Chapter 1

Teachers Beliefs about Classroom Management: Junior Teacher and Senior Teachers’ Beliefs about Classroom Management

1.0              Introduction

Classroom management is one of the main aspects the teachers must be expert in. Historically, teachers have ranked classroom as one of their major concerns (Rosas and West, 2008). Even over years of teaching experiences, the classroom management and the management of student are skills that must be explored and acquired throughout time to time (John, 1999). To be an effective teacher, the teacher should understand in more than one way the psychological and development levels of their students (Kizlik, 2012).

Therefore, in order to be an efficient teacher, the teacher must be good in teaching as well as in class management. Classroom is not just a place where the teaching and learning process take place but it is one examples of community where we can see many kind of environment exist. It is filled with people, materials, activities and tasks. The rules and routines in the classroom are determined by the teacher her/himself. The teacher becomes the authority who will assure that the classroom is well managed.

The reality is that it is a challenge for teacher to balance the classroom effective and efficiently due to the variety of students with varying diversity. Teacher may encounter with differences occurred among students such as racial and ethnic background. Sometimes there are factors that cannot be identified by the teacher immediately but it will be detected along the teaching and learning processes. Some of the factors are learning disabilities, religion, a child that lives with one and not both of their parents, or a child who lives with an extended family member or foster home, or a child that has parents of the same sex (Allen. S, 2009). Some other diversity differences are language, academic diversities, different needs, gender, disabilities, racial and ethnic differences (Ryan and Cooper, 2007).

Therefore, it is important for teacher to understand their roles in addressing diversity in the classroom and manage their students effectively. It is obvious then, that the teacher should embrace it and make positive of it. They must recognize and respect that students are different and these multiple differences are generally a good thing even though teacher will encounter with challenges in managing it.

In order to overcome the condition, teachers must provide a well managed classroom that can support the academic achievement for all students (Rosas and West, 2008). Teacher should find a suitable approach to be implemented in the classroom and at the same time they are ready to utilize and adapt it. Often, this will provide a conducive environment for teaching and learning for both teacher and students. However, the year of teaching experience has becomes a great concern for effective classroom management. Among junior teachers, the classroom management is considered as one of the aspect that they should major in their teaching skills. Even senior and experienced teachers have spent considerable time in discussing on major problem associated to classroom management (John, 1999).

Poor classroom management could lead to student misbehaviours which interfering the teaching-learning process. For beginner teacher, it might causes tremendous stress and the teacher becomes less motivated. If the condition is continuously occurs, it might lead to teachers exiting their profession. Even for senior teacher who has number of years experience in teaching, classroom management is still become their main obstacle in becoming an effective teacher. It is so challenging for in-service teachers in implementing and maintaining order while delivering and conveying order or instruction (Rosas and West, 2008). In order to promote academic success, teacher should be expert and master in classroom management whereby this will lead to establish learning environment.

1.1       Background of the Study

There has been growing concern about whether teachers’ belief among junior and senior teachers will lead to the different styles of teaching management in classroom. Study indicates that less experienced teachers differ from those who are more experience regarding their attitudes and beliefs toward classroom management (Rosas and West, 2008). While varying diversity exists among students, it is a challenge for educators to find a balance within their classroom that works effectively and efficiently with their personal management style (Stiller, 2010).

Teaching is a profession full with responsible which requires teachers to be responsive to new demands and changing needs for both experts and beginner teacher (Allen, 2010). There is a related issue that has received less attention but has been concerned among junior or senior teachers which is classroom management. Over a few decades, research has consistently indicates that new teachers are feel unprepared when comes to classroom management skills (Duck, 2007). New teachers are also said to be left behind and functioning inefficient regarding managing administration tasks, curriculum and behaviour problem (Allen and Blackston, 2003). A study also indicates that new teacher develop perceptions of classroom management from their own experience as a students and during teacher preparing courses and these perceptions persist well during the early year of teaching at school (Fajet, Bello,Leftwich, Mesler and Shaver, 2005). Thus, beginner teachers find that the poor classroom management has been a significant barrier to their career development and professional success (Fideler and Haskelhorn, 1999).

However, on the other hand, experienced teachers are believed to be more capable in prioritize tasks and blending the years of service with classroom management and teaching skills (Hagger and McIntyre, 2000). Thus, it is important to understand more on the differences of beliefs on classroom management between junior and senior teachers.

