ABSTRACT This case study examines the classroom management skills of a university English teacher, as documented through the teacher's personal journal.. By conducting a case study analy
INTRODUCTION
Rationale of the study
Classroom management is widely recognized as a critical factor that influences students' academic performance, as highlighted in numerous research studies (Marzano,
2008) Effective classroom management establishes the foundation for teaching and learning by creating a conducive environment that captures students' attention and facilitates effective instruction (Marzano, 2008)
The importance of classroom management becomes evident when considering the detrimental impact of a chaotic and disorganized classroom on learning outcomes (Idopise, 2004) In such an environment, academic learning is hindered, and little progress can be made Classroom management encompasses more than just student control and discipline; it encompasses all the actions teachers undertake to foster students' academic engagement, cooperation, and the creation of a conducive learning environment (Umoren, 2010)
Comprehensive classroom management involves various elements, including organizing the classroom, setting expectations, encouraging student cooperation, and addressing procedural demands (Nicholas, 2007) This holistic approach contrasts with a narrow view that focuses solely on discipline and control The broader perspective of classroom management has been associated with increased student engagement, reduced disruptive behaviors, improved student responsibility, and enhanced academic performance (Bassey, 2012) Classroom management encompasses a broader scope,
2 encompassing how teachers work, how the class operates, how teachers and students collaborate, and how teaching and learning occur (Charlie, 2006; Williams, 2008)
Research spanning the past 50 years has consistently identified classroom management as the most influential factor, surpassing students' aptitude, in affecting their learning and academic performance (Wang et al., 2009) Contrary to the belief that classroom management is an innate gift possessed by some teachers, it is a skill that can be acquired through practice, commitment, creativity, and adaptability (Pandey, 2006; Abel, 2011)
Poorly managed classrooms are characterized by disruptive behaviors that disrupt learning processes and hinder academic performance (Ekere, 2006) Effective classroom management can minimize these disruptive behaviors and foster a conducive learning environment, leading to increased student attentiveness, engagement, and improved academic performance (Effiong, 2007)
To date, there has been no research that specifically examines the classroom management skills of a teacher in a university setting While some studies have been conducted on classroom management, they have tended to focus more on how teachers' classroom management practices affect students For example, George, I N., Sakirudeen, A O., & Sunday, A H (2017) looked at how classroom management impacts students' academic performance in the secondary school context, with students as the primary participants It acknowledges the inclusion of certain classroom management methods, such as corporal punishment, which may be employed at the secondary school level but are not suitable for students in other educational levels The study's research instrument is a questionnaire, and it involves 200 students selected from five public secondary schools
Rika (2011) also investigates classroom management of English teaching – learning process, but the context is in a seventh-grade class in junior high school The instrumentation is various, including observation, interview and questionnaires
In contrast, this study addresses a distinct research gap by examining the classroom management skills of a specific university English teacher The study explores the teacher's approaches, strategies, and practices in managing their English classroom, rather than solely focusing on the impact on students' academic performance By conducting a case study analysis of the selected university English teacher's journal, this research aims to fill the research gap and provide insights into effective classroom management practices in the higher education setting The case study approach allows for an in-depth exploration of the teacher's classroom management skills and their application within an English language learning environment at the university level
By examining the teacher's journal entries, the study seeks to gain a comprehensive understanding of the strategies employed, challenges faced, and successful practices implemented by the teacher in managing their English classroom This approach provides rich qualitative data that can shed light on the nuanced aspects of classroom management in a university setting
The aim of this thesis is to explore the classroom management skills utilized by a university English teacher in their English classroom and provide recommendations to enhance classroom management skills in English classrooms at the university level By investigating the specific strategies employed by the teacher and analyzing their case study, this research seeks to contribute to the existing knowledge on effective classroom management practices in English language education within the university context Through an in-depth examination of the teacher's classroom management skills, this thesis aims to identify the key classroom management techniques used by the teacher, the problems encountered in managing the class, and the solutions implemented by
4 the teacher to address those problems The research will also investigate the role of effective communication and the teacher's ability to differentiate their management approach to meet the diverse needs and learning styles of students
Based on the findings from the case study, this thesis will propose practical recommendations that can be implemented by university English teachers to enhance their classroom management skills These recommendations will encompass specific strategies, resources, training programs, and adaptations tailored to the unique characteristics and requirements of English language classrooms at the university level
Ultimately, the aim of this thesis is to provide valuable insights and guidance for university English teachers, English language education institutions, and policymakers to improve classroom management practices, thereby fostering a more conducive and engaging learning environment for students in university-level English classrooms
