Classroom Management

ÖZET Okul binalarında yer alan dersliklerin fiziksel yapısının eğitim-öğretim faaliyetlerini belirgin bir biçimde etkilediği bilinen bir olgudur. Dersliklerin genişliği, aydınlatma, ısıtma, akustik yapı vb. etmenlerde ders planlamaya dahil edilen unsurlardan bazılarıdır. Derse giren öğretmenler öğrencilerine en etkili ve verimli bir öğrenme ortamı sağlayabilmek için değişik sınıf yerleşim düzenleri uygulamaya gitmektedirler. Öğretmenlerin bu oturma düzeni tercihlerinin sınıf yönetiminde fiziksel boyutlardan biri olan sınıf yerleşim düzeninin önemli bir parçası olmuştur. Bu çalışmada Türkiye'de yayımlanmış olan Sınıf Yönetimi kitapları incelenerek sınıf yönetimin fiziki boyutlarından biri olan sınıf yerleşim düzenlerini nasıl ele alındığının ortaya çıkarılması amaçlanmıştır. Bu amaç doğrultusunda sınıf yönetimi kitaplarında kaç farklı sınıf yerleşim düzeni olduğu ve kitaplarda bu konuya ne ölçüde yer verildiği ortaya konulmuştur. Araştırmada tarama yöntemi kullanılmıştır. Araştırmada 38 "Sınıf Yönetimi" kitabı incelenmiştir. Araştırma temel olarak bir meta-özet çalışmasıdır. Kitapların incelenmesinde frekans etki büyüklüğü ve yaygınlık etki büyüklükleri hesaplanmıştır. Bu araştırmanın sonucunda, "sınıf yönetimi" adıyla yayımlanan kitaplarda birbirlerinden farklı 8 değişik sınıf yerleşim düzeni yer aldığı belirlenmiştir. Anahtar Sözcükler: Sınıf yönetimi, yerleşim düzeni, öğretim. ABSTRACT Investigation of Class Settlement Regulations in Classroom Management It is known that the physical structure of the classrooms in school buildings has a significant impact on education and training activities. Width of classrooms, lighting, heating, acoustic structure, etc. are some of the factors included in the course planning. In order to provide the 1 Sinif Öğretmeni, Milli Eğitim Bakanliği. Mustafa.Atas06@Gmail.Com 2 Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü Öğretim Üyesi. Eğitim Bilimci. Serdarhan@Gmail.Com Adres: Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Çiftlikköy Kampusu, 33343-Mersin / Türkiye,

Most studies on classroom management address the issue of restoring classroom order. Kounin (1970) describes several 'techniques' that distinguish good from poor classroom managers:'overlapping','withitness','learner responsibility','group focus', and 'momentum.' ...

he field of teacher education is in a state of flux… some might say upheaval… as a plethora of traditional university-based and “alternative route” pathways for preparing new teachers compete for the attention and support of both policy makers and prospective teacher candidates.    In this context, the emergence of alternative route programs has produced a good deal of what might be termed “horse-race” research comparing outcomes of various teacher preparation models (e.g., Henry, et al, 2013; Xu, Hanaway, & Taylor, 2011).    While results of these studies have varied, the general conclusion of researchers is that there is as much within-group variation in program features and quality as there is between groups—with both alt-route and traditional programs sharing many of the same structural features and curriculum content (Boyd, et al, 2008).  The “horse-race” approach has not been a productive strategy for understanding the features and affordances of varying models of teacher preparation.

Introduction As teacher educators, we are committed to the improvement of teacher practices and methods that increase student academic achievement. To this end we are constantly investigating and evaluating practices that get results, often called "best practices." Since the 1960s when we made a national commitment to the education of all children regardless of race, ethnicity, socio-economic status, and gender, we have also been investigating the preconditions necessary for improved academic achievement. We have engaged is a great deal of research investigating non-school preconditions such as poverty, family structures, and English language acquisition. Additionally, we tended to add to these givens or school preconditions such things as school structure, school leadership, and student behavior. The contention that student behavior is a precondition for increased academic achievement has in many respects guided the development of the field of classroom management to this...