 In addition, it is important for teachers to determine the suitable models or strategies to align them with the pressing needs of students (Stiller, 2010). Furthermore, teacher should identify which strategies might work well and blend with the teaching strategies used. This also means that there is a specific requirement to understand how these strategies can promote critical thinking in the students (Bonner, 2012).

1.2       Problem Statement

            In reality, a carrier as a teacher is full with heavy-duty responsible. It is said that teacher is a job with no name. Teacher can be anybody and everything in student’s world. It is obvious then teacher being a person that carry a responsible to change and educate society. Therefore, with the overwhelming responsibilities on their shoulders, classroom management and effective teaching are always at the frontline of teaching.

            It is highly crucial that the teacher’s belief towards the classroom management in classroom is taken into priority. With many kind of diversity level occurred among students, the focus on identify and recognizes the learning models or learning strategies is needed in order to meet with the student needs. However, the junior and senior teacher might have different beliefs toward the learning strategies to be implemented in the classroom.

            Nevertheless, teachers are required to identify the most suitable strategies that can work well and blend with the student. Teacher may have many approaches in their teaching strategies but to make the teaching effectively, teachers can narrow down their method of classroom management based on their philosophy of education and the students need.

            Therefore, another problem that can be identified in this research is the belief of junior teacher and senior teachers upon the classroom management whereby it can promote the critical thinking in the teaching and learning process. This is due to the correct strategies and model used and utilized by teachers can lead to succeed in student learning process.

1.3       Research Objective

            The purpose of conducting this research is to find out the teachers’ beliefs toward classroom management. The specific objectives of this study are:

1)                  To investigate teachers’ beliefs on classroom management among junior teacher.

2)                  To investigate teachers’ beliefs on classroom management among senior teacher.

3)                  To analyse the differences of beliefs on classroom management between junior and senior teachers.

1.4       Research Question

            This study attempts to answer the following research questions. The questions are:

1)                  What are the teachers’ beliefs on classroom management among junior teacher?

2)                  What are the teachers’ beliefs on classroom management among senior teacher?

3)                  What are the differences of beliefs between junior and senior teacher on classroom management approaches?

1.5       Significance of the Study

            Primarily, this study has significance for teachers to provide a classroom that support academic achievement for all students. The data collected from this study might be useful in understanding more on how teachers’ beliefs on classroom management could help teachers to cater the classroom and to organize instruction effectively. As teacher encounter with many kinds of diverse group, students needed to be taught in vary approaches. Hence, the finding in this study will provide insights and understanding on whether the junior teachers and senior teachers have same beliefs on classroom management.

            In addition, the study could become guidance for teachers on how to adapt to classroom management techniques which could be gained through years of teaching experience. By utilize and blend the methods which can link positive effects towards the classroom management, teacher will understand more how to create an environment that is conducive to teaching-learning processes and at the same time the student will feels valued and respected.

            The outcomes of the study could also provide information for future research. The present study shows that experienced teachers are more likely in control with their classroom than beginning teacher while interacting with students.

1.6       Limitation of Study

            The main limitation for this research is the number of sample. The sample which is the respondants in this study were 30 teachers from SMK Lembah Subang, Petaling Jaya. The number of sample is considered small. Thus it will affect the results obtained from the respondants whereby it does not show the exact “teachers beliefs” regarding classroom management.

            In addition, this was a quantitative study. It used a survey in form of closed ended questions to collect data from the respondents. This type of data collected provided a limited nature of responses given by the respondents. Thus, the results obtained do not addressed the actual teachers’ beliefs on classroom management. If so, the data collected may have skewed the results.

1.7       Operational definition

            This section elaborates on the operational definition of classroom management, importance, teacher’s understanding and student diversity.

1.7.1    Teachers’ Belief

            Teachers’ belief can be referred as ideas, doctrines, tenets, etc. that are accepted by teachers as true on grounds which are not immediately susceptible to rigorous proof (Glossary of Education, 2013).

1.7.2    Classroom Management

Classroom management is the term educators used to describe methods of preventing misbehaviour and dealing with it (Kelly, 2010). In other words, it is the action or techniques taken by teachers in order to maintain control in the classroom. Classroom management also can be described as efforts taken in monitoring the activities in the classroom including learning, social interaction and students behaviour (Martin, Yin and Baldwin, 1998). According to Randi McCreary (2005), “classroom management is defined as the methods and strategies uses to maintain a classroom environment that is conducive to student success and learning”.