1 What are the key classroom management skills utilized by the university English teacher in their English classroom?
2 What problems are faced by the English teacher in managing class?
3 What does the English teacher do to solve the problems in managing the class?
By answering these research questions, this study seeks to gain insights into the specific classroom management skills employed by the university English teacher and identify areas for improvement and enhancement Understanding the effective classroom management strategies used by the teacher will contribute to the body of knowledge on effective English language teaching practices at the university level
The study employs a qualitative research design, with a focus on analyzing the English teacher's journal as the primary data source The teacher's journal serves as a rich source of qualitative data, providing valuable insights into the nuances of the teacher's decision-making processes, challenges, and successful practices in managing their English language classroom
This study is confined to exploring classroom management strategies employed by a specific university English teacher within her instructional practice
The scope of the study does not extend to comparative analyses or cross-case examinations The research is focused on the singular case of the university English teacher and their classroom management practices, without making comparisons to other teachers or educational settings
Scope of the study
This study is confined to exploring classroom management strategies employed by a specific university English teacher within her instructional practice
The scope of the study does not extend to comparative analyses or cross-case examinations The research is focused on the singular case of the university English teacher and their classroom management practices, without making comparisons to other teachers or educational settings
Additionally, the study does not aim to generalize its findings to the broader population of university English teachers or educational institutions Rather, the emphasis is on providing a detailed, contextualized understanding of the classroom management skills and strategies employed by the selected teacher within their specific university English classroom
The findings of this study will benefit university English teachers and teacher training programs By examining the practices and strategies employed by the selected teacher, educators can gain a deeper understanding of effective classroom management techniques in the context of English language instruction These insights can inform the development of teacher training programs, helping to equip future educators with the
6 necessary skills and knowledge to create a positive and productive learning environment for their students
Furthermore, the research outcomes will have practical implications for current university English teachers By investigating the successful practices, challenges faced, and strategies employed by the selected teacher, this study offers practical insights that can be applied by other instructors in similar contexts Teachers can gain inspiration and guidance from the experiences of the teacher in the case study, enabling them to refine their own classroom management skills and enhance their students' learning experiences
Additionally, the study contributes to the broader field of educational research by expanding the understanding of effective classroom management across different educational levels By comparing and contrasting the findings of this research with existing studies on classroom management in secondary schools, a comprehensive picture of classroom management practices can be developed This knowledge can inform educational policies and practices, emphasizing the importance of tailored classroom management approaches that consider the unique needs and characteristics of different educational levels
The paper of the research will be organized as follows:
CHAPTER 1: INTRODUCTION includes rationale of the study, significance of the study, aims of the study, research questions, scope of the study, methods and structure of the study
CHAPTER 2: LITERATURE REVIEW presents and explains the theoretical framework related to the study In this chapter, the researcher serves the theory of classroom management and refers to the existing studies about classroom management skills
CHAPTER 3: METHODOLOGY discusses the methods of the study and some other constructs such as participants, ethical issues and the like
CHAPTER 4: FINDINGS AND DISCUSSION presents what is found from the analysis and explains the answers of the research questions In this chapter, the researcher describes the essential classroom management techniques used by a university English teacher in an English classroom, as well as the challenges the teacher faces in running the class and the steps she takes to overcome them
CHAPTER 5: CONCLUSION provides the summary of the research In addition, the study's implications and suggestions for more research are presented.
Structure of the study
The paper of the research will be organized as follows:
CHAPTER 1: INTRODUCTION includes rationale of the study, significance of the study, aims of the study, research questions, scope of the study, methods and structure of the study
CHAPTER 2: LITERATURE REVIEW presents and explains the theoretical framework related to the study In this chapter, the researcher serves the theory of classroom management and refers to the existing studies about classroom management skills
CHAPTER 3: METHODOLOGY discusses the methods of the study and some other constructs such as participants, ethical issues and the like
CHAPTER 4: FINDINGS AND DISCUSSION presents what is found from the analysis and explains the answers of the research questions In this chapter, the researcher describes the essential classroom management techniques used by a university English teacher in an English classroom, as well as the challenges the teacher faces in running the class and the steps she takes to overcome them
CHAPTER 5: CONCLUSION provides the summary of the research In addition, the study's implications and suggestions for more research are presented
LITERATURE REVIEW
Definition of classroom management
Classroom management encompasses the actions and strategies that teachers employ to maintain order, engage students in instructional activities, and promote collaboration within the classroom environment It is defined as the process of delivering lessons effectively while minimizing disruptions from students (Adeyemo, 2012) Classroom management involves the steps taken by teachers to create a healthy, collaborative setting that facilitates both academic and social-emotional learning for students (Evertson & Weinstein, 2006)
Classroom management is crucial for establishing an environment that is conducive to learning in schools (Brophy, 2006) It enables teachers to bring about positive changes in student behavior and help them fulfill their responsibilities efficiently (Hoy & Weinstein, 2006) Classroom management requires teachers to react promptly to problems that arise within the classroom, as well as to establish and maintain an environment that supports the achievement of educational objectives (Moore & Hansen,
Researchers have defined classroom management from various perspectives Chrisler and McCreary (2010) describe it as the methods and strategies used by educators to maintain a classroom environment that supports student success and learning
Effective teachers are perceived to have a "magical box" of classroom management strategies to address issues that arise in the classroom (Bull, Feldman, & Solity, 2013; Laslett & Smith, 2002)
Larrivee (2005) states that classroom management involves three key elements: meaningful content, effective instructional strategies, and an organizational structure that supports productive learning In the last decade, researchers have explored classroom management from broader viewpoints, such as the conscious implementation of planning, communication, and evaluation stages (Erdoğan et al., 2010), the physical arrangement of the classroom to provide a flexible and supportive environment for students, and the management of both student and teacher behavior (Carter & Doyle, 2013; Levin & Nolan, 2014; Weinstein & Novodvorsky, 2011; Weinstein, Romano, & Mignano, 2011)
Classroom management has also been considered as a field that focuses on developing effective class leaders with distinct skills in appropriately selecting teaching goals, adopting new teaching strategies, managing techniques, and planning classroom activities (Emmer & Stough, 2003).
