Classroom Management Needs of Novice Teachers

2021 ◽  
pp. 1-9
Author(s):  
Melissa K. Shank ◽  
Lilia Santiague
Keyword(s):  
Classroom Management ◽  
Novice Teachers

scholarly journals Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes

2016 ◽  
Vol 44 (3) ◽  
pp. 243-265 ◽  
Author(s):  
Charlotte E. Wolff ◽  
Halszka Jarodzka ◽  
Niek van den Bogert ◽  
Henny P. A. Boshuizen
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Expert And Novice ◽  
Teacher Vision

scholarly journals Problems and Challenges Met by Novice Teachers in Johor

2019 ◽  
Vol 8 (3S2) ◽  
pp. 689-694
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Research Method ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Teaching Profession ◽  
Manual Analysis ◽  
Interview Session ◽  
Result Show

This study aimed to investigate the problems and challenges met by novice teachers in Johor, Malaysia. This study explores the perspectives of the novice teachers on issues related to the problems and challenges and also supports in place to assist them in their transition from pre-service to in-service. Qualitative case study research method was adopted for this study. There are eight participants undergo interview session. The content of the interview was transcribed and analysed using manual analysis. The result show that novice teachers in Johor, Malaysia face challenges in aspect of self, teaching profession, students, school community, and students’ parents Their biggest concern is about classroom management and students. The problems and challenges met by the novice teachers should be concerned in order to reduce problem of leaving and shortage of new teachers in teaching profession.

scholarly journals The Strategies of Novice Teachers’ in the Large Class Management

2020 ◽  
Vol 3 (2) ◽  
pp. 73-81
Author(s):  
Anisha Ayu Anindya ◽  
Ajeng Putri Nur Anisa ◽  
Akmal
Keyword(s):  
High School ◽  
Classroom Management ◽  
Large Class ◽  
Novice Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Class Management ◽  
The Subject

novice teachers, strategies, large class.This research reports which aimed to analyze strategies of novice teachers used in the large classroom management. This work is a comprehensive case study covering all teachers who play an important role in their classroom management. The case study on this research focused on Junior High School novice teachers in Yogyakarta. The researcher choose this school because it has large class that can support the researcher in collecting the data. The subject of this research consists of five novice teachers. The data was gathered through observation and interview. This study indicated the perspectives of the novice teachers in large classroom.The result showed that the teachers mostly divide or organize the students by grouping them, monitoring them to check students’ work and to keep the class calm, give them positive punishment to students who misbehave, and using some teaching method to make students active during the teaching and learning process.

scholarly journals Exploring the Self-Efficacy and Perceptions of Virtual Mentoring of Teachers Participating in a New Teacher Induction Program

2020 ◽  
Author(s):  
Katie Peila
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Self Efficacy ◽  
New Teacher ◽  
Moderate Degree ◽  
New Teacher Induction ◽  
Virtual Mentoring ◽  
Induction Program ◽  
And Performance

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers' self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of a NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. The scale is comprised of three subscales: Student Engagement, Instructional Strategies, and Classroom Management. The participants indicated a higher self-efficacy in Classroom Management than in any of the other subscales. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers' interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy.

scholarly journals Novice teachers’ classroom management self efficacy beliefs

2016 ◽  
Vol 13 (3) ◽  
pp. 5595 ◽  
Author(s):  
Türkay Nuri Tok ◽  
Şükran Tok
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
First Year ◽  
Efficacy Belief ◽  
Independent Variables ◽  
Significant Difference

This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.

scholarly journals UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

scholarly journals Gaps Between Theory and Practice: Novice Teachers’ Perspectives

2021 ◽  
Vol 11 ◽  
Author(s):  
Syeda Tehzeeb Alvi ◽  
Muhammad Shahid Zulfiqar Ali ◽  
Fahan Ahmad
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Rating Scale ◽  
Lesson Planning ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Active Involvement ◽  
Likert Rating Scale ◽  
The Mean ◽  
Teachers Perspectives

This study aimed to explore the novice teachers’ perception of gaps between theory andpractice. Novice teachers’ perceptions were further explored based on teachers’ gender. The surveymethod was used to collect the data. A questionnaire was developed by the researcher consisted of 39items with 5 points Likert rating scale to collect data from randomly selected 600 teachers includingmale and female. The data were analyzed by using the mean, standard deviation, and percentage ofeach five points of the Likert rating scale. The results revealed that most novice teachers were applyingtheir learned theory in their practice regarding lesson planning & delivery, classroom management,and students’ active involvement. They were not only willing to but also were applying learned theoriesin their practice. It also came into the knowledge that there were fewer gaps between novice teachers’theory and practice. It is recommended by the researchers suggested that these pre-service trainingcenters should develop a strong and viable link to make the theory more practical, operational and upto-date

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