Volume 06 Issue 12 December 2023
1Assoc. Prof. Katerina Mitevska Petrusheva, PhD, 2Prof. Biljana Popeska, PhD
1Faculty of Education, International Balkan University, Skopje, North Macedonia
2Faculty of Educational Sciences, Goce Delcev University, Stip, North Macedonia
DOI : https://doi.org/10.47191/ijsshr/v6-i12-81Google Scholar Download Pdf
ABSTRACT
Classroom management practices which teachers apply in their everyday practice are focused on creating positive environment which will enable students to effectively work and learn on a daily basis. Additionally, some practices familiar in the educational theory, known as methods of educational work, can have much bigger impact and contribute toward long-term changes related to student’s overall personal development. Their application influences on developing and strengthening some personal qualities like: positive beliefs and attitudes toward learning and personal improvement, self-control, self-discipline, diligence, responsibility, positive work habits etc. This paper examines the use of the methods of educational work, through the frequency of use of different approaches and strategies in teachers’ everyday classroom management practice, focusing on praise, reward, and training, as a part of the process of developing habits; inhibition and punishment in situation when negative behaviour occurs, and others. The sample includes 364 secondary school teachers in North Macedonia, with different length of working experience in the teaching profession.
The application of these methods is seen as an important part of teachers’ practice, and due to this it should be considered as a necessary component of the initial teacher education, as well as teachers’ continuous professional development. The paper stresses the importance of teacher education in this domain, emphasizing that their appropriate or inappropriate use can lead either to long-term positive outcomes or to negative consequences.
KEYWORDS:personal characteristics, reward, punishment, reprimand, praise.
REFERENCES1) Barrow, R., & Woods, R. (2006). An Introduction to Philosophy of Education, 4th Edition, London: Routledge.
2) Blazar, D., & Kraft, M. (2016). Teacher and Teaching Effects on Students Attitudes and Behaviors, Educational Evaluation and Policy Analysis, 39(1), 146 – 170. doi: 10.3102/0162373716670260
3) Bo, N., an Damme, J., Van Den Noortgate, W., Yang,X., & Gielen, S. (2015). The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study, School Effectiveness and School Improvement, 26(4), 586-611, doi: 10.1080/09243453.2015.1025796.
4) Bo, N. (2018). Examining the importance of discipline in Chinese schooling: an exploration in Shanhai, Hong Kong, Macao, and Taipei. Asia Pacific Education Review November https://doi.org/10.1007/s12564-018-9563-4.
5) Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54(2), 199-231.
6) Cameron, M. (2006). Managing school discipline and implications for school social workers: A review of the literature. National Association of Social Workers. 28(4), 219-228.
7) Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. In L. Darling Hammond (Ed.), Review of Research in Education, 21 (pp:301-341). Itasca, IL: F.E. Peacock Publishers.
8) Corno, L. (1993). The Best-Laid Plans: Modern Conceptions of Volition and Educational Research. Educational Researcher, 22(2), 14-22, Retrieved March 10, 2022 from https://www.jstor.org/stable/1176169.
9) Costică, S.E. (2014). About rules, punishments and rewards in education. Social and Behavioral Sciences 11,1160-1166.
10) Crede, M., & Kuncel, R. N. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. Perspectives on Psychological Science, 3(6), 425-453 https://doi.org/10.1111/j.1745-6924.2008.00089.x
11) Ding, M., Li, Y., Li, X., & Kulm, G. (2010). Chinese teachers' attributions and coping strategies for student classroom misbehaviour, Asia Pacific Journal of Education, 30(3), 321-337. doi: 10.1080/02188791.2010.495832.
12) Doležalová, J., Hábl, J., & Janiš, K. (2014). Fundamental Pedagogy. Králove: Univerzita Hradec
13) Dreikurs, R., Cassel, P., & Dreikurs Ferguson, E. (2004). Discipline Without Tears: How to Reduce Conflict and Establish Cooperation in the Classroom. Mississauga, Ont.: J. Wiley & Sons.
14) Dvorak, T., & Jia, M. (2016). Do the Timeliness, Regularity, and Intensity of Online Work Habits Predict Academic Performance? Journal of Learning Analytics, 3(3), 318-330.
15) Kohn, A. (2005). Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason. Atria Books.
16) Kostova, M. (2004). Методика на воспитна работа. Methodics of educational work. In Macedonian. Скопје: Филозофски факултет.
17) MacCann, C., Fogarty, G.J., & Roberts, R.D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22(5), 618– 623.http://dx.doi.org/10.1016/j.lindif.2011.09.015
18) Mitevska Petrusheva, K. (2015). Иницијалното образование на наставниците во функција на воспитната работа во училиштето Initial Teacher Education in Purpose of Realization of the Educational Role in School. In Macedonian. Докторска дисертација (Unpublished doctoral thesis), Скопје: Филозофски факултет.
19) Mitevska Petrusheva, K., & Popeska, B. (2014). Establishing the Relation Between Teacher and The Student in a Context of Teacher’s Educational Role - Perspective of the Future Physical Education Teachers. Research in Kinesiology,44(2), 257-26.
20) Lewis, R., Romi, S., Katz, J.Y., & Xing, Q. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24(3),715-724.
21) Little, S. G., & Little – Akin, A. (2007). Psychology’s contributions to classroom management. Psychology in the Schools, 45(3), Retrieved 01 March, 2022 from https://onlinelibrary.wiley.com/doi/epdf/10.1002/pits.20293, doi: 10.1002/pits.20293.
22) OECD. (2019a), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en
23) OECD. (2019b), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris. https://doi.org/10.1787/1d0bc92a-en
24) OECD. (2021), Positive, High-achieving Students?: What Schools and Teachers Can Do, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/3b9551db-en.
25) Ormrod, J.E. (2015). Essentials of Educational Psychology. New Jersey: Pearson.
26) Reyes, M.R., Brackett, M.A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology. 104(3),700-712doi: 10.1037/a0027268.
27) Riley, P. (2008). An adult attachment perspective on the student-teacher relationship & classroom management difficulties. Teaching and Teacher Education 25, 626-635.
28) Simpkins, S.D., Tulagan, N., Lee, G., Ma, TL., Zarrett, N., & Vandell, D.L. (2020). Children’s Developing Work Habits from Middle Childhood to Early Adolescence: Cascading Effects for Academic Outcomes in Adolescence and Adulthood. Developmental Psychology, 56(12), 2281-2291.
29) Smith, J.C., & Laslett, R. (2002). Effective Classroom Management. London: Routhledge.
30) Suzić, N. (2005). Pedagogija za XXI vijek, Pedagogy for XXI century. In Serbian. Banja Luka: TT-Centar.
31) Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and Promote a Psychology of Success. Jossey – Bass.
32) Tauber, R.T. (2007). Classroom Management: Sound Theory and Effective Practice. Westport: Praeger Publishers.
33) Vukasović, A. (1993). Etika, moral, osobnost: moralni odgoj u teoriji i praksi odgajanja, Ethics, moral, personality: moral development in theory and practice of education. In Croatian. Zagreb: Školska knjiga, Filozofsko-teološki institutet D.I. Zagreb.