Purpose of classroom management
Effective classroom management is crucial for creating a positive and productive learning environment According to AH (2007), the main objective of effective classroom management is to establish a classroom atmosphere that supports and enhances the teaching and learning process This involves implementing strategies and techniques that serve several purposes to ensure efficiency and effectiveness in achieving the lesson goals The classroom is the fundamental unit that should be the primary focus, as it is the core workshop of the educational process Just as disruptions in a production line can undermine all the preparatory work and effort, the quality of the entire education
10 system rests heavily on the teacher's efforts within the classroom environment, regardless of the quality of policies, projects, and approaches adopted by the management
From this perspective, the most crucial stage in the education system's performance manifests at the point of properly conducting the teaching and learning activities The teacher's aim is not to simply exert control over students, but to ensure that students learn to control themselves (Freiberg, 2002) While classroom management involves maintaining positive behaviors and changing negative ones, it ultimately aims to manage students (Karagửz, 2008)
The primary goal of classroom management is to motivate students to learn, encourage self-regulation among students, and foster a sense of partnership (Evertson & Neal, 2005) In essence, the classroom is the central and most crucial component of the education system, and the teacher's effective classroom management plays a pivotal role in achieving the desired educational outcomes.
Benefits of effective classroom management
Effective implementation of classroom management strategies is crucial in order to accomplish educational goals and provide an optimal learning environment for students (Jones & Jones, 2013) Both teachers and students benefit from a well-managed classroom environment Marzano (2003) highlights that effective classroom management is conducive to successful teaching and learning Creating a positive classroom climate has numerous advantages, including boosting students' self-esteem, fostering cooperation among peers, and providing a safe space for students to openly express their thoughts and opinions (Gottlieb, 2014; Koutrouba, 2013; Vouyoukas,
2007) When classroom management is handled effectively, it sets the stage for an optimal learning experience, enabling both educators and learners to thrive
In classrooms where effective classroom management is established, students have the opportunity to explore and identify their interests and values This is because effective classroom managers prioritize supporting student autonomy (Schuitema, Peetsma, & Van Der Veen, 2016) As a result, students develop a sense of ownership over their learning and are encouraged to express their individuality
Furthermore, teachers feel a sense of confidence and competence when delivering lessons in well-managed classrooms Skilled teachers meticulously organize and plan their lessons, ensuring a disruption-free learning environment for students By providing clear directions and explanations, teachers optimize instructional time, maximizing the opportunity for students to engage with the content (Brophy, 2006)
Highly efficient classroom managers possess the ability to adapt their strategies based on the unique dynamics of their classrooms Drawing from years of experience in teaching and managing classrooms, these teachers develop the foresight to anticipate potential issues that may arise As a result, they are better equipped to address challenges and maintain a positive learning environment (Berger, Girardet, Vaudroz, & Crahay,
Teachers who possess high-quality skills in classroom management also demonstrate a deep understanding of their students' needs By being attuned to the diverse learning styles, interests, and abilities of their students, these teachers can tailor their instructional approaches to meet individual needs and foster a supportive and inclusive learning environment
Classroom management is crucial for student achievement (Marzano & Marzano,
2003) It directly impacts academic success (Gage et al., 2018; Korpershoek et al., 2016; Oliver & Reschly, 2007) Creating a positive learning environment has a beneficial effect on students' academic and social-emotional outcomes (Stepanek, 2000) Well-managed and learner-centered classrooms support student achievement (Armstrong, 2006)
Research indicates that effective classroom management reduces behavioral issues and improves academic performance (Korpershoek et al., 2016) Students are more engaged in learning activities when the classroom environment is smooth (Oliver et al., 2011) Skilled teachers aim to prevent disruptions during lessons to maximize student engagement (Kounin, 2006) Well-managed classrooms promote student participation and improve outcomes, even for struggling students (Marzano et al., 2003; Martin et al.,
The amount of instructional time in the classroom also positively influences students' academic success (ệzer & Anıl, 2011) Researchers suggest that learning time allocation predicts student achievement Effective classroom management skills allow trained teachers to maximize interaction between students and teachers during instruction (McGee, 2001) On the other hand, untrained and inexperienced teachers waste instructional time dealing with classroom problems, which negatively affects student achievement Studies have shown that new teachers often lack the necessary skills to manage the classroom efficiently and struggle with behavioral issues (Freiberg, 2002; Allen & Blackston, 2003; Kirkpatrick et al., 2006)
The attitudes and knowledge of teachers in establishing relationships with their students, as well as the establishment of classroom rules, play a significant role in maintaining discipline and addressing behavioral issues (Odejobi & Adesina, 2009) Effective classroom management encompasses various aspects, including time and resource management, student engagement in classroom activities, and the prevention of disruptions that can waste valuable instructional time (Dolan et al., 1993) Such disruptions not only impact students but also pose challenges for teachers, leading to a lack of focus on academic studies and a waste of learning opportunities (Etheridge,
In order to maintain a conducive learning environment, students are expected to adhere to classroom rules and actively participate in academic activities, with teachers providing guidance and supervision (Amoah, Owusu-Mensah, Laryea, & Gyamera,
2015) It is the responsibility of teachers to create an environment that supports students' academic achievements and facilitates their overall learning experience (Mensah, 2009).
