional survey gathers information from a sample that has been drawn from
fixed population. In cross-sectional survey the information is collected at just one point in time,
although the time it takes to collect all the data may take anywhere from day to a few weeks or
more (Fraenkel, Wallen, & Hyun, 2012). The participants will be given a questionnaire in which
they were asked to answer questions that related to their opinions, experiences and actions about
classroom management. Items used in the questionnaire were prepared according to the four
group of the classroom management styles.
16. 3.2 Population and Sampling
Population of this study included all the teachers and students in the primary schools in
Shah Alam, Selangor in 2014. All of the teachers and students will be given the questionnaire
separately. The participants were chosen 100 teachers and 300 students randomly from the
school in Shah Alam. The sample of the study will be selected using simple random sampling.
Simple random sampling is every member of the population has an equal and independent
chance of being selected (Fraenkel, Wallen, & Hyun, 2012) . The main point of this study was
choosing simple random sampling because to make sure that each of the group teachers of the
population has an equal and independent chance of being selected as a participant. By using
simple random sampling this study has to use table of random numbers to select the participant
in large population.
3.3 Instrumentation
3.3.1 Questionnaires
In this study the function of questionnaire is to collect data on the classroom management
styles of primary school teachers and also to know how to get more than 80% student attention in
classroom. For the purpose of developing the questionnaire, this study has to look on the
significant of this study. The questionnaires will answer all the objective of this study. The
purposes of this study are to discover the best classroom management styles, to find the major
important of positive classroom management and to get more than 80% student‟s attention in the
classroom.
The questionnaires are created by using Google drive. The questionnaires for the teachers
are divided into two part which are part A and part B. Part A is for personal profile and part B is
for key to get the best of classroom management style. Part A is very simple question that related
17. to participant profile. Part B will have 12 statements that already fixed with the different
classroom management styles which are authoritarian, authoritative, laissez-faire and
indifferent. The term of the styles is not mentioning in the questionnaires but the characteristics
of the classroom management styles are provided in the statement given. Statements number 1,
3, and 9 refer authoritarian style. Statements number 4, 8 and 11 refer to the authoritative style.
Statements number 6, 10, and 12 refer to the laissez-faire style. Statements number 2, 5, and 7
refer to the indifferent style. From the statements, the participants have to answer according to
the scale given below:
Table 1: Scale of the Statements
The questionnaires for the students are divided into two part which are part A and part B.
Part A is for student personal profile and to find important of positive classroom management.
Part B is show how to get student‟s attention in classroom. In part B will have 10 statements
about various learning activities that they like and dislike.
3.4 Data Collection
After the questionnaires have been checked and get final confirmation, it will be distributed to
the participant involved. In this study have 2 types of participants which are teachers and
students from primary school in Shah Alam. Before the actual data collection is carried out in
this study, the questionnaires will be uploaded using Google drive in the social site such as
Facebook and Gmail account to get extra feedback from other side. So the feedback from that
Scale Answer
5 Strongly agree
4 Agree
3 Not sure
2 Disagree
1 Strongly disagree
18. side will be using as references to actual questionnaires. So, this may involve testing feasibility
in practice or improving the methodological quality of parts of this study.
A cover letter that certified by Dean will be attached together with the questionnaires. In
the actual data, the participants chosen will be given 30 minutes to answer all the questions
given. The questionnaires will be conducted in the computer laboratory. For the teachers, they
will be given link to click on that address in the computer. They have to answer all the questions
within 30 minutes and press button submit to the researcher at the same time. But for the student,
they will be given extra time if they cannot finish in the time given. The page of questionnaires
will be open earlier for students. Questionnaires for the students need to explain clearly and the
researchers have to guide them thru all the questions and statement. The researchers have to
make sure the students press button submit on the bottom of the page.
3.5 Data Analysis
After getting all the completed questionnaires, the data will be analyses by using Google drive.
Google drive will make questionnaires more simplifies to the researcher to analyses the data.
Press the button responses and accept all the responses .After accepting the responses, press the
summary of the responses. From the summary of the responses the data will explain everything.
The data will show a percentage, number of responses and detail each of the statement and
questionnaires provided. To show all data information detail, press public analytics. The data
will appear on the questionnaires page and all the respondent will be able to see the summary.
19. Research questions Instruments Data Analysis
1. What is the best classroom
management style?
Survey Questionnaires:
Teacher Form
Part B – 12 statements
Google drive
Summary of the responses
Look at the percentage if the data
Result will be appear in „view all
responses‟
2. What are the major
important of positive
classroom management?
Survey Questionnaires:
Student Form
Part A – Q2-Q5
Google drive
Summary of the responses
Look at the percentage if the data
Result will be appear in „view all
responses‟
3. How to get more than
80% student‟s attention in
the classroom?
Survey Questionnaires:
Student Form
Part B – 10 statements
Google drive
Summary of the responses
Look at the percentage if the data
Result will be appear in „view all
responses‟
Table 2: Method of data analysis
3.6 Conclusion
This chapter covers on the research design, population and sampling of the study,
instrumentation, questionnaires, data collection and data analysis. The next chapter will be
discussing on the finding of the study.
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