In Sweden, we have over the last 15 years experienced a heightened concern with discipline, especially among politicians and debaters, who argue that problem with discipline has decreased in Swedish classrooms. Even so, the PISA results focusing on discipline in classrooms between 2000 and 2009 reported in some years (OECD, 2011, 2013) the opposite trend towards more orderly classrooms. According to that report, Sweden is one of the countries with more than 10 percentage points of improvement, based on students’ reports of calm classrooms. From that, the report concludes: “By 2009, the quality of student-teacher relations was even better” (OECD, 2011, p. 3). Secondly, Swedish educational researchers have over the last 10 years (cf. Bartholdsson, 2007; Granath, 2008; Wester, 2008; Samuelsson, 2008; Landahl, 2009; Karlberg, 2011) studied what happens in classrooms and how teachers’ think about and handle disturbances and discipline. Thirdly, Sweden during 2010 passed a new Educational Act (Utbildningsdepartementet, 2010:800) with expanded disciplinary sanctions for teachers to use. With the passing of that act teachers and schools gained the possibility of suspending a student for three weeks, as well as moving a student to another school as a response to the disorder, troublesome behaviour or disrespect they have had to tolerate in the classroom. In light of the above mentioned, the aim of this study is to describe and understand the ways in which teachers have experienced students’ troublesome behaviour during lessons.

Svaret pekar på en potential knuten till att lärare i slöjd medvetet leder elever till motstånd i slöjdundervisningen och stannar hos dem under motstånd genom att erbjuda både krav och stöd. Utifrån en re-analys av tidigare insamlade videoobservationer beskrivs tre lärare, i olika slöjdgrupper, som förhåller sig på skilda sätt till en av sina elever som möter externt eller skapar internt motstånd i pågående slöjdarbete. Analysen syftar till fördjupad förståelse av hur elevers möte med motstånd uppstår och hur detta kan relateras till lärares förhållningssätt. De tre lärarna har delvis olika sätt att leda undervisning och att erbjuda sina elever mer eller mindre emotionellt stöd, organisatoriskt stöd och stöd för lärandet. Genom sina olika sätt att förhålla sig till, arbeta med och språkliggöra motståndet gör deras elever olika erfarenheter av möten med motstånd i skolslöjd.

As teacher educators, we are committed to the improvement of teacher practices and methods that increase student academic achievement. To this end we are constantly investigating and evaluating practices that get results, often called " best practices. " Since the 1960s when we made a national commitment to the education of all children regardless of race, ethnicity, socioeconomic status, and gender, we have also been investigating the preconditions necessary for improved academic achievement. We have engaged is a great deal of research investigating non-school preconditions such as poverty, family structures, and English language acquisition. Additionally, we tended to add to these givens or school preconditions such things as school structure, school leadership, and student behavior. The contention that student behavior is a precondition for increased academic achievement has in many respects guided the development of the field of classroom management to this point. The assumption is that when the teacher obtains an acceptable level of control the result will be the order necessary for teaching and in turn learning. It follows then that any methodologies that obtain order will lead to more student achievement.

This paper reports on a case study in which a textile-sloyd teacher sent a message to an internet-based community of practice seeking advice from other textile-sloyd teachers regar- ding how to cope with unruly boys. Two major themes emerged from a interview and the discussion on the Internet: 1) behaviour analysis and 2) coping attempts The analysis also revealed two themes related to the exchange of experiences: 1) descriptions of the problem as pertaining to the pupils, the process, classroom management, freedom of choice, or conne- ction to everyday life and 2) suggested solutions, such as area of activity, competences, leadership and techniques. The article concludes with a discussion demonstrating that the collegial exchange about disorderly boys appears to have strengthened and challenged this internet-based community of practice.

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied.  Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of  the evaluative process.  The focus of this paper is whether students perceive faculty as having the freedom or discretion to adopt specified behaviors or policies unrelated to course content decisions. 