Factors affecting classroom management
Classroom management is influenced by various factors, both inside and outside of the classroom Teachers who aim to effectively manage their classrooms should be aware of these factors and possess problem-solving skills to address them (Taş, 2005) This section discusses the factors that impact classroom management, including the teacher, students, classroom environment, materials and resources, routine tasks, the overall environment, and the school and family dynamics
Schools are designed to shape individuals' behaviors and provide a consistent learning environment for students from diverse backgrounds The behavior development process is carefully planned and facilitated by professional educators within the school setting (Gửzỹtok, 2007) Additionally, the overall management approach of the school and its socio-economic context also impact student behavior and classroom management The size of the school and its staff-to-student ratio can affect interpersonal dynamics and teacher morale Smaller schools often provide better opportunities for fostering interpersonal skills and maintaining positive teacher - student relationships (Erden, 2005) Schools that effectively manage classrooms may also offer teachers various support systems to enhance their professional develop ment This may involve measures such as allowing new teachers to record their lessons for self-evaluation, assigning mentor teachers, providing regular training sessions, and
14 creating online platforms where experienced teachers can share their lesson plans (Freiberg, 2002)
The teacher plays a crucial role in creating and maintaining an effective learning environment in the classroom It is the teacher's responsibility to organize activities that align with the learning objectives and cater to the interests, needs, and expectations of the students (Aydın, 2004) The primary duty of teachers is to facilitate teaching and learning experiences for their students and serve as role models for them (Bilen, 1996) To be specific, they design and deliver lessons, provide explanations, clarify doubts, and offer examples to help students grasp new concepts Teachers a re constantly interacting with their students, delivering instruction, adapting their behavior based on the goals of the education system and the subject matter, and influencing students through their attitudes, behaviors, and habits (Varış, 1998) It is well-known that any behavior exhibited by the teacher in the classroom has an impact on students Therefore, teachers need to be mindful of the behaviors they display in the classroom (Gửzỹtok, 1993), as students are primarily interested in what the teacher does rather than what they say (Topal, 2007) Teacher behaviors hold great importance, particularly in the early stages of primary school, as students look up to their teachers as role models during these formative years Hence, the diligence and orderliness of the teacher directly affect student behaviors and, consequently, the classroom environment
All the activities conducted in school and the classroom are designed to help students achieve their goals and desired behaviors While classroom management influences students and their success, students also have an impact on classroom management, either positively or negatively Student characteristics, such as their
15 behaviors, personal traits, willingness to cooperate with the teacher, and engagem ent in the lesson, play a role in classroom management When students' needs are met, and their successful behaviors are reinforced in the classroom, they become motivated to learn Students who have a positive relationship with their teachers, perceiving them as supportive, often demonstrate responsible behaviors and willingly participate in academic activities by following classroom rules and norms In essence, students tend to exhibit behaviors of respect, cooperation, and active participation towards teachers whom they perceive as "good" (Evertson & Weinstein, 2006) Conversely, disruptive behavior, lack of engagement, or disrespect can disrupt the learning process and make it more challenging for the teacher to manage the classroom effectively
The classroom environment, including physical conditions such as space, temperature, lighting, cleanliness, seating arrangements, and the placement of the teacher's desk, as well as the ability to hear external noises, has an impact on classroom management Furthermore, the number of individuals present in the classroom also influences classroom management In the past, classroom management focused on establishing the teacher's authority and relied on a discipline-based approach However, nowadays, classroom management is primarily concerned with creating and maintaining a conducive learning environment (Demirel, 1999) The success of students in the classroom is influenced by the opportunities and atmosphere provided by their teachers The atmosphere created by the teacher in the classroom also affects student success (Heck Larsen & Marcoylides, 1990)
The selection and utilization of appropriate tools and materials have an impact on classroom management These tools can include textbooks, workbooks, multimedia resources, educational software, manipulatives, and online platforms When teachers
16 choose the right tools, it helps engage students and facilitates effective instruction The availability and accessibility of these tools can impact classroom management by enabling teachers to plan and deliver lessons more efficiently, leading to a well - managed learning environment On the other hand, the availability and organization of classroom materials can greatly influence classroom management Teachers need to ensure that students have access to the materials they need for learning activities, such as textbooks, writing materials, art supplies, and science equipment When materials are readily available and properly organized, it reduces disruptions and time wasted on searching for resources This promotes a smooth flow of instruction and enhances classroom management It is essential for teachers to have the necessary tools and materials prepared before entering the classroom Otherwise, interruptions and undesirable behaviors may occur among students when the teacher needs to gather or organize the materials during the lesson, leading to disruptions It is crucial that the tools and materials used in the classroom align with the students' level of understanding Additionally, how students can effectively utilize these tools and materials, as well as the teaching activities associated with them, should be carefully considered Teachers should familiarize themselves with the tools and materials to be used in the classroom before the lesson to ensure smooth implementation (Gửzỹtok,