1.7.3    Junior Teacher

            In this study, junior teacher is refer to the certified teachers that entered their first teaching position (Glossary of Education, 2013)

 1.7.4   Senior Teacher

            A senior teacher can be described as teachers with many years of experience in teaching (Glossary of Education, 2013).

References

Allen, K.P. (2010). Classroom Management, Bullying and Teacher Practice. The Professional Educator. 34(1), pp. 1

Allen, S. (2009). Diversity in the classroom. Retrieved April 22, 2013 from http://voices.yahoo.com/diversity-classroom-3860824.html

Allen, S.J., Blackston, A.R. (2003) Training preservice teachers in collaborative problem solving: An investigation of the impact of teacher and student behaviour change in real-world setting. School Psychology Quartely, 18(1), pp.22-51

Bonner, J.A. (2012). Student Diversity and Classroom Management. Grand Canyon University

Duck, L. (2007). Using sounder foundation to helps avoid the “why new teacher cry” phenomenon. The cleasing house, 81(1), pp. 29-36.

Fajet, W., Bello, M., Leftwitch, S.A., Mesler, J.L., and Shaner, A.N. (2005). Preservice teachers’ perception in beginning education classes. Teaching & Teachers Education, 21.pp. 717-727

Hagger, H. & McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26(3-4), pp. 483-495.

Kelly. M. (2012). Retrieved April 21, 2013 from http://712educators.about.com/od/classroomhelpers/g/Definition-Of-Classroom-Management.htm

Kizlik. B.(2012). Classroom Management, Management of Student Conduct, Effective Praise Guideline, and a Few Things to Know About ESOL Thrown in for Good Measure. Florida.

Martin, N.K., Yin, Z. & Baldwin, B (1998). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style? Paper presented at the American Educational Research Association , San Diego, CA.

Ryan and Cooper.2007.Those Who Can, Teach11 Edition.Ch.3”Who Are Today’s Students in A Diverse Society?” (p.51-85). Houghton Mifflin Company. Boston, MA

Rosas, C. & West, M. (2008). Teachers Beliefs about Classroom Management: Per-service and Inservice Teachers’ Belief about Classroom Management. IJAES. 5(1), pp. 54-61

Stiller, N. (2010). The Effects Student Diversity Has on Classroom Management. Retrieved April 21 2013 from http://voices.yahoo.com/the-effects-student-diversity-has-classroom-management-7306138.html

Randi, M. (2005). Classroom Management Definition. Retrieved April 15, 2013 from http://www.ehow.com/about_5438989_classroom-management-definition.html#ixzz2PkZkep6F

http://www.education.com/definition/beginning-teachers/

http://www.education.com/definition/teachers-beliefs/

Chapter 2

CHAPTER 2

LITERATURE REVIEW

            In order to gain a better understanding of teachers’ beliefs about classroom management, it was necessary to explore the literature on the classroom management in broad terms. Classroom management is not a gifted skill upon some teachers. Even though there are some teachers managed to adapt with the classroom management technique easily, the skills acquired still needs to be developed through training and many years of teaching experience (Bosch, 2006). A number of studies have found that one of the keys to success in teaching is the ability of teachers to manage classroom and organize instruction (Brophy, 1998; Cakmak, 2008; Emmer, Evertson & Worsham, 2000). Research also shown that many scholars have revealed the review on classroom management whereby many teachers have ranked classroom management as their major concerns to be mastered during teaching-learning processes (Rosas and West, 2008). Classroom management is the major concerns among junior teachers regarding aspect of teaching (Laut, 1999). In addition, junior teachers report that poor classroom management has results in teachers transferring to other school or becomes the significant barriers to professional success (Rosas and West, 2008). Beginning teachers also revealed that classroom management is one of the major challenges in teaching –learning process (Unal and Unal, 2012).

Even for experts and experienced teachers, classroom management is the skills that obtained through years of teaching. Senior teachers spent much time on discussing problems related to the behaviour of students (Laut, 1999). Experienced teachers indicate one of the major goals that needs to be accomplished in the first year of teaching is classroom management (Unal and Unal, 2012) Whether you are the beginning teachers who are just learn to teach or you are the senior teachers considered as experts and masters in your field, the classroom management skills should be the major aspects to focus on. It will determine how much your students learn and how effective you are as a teacher (Martin and Baldwin, 1994). School administrators identify poor classroom management as a major reason for low evaluation and why teachers are not hired (Unal and Unal, 2012). Thus, according to Landau (2001), classroom management strategies have been referred to “the most valuable skills set a teacher can have”.