Education, the process of facilitating learning, is now an indispensable part of our life both personally and socially. And hereby students, who are the sole recipients in most of these learning processes, need a conducive learning environment for learning effectively. But a conducive learning environment’s most important feature is that students play complementing role in the process of learning in it. Both the teachers and students interact and participate in the learning activities for mutual exchange of information. To see whether this mutual exchange is actually happening, classroom observation is a very useful approach.

In many countries, classroom observation is a common practice in most of their educational institutions. But in our country, it is hardly practiced. So, I decided to conduct a classroom observation in the context of our country. Generally student participation in the classroom can be through two communication behaviors that are verbal and nonverbal. My focus in this paper is on the classroom interaction between teacher and the students, limiting it to mainly the language or verbal transaction taking place. To be more specific, this act of active participation includes asking questions and giving opinions.

The concepts of embodiment and embodied learning, deeply rooted in theories of embodied cognition, are gaining traction in the field of education. New and affordable educational technologies (e.g., motion-based technologies, AR, VR) enable researchers and practitioners to include more gestures and body movements into their learning designs. Yet, while technology-enhanced embodied learning shows positive results during controlled trials in laboratory settings or one-to-one interventions in special classrooms or units, findings are dissimilar when relevant implementations are conducted in mainstream school classrooms. This paper presents the first stage of a design-based research study aiming at implementing an orchestration strategy for technology-enhanced embodied learning, guided by an already published conceptual framework on classroom orchestration. With this study we aim to spark the dialog on classroom orchestration strategies for the successful enactment of technology-enhanced embodied learning in the classroom, highlighting the essential need to consider learning design as it is not a simple process to shift laboratory success to real world learning.

This paper was formed in 2018 for an undergraduate project which I was supposed to conduct at a secondary school. I observed many aspects in an English language teacher's classroom such as the activities and approaches used in the classroom, teacher's attitudes towards students, feedback and error analysis. Therefore, this paper is not an empirical study. Instead, it is comprised of my commentary and observation. I hope it brings forth something useful for both the pre-service and in-service teachers who work as English language teachers in state and private schools.

ÖZ Yapılan bu çalışmanın amacı, sınıf öğretmenlerinin karşılaştıkları istenmeyen davranışları ve bunlarla baş etmeden kullandıkları yöntemleri belirlemektir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak tasarlanmıştır. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Kilis İl merkezinde MEB'e bağlı 9 ilkokulda görev yapan 58 sınıf öğretmeni oluşturmaktadır. Görüşmede yapılandırılmış görüşme tekniği kullanılmıştır. Veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Yapılan analizler sonucunda sınıf öğretmenlerinin en fazla söz hakkı almadan konuşma, kavga etme, birbirleri ile konuşma, sorumluluklarını yerine getirmeme, sınıfta dolaşma, ders dışı etkinliklerle uğraşma, derse geç gelme istenmeyen davranışları ile karşılaştıkları tespit edilmiştir. Öğretmenlerin bu istenmeyen davranışlara karşı uyarma, veli ile iletişim kurma, olumlu davranışı pekiştirme, görmezden gelme, empati, dersi etkili hale getirme ve ödüllendirme gibi yöntemler kullandıkları sonucuna ulaşılmıştır. ABSTRACT The aim of this research is to investigate the undesired behaviors of primary school students that teachers witness and the coping methods often used. This qualitative research is designed as a case study. The research sample is composed of 58 primary school teachers working in 9 primary schools in Kilis province in 2018-2019 academic year. Structured interview technique was used for the research method. Descriptive analysis was used for data analysis. Research findings revealed undesired behaviours, which have been mostly encountered by primary school teachers in classroom settings: unauthorized and uninvited conversation, fighting, chatting with each other with no permission from the teacher, not taking responsibilities related to lessons, walking around the class, dealing with other things, being late to the classroom.The common methods which are used by the teachers against these undesired behaviours are warning, getting in touch with parents, reinforcing positive behavior, ignoring, empathazing, making the lesson more effective and rewarding.