In a classroom setting, there are various routines that, when properly established, can help avoid potential challenges and issues (Waters, 1996) Routines provide structure, predictability, and consistency, which help students understand expectations, minimize disruptions, and create an optimal learning environment These routines include efficiently completing administrative tasks such as taking attendance without disrupting the lesson, preparing the environment to create a
17 motivating atmosphere and minimize distractions, and providing timely feedback to students through efficient homework checks Implementing these routines effectively contributes to effective classroom management
The behaviors of students and classroom management can be influenced both positively and negatively by the surrounding environment This environment encompasses the immediate surroundings of the student, such as the classroom, school, and family, where they are present on a daily basis, as well as the broader environment that intermittently affects them For instance, students may emulate positive or negative behaviors from their own society or other societies through mediums like television and the internet, and exhibit them within the classroom (Gündüz, 2001) There is a strong tendency for students to adopt and display the behaviors they observe in their environment, particularly the negative ones, while in the classroom.
Summary
Effective classroom management is essential for creating a positive and productive learning environment It involves the actions and strategies teachers use to maintain order, engage students, and foster collaboration Effective management not only promotes student autonomy and motivation but also enhances academic performance and social-emotional outcomes Various factors influence classroom management, including the teacher's role, student behavior, classroom environment, and available resources Establishing routines and understanding the broader school and family dynamics further contribute to successful management Ultimately, effective classroom management is crucial for achieving educational goals and
18 facilitating a conducive environment for both teaching and learning, allowing educators to meet diverse student needs and support their overall development
METHODOLOGY
Design of the study
The method used in this study is a case study approach Case studies offer an in-depth examination of a specific phenomenon within its real-life context By focusing on a single teacher and their experiences, a case study allows for a detailed exploration of the teacher's classroom management strategies, her implementation, and the outcomes observed This method provides a comprehensive understanding of the complexities and nuances of the teacher's practices, contributing to the development of practical recommendations
The primary method of data collection for this study will involve analyzing the English teacher's journal To facilitate this, the teacher was invited to maintain a detailed journal documenting her experiences, reflections, and strategies relate d to classroom management To encourage the teacher to provide comprehensive data through her journal, several steps were taken The researcher began with an inform al meeting to explain the study's purpose, emphasizing the importance of her insights in understanding classroom management This conversation will help establish trust, clarify expectations, and prevent any misunderstandings that could lead the teacher off track while writing her journal The researcher also provided the teacher with clear guidelines on what to include in her journal There were schedule regular check-in meetings to discuss the teacher’s entries, allowing for dialogue about her experiences This not only reinforces the importance of her reflections but also provides an opportunity for her to explore her thoughts in more depth During the process of
20 collecting data, to ensure the honesty of the journal, the researcher always encouraged the teacher to be candid in her writing, emphasizing that the journal is a safe space for her to express both successes and difficulties in classroom management Flexibility in how the journal is maintained is allowed, whether digitally or in a physical noteboo k, to accommodate the teacher's preferences and busy schedule The journal entries are written in English
After receiving the teacher's journal, the researcher began the data analysis process to collect information for the study The first step involved organizing the data, as the journal was available in both digital and handwritten formats The researcher transcribed all entries into a digital format and arranged them in the correct order Specifically, since the journal detailed the teacher's experiences across six modules of the English for Electrical and Electronics Engineering course, it was necessary to ensure the entries were categorized appropriately Also, the initial reading and content review were crucial, as they helped identify key incidents, reflections, and strategies employed by the teacher During this review, the researcher noted core elements that remained consistent, such as the classroom environment, alongside those that varied across different classes Additionally, the researcher compared entries from the beginning of the semester with those from later in the term to observe any shifts in the teacher’s strategies in response to students' needs and classroom dynamics After completing these steps, the researcher synthesized the findings into a coherent summary that highlighted the key strategies and insights derived from the journal analysis This synthesis connected back to the overarching goals of the study, illustrating how the teacher’s practices contributed to effective classroom management.