In order to understand more on classroom management, the specific term on “classroom management” should be understood. Scholars generally described classroom management as the efforts taken by teachers to manage the classroom activities, including learning, social interaction and student behaviour (Burden, 2005; Good and Brophy, 2006). Classroom management refers to the teacher’s efforts in order to establish and maintain as a conducive environment for teaching and learning (Brophy, 1986). Research indicates that classroom management is important and crucial to ensure academic success (Martin, Yin and Mayall, 2006). Thus, creating the best learning environment in classroom should become the priority for teachers in order to achieve the goals.

According to Doyle (2006), “classroom management revolves around teachers’ and students’ attitudes and actions that influence student behaviours in the classroom”.  On the other hand, classroom management can be defined as two level of management which are the prevention of problems and give response when problem do occur (Savage and Savage, 2009). Studies also found that teachers action in their classroom have double impact on student achievement whereby the large part of teachers concerns are involves the classroom management (Marzano and Morzano, 2003). In addition, the development of quality relationship between the students and the teachers in the classroom is one of the key to achieve effective and efficient classroom management (Marzano, Marzano, and Pickering (2003).  

Teacher is a complex profession with multi tasks that cannot be mastered at one time (O’Ferral, Green and Hanna, 2010). Analysis from research conducted has revealed that “years of experience’ in teaching plays an important role on teachers’ beliefs  on classroom management whereby it will determines the possible style chosen by teachers (Unal and Unal, 2012). A number of studies have found that classroom management is possibly the most difficult aspect of teaching for many teachers thus causes pressure to many junior teachers and lead the teachers leaving the profession (Johns, McNaughton and Karabinus, 1989). Besides that, junior teacher also state that classroom management is one of their biggest challenge in teaching fields (Savage and Savage, 2009). Studies also indicates that junior teacher prefer to share the responsibility of classroom control included developing rules, focusing on behaviour and student’s feeling as well as what environment can alter the students attitude (Martin and Baldwin, 1992). According to Fideler and Haskelhorn (1999), junior teachers revealed that poor classroom management skills (82%) and disruptive students (57%) are the most significant barriers to professional success. Furthermore, a research conducted shown over 6000 teachers with less than three years of experience, 40 % of the respondents stated that either they are prepared or not prepared at all in the area of classroom management (Clevelend, 2008).

In line of years of teaching experience, research also indicates that teachers tend to change their belief as they gain experience throughout teaching  process and they are able determine the style of class control (Unal and Unal, 2012). Even though junior teachers have undergo a series of training and well prepared in traditional programs complete coursework in education,  study shown that junior teachers found that discipline and classroom management are two areas they fear most in the first year of teaching (Smith, 2000).

However, senior and experienced teacher indicates that classroom management needs to be accomplished in the first year of teaching (Savage and Savage, 2009). Generally, experienced teachers tend to combine years of service with skills and strategies in managing their classroom setting (Doyle, 1986). As the teachers became more experienced, they tend to master and become experts in controlling both behaviour and instructional management (Unal and Unal, 2012).  Furthermore, experienced teacher are said to be less hesitant, more flexible and easily adapt to new classroom environment (Kerrins and Cushing, 2000). In addition, experienced teachers usually have the ability to organize tasks and well manage in the classroom matters in order to maintain the dynamic nature of classroom (Hagger and McIntyre, 2000). Previous studies also indicates that teachers who had many years of teaching experienced had high quality relationship with students and facing with fewer discipline problems, rule violations and other related problem compared to junior teachers (Marzano, Marzano and Pickering, 2003). Numerous studies indicate that teachers tend to change their classroom management beliefs based on the level of experience they gained throughout the years of teaching (Unal and Unal, 2012). Thus, it is important to understand the role of teachers’ experiences on classroom management beliefs (Unal and Unal, 2012). In order to understand more on teachers’ beliefs in classroom management, the year of teaching experienced should be considered as the major factor to differentiate between what junior and senior teacher’s beliefs about classroom management.

References

Bosh, K.A. (2006). Planning classroom management. SAGE Publications, London

Brophy, J. (1986). Educating teachers about managing classrooms and students. Teaching and Teacher Education. 4(1), pp. 1-18

Burden, P.R. (2005). Powerful classroom management strategies: Motivating students to learn. Thousand Oaks, CA:Corwin Press

Clecelend, R. (2008). New teachers’ perceptions of their preparation. (Doctoral dissertation, Western Michigan University, 2008). ProQuest Information and learning Company, UMI No. 3303464

Doyle, W. (2006). Classroom organization and management. In M.C.Wittrock (Ed), Handbook of Research on teaching (3^rd ed). New York: Simon and Shuster

Emmer, E.t., Evertson, C. & Worsham, M.E. (2000). Classroom management for secondary teachers (5^th ed.) Allynn and Bacon, Boston.

