Classroom Management Skills among Beginning Teachers' in Jordan: Preparation and Performance

By Salameh, Kayed M.; Al-Omari, Aieman et al. | International Journal of Applied Educational Studies, April 2011 | Go to article overview
Save to active project

Classroom Management Skills among Beginning Teachers' in Jordan: Preparation and Performance


Salameh, Kayed M., Al-Omari, Aieman, Jumiaan, Ibrahim F., International Journal of Applied Educational Studies


Introduction

Classroom management is an intellectual skill that is based on knowledge about action-situation relationships in the classrooms. In order to be an effective educator, the teacher must have quality classroom management skills. This classroom knowledge enables a teacher to recognize and interpret what is happening in an exceptionally complex environment. These knowledge structures developed through direct instruction in prepositional knowledge about classrooms, laboratory experiences that provide opportunities for real-life reasoning about classroom demands, and reflection upon experience in clinical settings.

Classroom management defined as, all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment (Sanford, Emmer, & Clements, 1983). According to Barrett & Davis (1995), the profession is losing far too many teachers at the beginning of their careers (Barret & Davis, 1995). That may explained by White (1995), teachers are entering the profession with a lack of confidence in their classroom management skills, and supported by Evertson (2001) states, studies have supported the importance of classroom management as a necessary condition for effective teaching.

Teacher education training needs to address the issue of classroom management and school districts need to develop effective in-service training for newly hired teachers. Teacher education programs in colleges and universities should place more emphasis on training student teachers in classroom management skills in order to promote quality learning by students. One of the student teacher's biggest problems is how to stimulate acceptable behavior in their students so that a healthy learning atmosphere prevails and the teaching/learning process can take place (Morales, 2001). Landau (2001) agrees with the concept that teacher education programs are not preparing pre-service teachers in the area of classroom management and expresses the importance of classroom management skills. While experienced teachers insist that classroom management is the most important class a new teacher should take, it is often the class most likely left out of truncated teacher education programs.

Universities should examine preparation programs to enhance instruction in the area of classroom management. The primary responsibility in training teachers to become effective classroom managers in teacher education programs placed on colleges and universities (Houston & Williamson, 1992). According to Stronge & Hindman (2003), the quality of the teacher has a powerful residual effect on student learning. Proper training in the area of classroom management is necessary to prepare pre-service educators for the challenges in the classroom.

Levy (1987) stated that, as beginning teachers, they show concern for survival, worrying about controlling classes, impressing administrators and building working relationships with school personnel. Therefore, student learning is not always a top priority as beginning teachers indoctrinate themselves within their new occupation. After some years of successful experience, teacher's concerns finally shift toward students' learning.

Motivating students and monitoring the progress of daily work or homework is part of classroom management strategy. According to Stronge & Hindman (2003), effective teachers monitor learning and use their findings to adjust instruction so that all students in the classroom achieve, regardless of the range of student abilities. Effective teachers possess skills and approaches that help them establish and maintain a safe, orderly, and productive working environment. Effective teachers' classrooms commonly exhibit proactive discipline, multitasking, and efficient procedures and routines.

According to Edwards (2000), managing time in the classroom to keep students on task is an important factor in maintaining good discipline.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Classroom Management Skills among Beginning Teachers' in Jordan: Preparation and Performance
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?