Learning history as well as literature is of multiple importance especially for lower secondary school students. Learning these subjects has educational significance. That is why the teaching of these subjects requires a serious commitment of teachers themselves to achieve learning outcomes. Students to be successful in learning are required classroom management and motivation to play an important role since they are considered key factors to effective teaching. In this context, the study of teachers' perceptions is very important because teachers are key factors in classroom management. So, the main purpose of this study is to highlight teachers' perceptions regarding classroom management in terms of motivation to incite learning. Qualitative methods were used to conduct this study. Research instruments have been semi-structured interviews. A total of 13 teachers were involved in this research, of which 7 participants were history teachers and 6 of them were literature teachers. These teachers work in Kosovo's lower secondary schools, in urban and rural areas. Of the total number of participants in the research, 8 of them were males and 5 females. Their age and work experience are dif erent. By researching the theoretical and practical aspects to conduct this study, an attempt has been made to understand various issues related to classroom management for students’ motivation to learn the subjects of history and literature. The results generated by this research show that classroom management can motivate students to learn history and literature.

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied. Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of the evaluative process. The focus of this paper is whether students perceive faculty as

Il viaggio verso l’acquisizione di competenze nell’uso delle Nuove Tecnologie nel contesto scolastico e formativo in generale, ci ha permesso di riflettere e lavorare per il superamento di barriere non solo architettoniche ma anche culturali e digitali. Per riprendere il linguaggio ICF, le Nuove Tecnologie possono diventare facilitatori a scuola e rappresentare un valido strumento per abilitare, compensare, dispensare. Quando la Tecnologia si presta al servizio dell’educazione delle persone con disabilità e/o con disturbi specifici risponde al grande progetto della Pedagogia Speciale:  l’inclusione. Il testo offre una chiave di lettura pedagogica rispetto alla scelta e all’uso delle Nuove Tecnologie nell’ambiente scolastico e invita gli insegnanti a individuare gli strumenti necessari per poter rispondere in modo appropriato alle diverse esigenze presenti in classe. L’ottica con cui si presentano le potenzialità degli strumenti non è quella del tecnico-esperto informatico, ma quella dell’educational technologist che pone al centro la persona nella sua irripetibile unicità e mira a una scuola per tutti e di tutti.

This study examined how particular grading systems motivate students. Since competency-based grading and point systems are most prevalent (Hendrickson and Gable, 1999), the current study is modeled around these systems. The grading systems used for this study were divided into two categories and defined as those students who earned their grades ("earners") and those who maintained their grades ("maintainers"). The earners started the semester with 0 points and added points with each graded assignment, whereas the maintainers were given the maximum number of points available for the course at the beginning of the semester and then subtracted points from this overall total as they lost points on a graded assignment. The earners received positive incentives (i.e., the addition of points), whereas the maintainers received negative incentives (i.e., the subtraction of points). It was hypothesized that students who received negative incentives would exhibit higher levels of motivation than those who received positive incentives. Quantitative and qualitative methodologies were used to test the hypothesis. Although the quantitative results of this study marginally support the hypothesis, the qualitative results illuminate how the different incentives motivated students differently. The maintainers were driven by satisfaction (i.e., saw grading practices as fair; liked starting with an A), unfamiliarity (i.e., had to learn a new grading system), stress, and punishment (i.e., the threat of losing points). On the other hand, the earners were motivated by familiarity (in that they were used to the grading system used) and rewards. Implications of this study are also discussed.