Fideler, E., & Haskelhorn, D. (1999). Learning the ropes: Urban teacher induction programs and practices in the United States. Belmont, MA: Recruiting teachers

Good, T.L. & Brophy, J.E. (2006). Looking in classroom (8^th ed.). New York: Longman

Hagger,H.. & McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26(3-4), pp. 483-495

John, F.A., Macnaughton, R.H. & Kabinus, N.G. (1989). School discipline guidebook: Theory into practice. Allyn and Bacon, Boston

Kerrins,J. & Cushing,K. (2000). Taking a second look: Expert and novice differences when observing the same classroom teaching segment a second time. Journal of Personnel Evaluation in Education. 14(1), pp. 5-24

Landau,B.M.(2001). Teaching classroom management: a stand-alone necessity for preparing new teacher. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA

Martin, N. & Baldwin,B. (1994). Beliefs regarding classroom management style: The differences between novice and experienced teachers. Paper presented at the Southwest Educational Research Association, January, san Antonio, TX-ERIC Document Reproduction Service No. ED387471 

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development. 

O’Ferrall, B.M.E. Green, A & Hanna, F. (2010). Classroom Management Strategies for Difficult Students: Promoting change through relationship. Midle school Journal, 41(4), pp. 4-11

Rosas, C. & West,M. (2008). Teachers Beliefs about Classroom management: Pre-service and Inservice Teachers’ Beliefs about Classroom Management. IJAES, 5(1),pp.55-61

Savage, T.V. & Savage, M.K. (2009). Successful Classroom Management and Discipline: Teaching Self Control and responsibility. (3^rd edition). Sage Publications, Inc.

Smith, B. (2000). Emerging themes in problems experienced by student teachers: A framework for anylysis. College Student journal, 34(A), 633-641

Unal,Z. & Unal, A. (2012). The Impact of Years of Teaching on the Classroom Management Approaches of Elementary school teachers. International Journal of instruction, 5(2), pp. 41-48

Chapter 3

CHAPTER 3

RESAEARCH METHODOLOGY

3.1       Introduction

            The purpose of this study was to investigate the teachers’ beliefs on classroom management between junior teachers and senior teachers. For the purpose of this study, the teachers’ beliefs referred to the teachers’ attitudes and beliefs toward classroom management.

            The data for the study were collected using a survey that investigates the teachers’ belief on classroom management among junior teachers and senior teachers. Specifically, the study investigates the following research questions and research objectives:

1)                  What are the teachers’ beliefs on classroom management among junior teacher?

2)                  What are the teachers’ beliefs on classroom management among senior teacher?

3)                  What are the differences of beliefs between junior and senior teacher on classroom management approaches?

3.2       Sample Selection

            For this study, there were two samples needed. The first sample consisted of 120 teachers of secondary school. All participants were expected to fulfil certain criteria. The first criterion for the teachers selected for this study was that all participants must be certified teachers that undergo specific training at teacher training college or universities. For purposes of this study, junior teacher referred to the certified teachers that entered their first teaching position at school and senior teacher can be described as teachers with many years of experience in teaching. It was the assumption of the researcher that less experienced teachers differ from those who are more experience regarding their attitudes and beliefs toward classroom management.

            The second sample related to selecting of school. For purposes of this study, there were two criteria used to select the school. The first criterion was that the schools chosen are three secondary schools. The second criterion was geographic location whereby all schools are located at Petaling Jaya which are considered as urban schools.

3.3       Instrumentation

            In order to obtain information on teachers’ beliefs on classroom management among junior and senior teachers, the researcher develops a 2-part survey questionnaire. An instrument, the Behaviour and Instructional Management Scale (BIMS) consisting of closed-ended questions was used based on BIMS copied from Unal & Unal, (2012).

            The researcher states a clear directions and explanation of the purpose of the survey at the beginning of the instruments. The BIMS consist of 30 items grouped into two sections. The first section was designed to obtain demographic information regarding the participants. Among the items in demographic sections, the participants were asked to report their gender, age, highest education level, year of teaching and the position at schools. The data gained from these participants were used to describe a profile of the participants.