The participant
The participant of this study is an EFL university woman teacher She was selected based on her experience and expertise in teaching English at the university level With five years of teaching experience at the university level, she had a strong
21 background in delivering English language courses to undergraduate students Specifically, the participant was employed at the Hanoi University of Industry (HaUI), where she taught English for Electrical and Electronics Engineering, a course focused on English for Occupational Purposes The course curriculum comprised six modules covering topics directly relevant to the students' future careers in electrical and electronics engineering, such as robots and electrical/electronic tools The participant was chosen for this study based on her willingness to participate and her established expertise in English language education at the university level
By drawing upon her expertise, this study aimed to provide valuable insights and recommendations for effective classroom management practices in English language teaching.
Method of the research
The methodological approach for this study can be described as a qualitative research design with a focus on diary or journal analysis The primary method of data collection is through the analysis of the English teacher's journal, which serves as a rich source of qualitative data for exploring the teacher's experiences, reflections, and strategies related to classroom management
The research design emphasizes capturing a comprehensive perspective on the teacher's classroom management practices by collecting journal entries over a specific period This longitudinal approach allows for a deep exploration of the teacher's experiences and perceptions over time, enabling researchers to gain insights into potential changes, developments, and challenges faced by the teacher in managing English classes
The research approach recognizes the value of the teacher's perspective as the primary data source, providing an insider's view of the classroom management practices By maintaining a journal, the teacher can freely express her thoughts, reflect on her experiences, and document her strategies, contributing to a rich and authentic portrayal of her classroom management practices
The journal content will be analyzed to produce findings of this study By examining the reflections and entries, the study aims to draw meaningful conclusions that can inform effective teaching methodologies and enhance overall classroom dynamics The journal comprises seven sections: Classroom Environment, Behavior Management, Instructional Strategies, Communication and Classroom Culture, Assessment and Feedback, and Personal Growth and Professional Development In theClassroom Environment section, the design is grounded in Constructivist Learning Theory by Jean Piaget This approach emphasizes the importance of enabling students to construct their own understanding through active engagement with the material By utilizing this theory as a framework for the reflective journal, the aim is to gather data on how the classroom environment facilitates or hinders student learning and engagement The journal prompts are designed to encourage the teacher to reflect on how various classroom arrangements and instructional strategies support student interaction and collaboration This aligns with the constructivist emphasis on learning as a social process, where students build knowledge through shared experiences and discussions
The Behavior Management section is grounded in Behaviorism by B F Skinner and Albert Bandura, a theory that focuses on observable behaviors and how they can be shaped through reinforcement and environmental interactions This framework informs the design of the reflective journal, which aims to collect data on the teacher's behavior management strategies and their effectiveness in the classroom The journal prompts are
23 structured to encourage the teacher to reflect on specific instances of student behavior, including both positive and negative actions By documenting these behaviors and the corresponding responses, the teacher can identify patterns and assess the impact of various reinforcement techniques, such as praise or rewards, on student engagement and compliance
The practices described in the Instructional Strategies section align with Humanistic Learning Theory by Abraham Maslow, Carl Rogers, and James F T Bugental This theory highlights the significance of creating a supportive and nurturing learning environment that prioritizes emotional well-being and personal growth In designing the reflective journal, the focus is on gathering data related to how instructional strategies contribute to fostering a positive classroom atmosphere The journal prompts encourage the teacher to reflect on her methods for promoting student autonomy, enhancing motivation, and addressing individual needs
Similarly, the Communication and Classroom Culture section reflects the principles of Humanistic Learning Theory, emphasizing the importance of fostering a positive and emotionally safe learning atmosphere The design of the reflective journal is intended to collect data on how the teacher cultivates this supportive environment through her communication practices and interactions with students The journal prompts encourage the teacher to reflect on her methods for establishing open lines of communication, promoting trust, and creating a sense of community within the classroom
In the Assessment and Feedback section, the practices and strategies are primarily based on Constructivist Learning Theory and incorporate elements of Formative Assessment Theory, focusing on ongoing feedback to enhance student learning The design of the reflective journal aims to collect data on how the teacher implements assessment strategies that align with these theories The journal prompts
24 encourage the teacher to reflect on specific formative assessment techniques used during lessons By documenting these practices, the teacher can evaluate their effectiveness in promoting student understanding and guiding instructional adjustments