Gérer une classe est une activité complexe et difficile, qui renvoie à une réalité en constante évolution. Ces dernières années, en effet, de nouveaux modes de regroupements des élèves sont apparus, en même temps que la fonction enseignante s'est transformée, s'orientant vers plus de réflexivité et de collégialité. La psychologie de l'apprentissage et les sciences de l'éducation ont ainsi été l'objet de progrès considérables qui ont amené à concevoir différemment la gestion de classe. Celle-ci peut se définir comme l'ensemble des pratiques éducatives auxquelles les enseignants d'une équipe-cycle ont recours afin d'établir, de maintenir et, au besoin, de restaurer dans la classe des conditions propices au développement des compétences des élèves. Fort d'un contenu précis, organisé et vulgarisé, cet ouvrage traite des analyses et des démarches pédagogiques favorables à l'épanouissement des compétences des élèves du primaire et du secondaire. Il propose en cela des pistes pratiques d'intervention liées aux fondements théoriques d'une gestion actuelle et efficace de la classe. Qui plus est, à l'usage des enseignants, du matériel pédagogique complémentaire est mis en ligne. Ce matériel inclut les tableaux, figures et grilles de la présente édition, des figures supplémentaires ainsi que de nombreuses activités didactiques en lien avec la gestion de classe. Mis à jour afin de mieux répondre aux objectifs de l'enseignant et pertinent pour le contexte québécois, cet ouvrage est un outil de référence pour les étudiants en sciences de l'éducation.

The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines the evidence for student, school, and community contributors to the racial and ethnic patterns in school sanctions, and it offers promising directions for gap-reducing discipline policies and practices.

A variety of common assessment tools for Mathematics education has been procured to elicit discourse regarding the different types of educational assessments used in today's general education curriculum, namely, formal, informal, summative, formative, traditional, and alternative or authentic assessments.

As elementary teachers close their classroom doors with their students inside, they experience this false sense of autonomy that speaks to them within their deep inner voice that whispers whatever they do, whatever they say, or whatever attitude they display through their nonverbal communication, ultimately, they will not be held accountable, because after all, they are the adults, and their classrooms are filled with children, who are easily fooled, easily deceived, and easily influenced.

This research has studied the teachers employed at Basic Education according to their perceptions of their behavioural-instructional class management. In addition, their class management perceptions of the basic education teachers were examined according to independent variables such astheir gender, educational background, student population, and volunteering in-service trainings. Descriptive survey model was used in this study. The universe of the research consists of 2613 basic education teachers employed at independent nursery schools, kindergartens and primary schools in Izmit, Golcuk and Gebze in the province of Kocaeli. The sample of the research consists of 289 randomly chosen basic education teachers from the universe of the research. Simple Random Sampling was conducted to determine the sample of the research.As the data collecting tool of the research, 'The Scale of Behavioural-Instructional Management' was conducted to evaluate the behavioural and instructional class managements of the teachers. This scale was first improved by Martin and Sass (2010) and later it was adapted to Turkish by Akin et al.(2013).The data was collected from the participants online.The data of the research was analysed with the SPSS 18 program. In the analysis of the data, ‘‘arithmetic average and standard deviation’’, ‘‘independent samples t-test’’, ‘’one-way analysis of variance (ANOVA)’’ and ‘’LSD importance test’’ were used. It was found at the end of the research that the behavioural management perceptions of the basic education teachers were more interventionist than their instructional management. Instructional
management perceptions of the basic education teachers were more interactionist. Instructional management perceptions of the teachers were a significant difference in terms of independent variables such as “their gender”, “their student population” and “volunteering in-service trainings”. However, the behavioural management perceptions of the teachers were a significant difference in terms of “their educational background.
Keywords: Basic education, classroom management, behavioral management, instructional management