            The second section is the BIMS which contain closed-ended questions and were designed to gather data about the classroom management style. There are 25 items to be answered by the participants. Each participant is asked to identify the extent to which the behaviour and management scale. The points on this scale were 1: Strongly Agree,  2: Agree, 3: Not Sure, 4: Disagree and 5:Strongly Disagree.

3.4       Data Collection Process

            Beginning of the data collection process, the researcher asks permission and approval from the administrators of the target schools to conduct a survey on the topic studied. A set of BIMS are distributed to 120 teachers randomly whom are the participants of each school. There are three schools involved which are SMK Lembah Subang, SMK Damansara Jaya and SMK Bandar Damansara which all are located at Petaling Jaya.  The researcher gave the participants a time frame for the completion of the survey and returned the survey forms.

3.5       Validity

            According to Gall, Borg & Gall (1996), the validity of an instrument refers to the appropriateness, meaningfulness and usefulness of specific inferences made from test scores (Hayden, 2000). For this study, the validity is ensure because the instruments used are derived from the Behaviour and Instructional Management Scale (BIMS) which is currently the most recent version of the instruments that have been refined and tested over the years based on feedback received from previous studies (Martin & Sass, 2010).

3.6       Reliability

            Gall, Borg & Gall state that reliability of instruments referred to the consistency, stability and precision of test scores over time and population (Hayden, 2000). The BIMS was used for the purpose of this study and data were collected from each participant. Thus, the reliability of this study is established.

3.7       Data Analysis

            Once all the completed instruments were received by the researcher, the data were analyzed using the Statistical Package for Social Sciences (SPSS). In order to test the hypothesis of this study, the researcher calculated the mean scores for the subscales on the 25 items of closed-ended questions on the BIMS. The researcher then conducted an independent t-test to explore whether there was a statistically significant difference in these scores (p<0.5).

           

Proposal of Questionnaire (Closed-ended question)

PART A – DEMOGRAPHIC DATA

Please write your choice and ( √ ) in the corresponding space provided.

1.                  Age: (Please √ )

21 – 30
31 – 40
41 – 50
Above 50

2.                  Gender:           Female                                                 Male   

3.                  Higher Educational Level

Diploma
Bachelor Degree
Masters
PHD

4.                  Year of Teaching

1 – 5 years
6 – 15 years
16 – 20 years
More than 20 years

5.                  Position at School

Principal
Senior Assistant
Head of Panel
Excellent Teacher
Subject Teacher

PART B: For each statement below please mark the response that best describes what you do in the classroom. There is no right or wrong answers, so please respond as honestly as possible.

1: Strongly Agree        2: Agree          3: Not Sure     4: Disagree      5: Strongly Disagree

Statements

I nearly always interview when students talk at inappropriate times during class.

I use whole class instruction to ensure a structured classroom.

I strongly limit student chatter in the class.

I nearly always use collaborative learning to explore questions in the classroom.*

I reward students for good behaviour in the classroom.

I engage students in active discussion about issues related to real world applications.*

If a student talk to a neighbour, I will move the student away from the other students.

I establish a teaching daily routine in my classroom and stick to it.

I use input from my students to create classroom rules.*

I nearly always use group work in my classroom.*

I allow students to get out of their seat without permission.*

I use student input when creating students projects.*

I am strict when it comes to student compliance in my classroom.

I nearly always use inquiry-based learning in the classroom.*

I firmly redirect students back to the topic when they get off task.

I direct the students’ transition from one learning activity to another.

I insist that students in my classroom follow the rules at all time.

I nearly always adjust instruction in response to individual student needs.*

I closely monitor off task behaviour during class.

I nearly use direct instruction when I teach.

I strictly enforce classroom rules to control student behaviour.

I do not deviate from my pre-planned learning activities.

If a student’s behaviour is defiant, I will demand that they comply with my classroom rules.

I nearly always use a teaching approach that encourages interaction among students.*

*Item is reverse scored

 References

Hayden, M.L. (2000). Factors That Influence the College Choice Process for African American Students, Masters of Arts in Education, Virginia Polytechnic Institute and State University

Martin, N.K. &Sass, D.A. (2010). Construct Validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26(5),1124-1135.

Unal,Z. & Unal, A. (2012). The Impact of Years of Teaching on the Classroom Management Approaches of Elementary school teachers. International Journal of instruction, 5(2), pp. 41-48