The Personal Growth and Professional Development section of the journal is designed based on Humanistic Learning Theory This theory emphasizes the importance of personal growth, self-actualization, and the development of individuals in a supportive and nurturing environment By incorporating principles from Humanistic Learning Theory, this section encourages the teacher to reflect on her own growth as an educator, exploring her motivations, aspirations, and the ways in which her experiences contribute to her professional development It emphasizes the significance of self-reflection and continuous improvement in teaching practices, fostering a deeper understanding of her role and impact in the classroom This approach promotes a holistic view of education, recognizing that effective teaching not only involves imparting knowledge but also nurturing the emotional and personal growth of both the teacher and the students
3.3.2 Data collection method and tools
The primary method of data collection for this study will be through the analysis of the English teacher's journal The English teacher was asked to maintain a journal to document her experiences, reflections, and strategies related to classroom management Journal entries can provide a rich and detailed account of the teacher's thoughts, decision- making processes, and challenges faced in managing English classes This qualitative data can be valuable in understanding the complexities and nuances of classroom management from the teacher's perspective
The journal entries were collected over a specific period to capture a comprehensive perspective on the teacher's classroom management practices The journal was a rich source of qualitative data, allowing for a detailed exploration of the teacher's experiences and perceptions
In order to investigate the classroom management skills utilized by a university English teacher and generate recommendations to enhance classroom management in English classrooms at the university level, careful consideration was given to selecting appropriate research methods The chosen methods were based on their ability to effectively address the research questions and provide in-depth insights into the teacher's practices and experiences
Qualitative research methods were chosen for this study due to their suitability in exploring complex phenomena such as classroom management skills and capturing the subjective experiences of the teacher Qualitative methods allow for a rich and detailed understanding of the context, processes, and strategies employed in the English classroom They also provide the flexibility to adapt the research design and data collection methods based on the evolving nature of the research
The validity and reliability of data
Ensuring the validity and reliability of the data was a key priority in this study The concept of validity refers to the appropriateness and accuracy of the inferences
32 and conclusions drawn from the data, while reliability speaks to the consistency and dependability of the findings over time (Fraenkel & Wallen, 2000)
To enhance the validity of the data, the researcher employed several strategies First, the researcher carefully cross-checked the reflections and accounts documented in the teacher's journal against other available contextual information, such as lesson plans and student work samples This process of triangulation helped to corroborate the teacher's experiences and validate the data
In terms of reliability, the researcher ensured that the interpretations and inferences drawn from the journal data were consistent and dependable By carefully documenting the data analysis procedures, the researcher sought to enhance the reliability of the insights gained from the teacher's reflective journal.
Summary
The study employs a qualitative case study approach to explore the classroom management strategies of an experienced English as a Foreign Language (EFL) teacher at Hanoi University of Industry Data collection primarily involves analyzing the teacher's reflective journal, which documents her experiences, strategies, and challenges in managing the classroom over a semester-long course in English for Electrical and Electronics Engineering The journal includes sections on classroom environment, behavior management, instructional approaches, communication, assessment, and personal growth To ensure validity, the researcher triangulated journal entries with lesson plans and student work Reliability was enhanced through meticulous documentation of data analysis procedures This comprehensive approach aims to provide valuable insights into effective classroom management practices and contribute practical recommendations for enhancing teaching in university-level English language classrooms
FINDINGS AND DISCUSSION
Findings
This section is based on the data collected from the reflective journal and is organized according to the seven sections outlined in the journal Each section will be analyzed for key themes and insights derived from the teacher's reflections, providing a comprehensive understanding of her classroom management practices, student engagement strategies, and the challenges encountered
The physical arrangement of the classroom followed a traditional setup commonly seen in Vietnamese classrooms, with tables and chairs arranged in 6 rows This configuration created a structured and organized learning environment, but the limited space posed challenges for the teacher The teacher admitted that the narrow space was the biggest challenge, as it prevented her from organizing interactive activities for the students, even though the space was sufficient for the students to sit and learn
The total number of students in the class was 35, and the majority were male, reflecting the gender imbalance often observed in engineering-related majors such as Electricity, Electronics, and Thermal Electricity
Despite the constrained physical space, the instructor demonstrated adaptability and creativity in organizing the learning activities By carefully selecting tasks and activities that could be conducted within the available learning zone, the instructor was able to optimize the learning environment and engage the students effectively
The key theme identified is Classroom Environment and Adaptability The physical arrangement of the classroom creates a structured learning atmosphere However, the limited space poses significant challenges for the teacher, particularly in organizing interactive activities that enhance student engagement This constraint is further complicated by the gender imbalance, as the majority of the 35 students are male, reflecting trends common in engineering-related majors Despite these challenges, the teacher demonstrates adaptability and creativity by carefully selecting tasks that can be conducted within the available space This ability to optimize the learning environment highlights the importance of flexibility in teaching practices, enabling the instructor to effectively engage students even in a constrained physical setting