Welke scholen hebben we nodig voor de 21ste eeuw? Hoe moeten die toekomstige schoolgebouwen eruitzien? Misschien wel als één grote open werkruimte – met zithoeken, labo’s, vergaderlokalen voor groepswerk, een immer toegankelijke media- en bibliotheek, etc. – waarin leerkrachten en leerlingen vrij kunnen bewegen naar gelang de activiteiten en noden. Zullen de ‘traditionele’ klaslokalen hun bestaansredenen verliezen in deze nieuwe onderwijsleeromgevingen? Het vraagstuk naar innovatieve scholenbouw is verre van nieuw. Inderdaad, eb en vloed kenmerken onze onderwijsgeschiedenis. Verschillende onderwijsvernieuwers in de eerste helft van de twintigste eeuw tobden over gelijkaardige vragen, immer met het vizier op de toekomst en de veranderende samenleving gericht. Maar wat weten we in feite over die klaslokalen? Ondanks hun lange traditie en hun centrale plaats binnen ons onderwijssysteem ging er tot nog toe weinig aandacht van onderwijshistorici uit naar de werk- en leerplek waarin generaties leerkrachten en leerlingen vertoefden, en naar de wijze waarop deze ‘bewoners’ deze veranderende ruimte ‘beleefden’, gebruikten en al dan niet naar hun hand zetten.

Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.

Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di "come condurre" la classe. La guida è divisa in tre sezioni:
- la prima affronta il significato della gestione della classe dal punto di vista del ruolo dell'insegnante e dei bisogni degli allievi;
- la seconda fornisce le piste metodologiche per creare un clima positivo attraverso la gestione delle relazioni, delle regole e della disciplina;
-la terza propone l'applicazione di strategie e strumenti operativi: dal rispetto delle procedure all'effetto onda, dalla comunicazione con verbale all'uso della voce, fino alle proposte per una conduzione efficace della didattica.

I pilastri della gestione sono presentati all'interno di un percorso che, attraverso casi stimolo, consente un continuo rimando alla propria esperienza professionale.

Research Interests: Special Education, Pedagogy, Classroom Management, Classroom Action Research, Pedagogia, and 2 more

This intervention study examined teachers’ use of verbal praise and reprimands as specific
components of teacher behavior management that can promote children’s development in
schools. The impact of teacher praise and reprimands on children’s development was
examined in the context of a teacher-mediated, classroom intervention. The sample involved
570 children and 30 teachers from 2nd grade classrooms in 15 primary schools. The Good
Behavior Game was implemented in half of the classrooms based on random assignment
within schools. Teacher behavior management (praise for appropriate behavior and
reprimands for inappropriate behavior) was observed during regular classroom lessons.
Hyperactive, Disruptive, and Withdrawn child behavior were assessed using teacher and peer
reports, Global self-concept and Emotional engagement were assessed using child selfreports.
All variables were assessed at the beginning (pre-test) and at the end (post-test) of the
school year. Multilevel regression models accounted for the nested structure of the data. The
results suggested positive effects of fewer reprimands and more praise on child outcomes
(except Emotional school engagement), although the results differed by informant. We also
found indirect effects of the GBG on child outcomes via teacher praise and reprimands.
Overall, the study suggests that teachers’ use of praise and reprimands is a malleable
classroom factor that influences children’s behavioral and socio-emotional development.
Keywords: teacher behavior management, child development, classroom intervention,
universal prevention

This article adds to the existing body of data that demonstrates how the use of in-depth case studies that include social episode analysis can deepen the teaching students’ and researchers’ understanding of the perceptions and skills needed for Classroom Management (CM). In this article, CM is defined as a meta-skill that integrates cognitive perceptions (proactive, ecological-systemic, and leadership-oriented), self-regulation skills, and interpersonal relationships with students and colleagues. CM is also perceived as a cyclical process that includes advance planning, implementation, assessment during the implementation, and a final evaluation that takes into account factors related to the children and their environment, intended to bring about progress in the activities carried out for the learning and emotional well-being of the children in the class. Two cases showing opposite positions with regard to social-moral CM were selected from 34 cases documented by second-year, 4-year-track, preservice teaching students enrolled in a CM course in Israel in the spring of 2008. One case shows how, guided by the desire to ensure a child’s well-being, a student developed perceptions and skills related to all components of the CM theoretical framework. The other case shows how opportunities were missed to learn and develop a social-moral, complex, CM perception. Based on an analysis of the two cases, the discussion examines the usefulness of case studies in teacher training and offers insights related to improved teacher training.