This section examines the physical arrangement of the classroom and the teacher's adaptability in establishing an organized learning environment, despite space constraints It underscores the significance of structured setups and the teacher's creativity in selecting suitable activities, directly addressing research question 1 regarding the key classroom management skills employed by the teacher Additionally, it points out that the narrow classroom space presents a consi derable challenge, limiting the ability to conduct interactive activities and subsequently affecting student engagement, thus contributing to the answer for research question 2 The teacher's adaptability in choosing appropriate activities for the availabl e space illustrates her commitment to optimizing the learning environment despite these physical limitations, serving as a solution to the challenges outlined in research question 3
The reflective journal indicates that the overall student behavior in the classroom was positive, with the students being engaged and actively participating in class activities However, the teacher did note some instances of students using their phones during the lessons, which posed a potential distraction
To minimize these distractions and promote positive behavior, the participant teacher employed several effective strategies She (1) organizes pair-work and group activities
By requiring students to work collaboratively in pairs or small groups to complete exercises, the instructor ensured that students were engaged with the lesson and could not easily use their phones for unrelated activities, such as texting or surfing the internet Besides, she actively monitors the class by walking around the classroom to observe the students and ensure they were focused on the lesson This physical presence and close monitoring helped deter students from using their phones or disengaging from the learning activities She also provides reminders through the class Zalo group When the teacher noticed students not fully participating in the group or pair work, she would send reminders to the entire class through the Zalo messaging app This allowed the teacher to address any lapses in engagement in a timely manner and encourage all students to stay on task Here is an example of the message sent by the teacher to remind students about group work and concentration in class:
[Một số lưu ý khi học trên lớp]
- Các bạn ngồi học trên lớp mà bấm, lướt điện thoại thường xuyên để thời gian trôi đi, thì cô nghĩ em nên ở nhà
- Làm hoạt động nhóm là đóng góp của cả nhóm, em cần tập ý thức trách nhiệm, chịu khó
- Các bạn có ý kiến gì thì trao đổi trực tiếp, góp ý và cùng nhau cải thiện
- If you frequently use your phones and scroll through them during class, I think you should just stay at home instead
- Participating in group activities requires contribution from the whole group Students need to develop a sense of responsibility and be diligent
- If you have any opinions or ideas, you should discuss them directly, provide feedback, and work together to improve
Importantly, the teacher (2) avoided using serious forms of disciplinary actions, as she recognized that these approaches could demotivate the students and make them view the English language as a "terrifying subject." Instead, the teacher opted for more fun and creative disciplinary measures, such as having students cover a song, or make a video of a food tour This approach helped maintain a positive and engaging learning environment, where students were encouraged to participate and learn without fear of harsh consequences Here are some examples of the teacher’s disciplinary actions to her students:
Những bạn chưa hoàn thành bài viết và bài nói trên EOP chọn 1 trong 3 hình thức phạt sau đây:
1 Viết 1 bài văn nghị luận xã hội theo phong cách hiện thực phê phán với đề bài: Vai trò của việc không làm bài tập đối với sự phát triển bản thân
2 Quay video giới thiệu về 3 toà nhà A7 A9 A10 của trường ĐHCNHN, thể hiện sự hào hứng, hứa hẹn những ngày đi học vui vẻ, tạo tinh thần và động lực làm bài tập
3 Cover lại một bài hát yêu thích, có mở đầu thể hiện sự hào hứng hát cover, thể hiện niềm vui vì hát cover, hứa hẹn tinh thần phấn chấn để làm bài tập
Those who have not completed the EOP speaking and writing assignments select one of three options:
1 Write a critical discourse on the following topic: The contribution of not doing schoolwork to personal growth
2 To instill motivation and a positive attitude while exercise, record a film presenting the three A7, A9, and A10 HaUI blocks, showcasing the enthusiasm of a pleasant school day 3 Sing a cover of your favorite song, expressing your joy at singing and your determination to complete your schoolwork
Những bạn không mang sách hôm nay, để được khoan hồng và tiếp tục nhận yêu thương, hãy chọn: 1 viết 1 bài văn nghị luận xã hội theo phong cách hiện thực phê phán với đề bài: Vai trò của việc quên sách đối với sự phát triển của bản thân 2 quay video food tour check in ít nhất 5 địa điểm, ở mỗi địa điểm đều mang theo sách tiếng Anh và nói 'mang sách đi muôn nơi' 3 quay video đi thang bộ leo từ tầng 1 lên tầng thượng toà A1, trong video thể hiện rõ tinh thần thể thao vui tươi hứng khởi, luôn show sách tiếng Anh cho mọi người thấy em rất trân trọng sách Tiếng Anh
To continue receiving kindness and love, those who do not bring books today, please select: 1 Compose a critical essay on the subject of the way that not reading books contributes to personal development 2 Take a culinary tour video and visit at least five locations Bring an English book to every location and declare, "Bring books
Discussion
In this part, the key findings from the reflective journal on the classroom management practices of the university English teacher are analyzed to address the research questions
4.2.1 Question 1: What are the key classroom management skills utilized by the university English teacher in their English classroom?
Based on the key findings outlined in the reflective journal, the university English teacher has utilized several classroom management skills in her English classroom
Firstly, the teacher employs Physical Environment Management as a key classroom management skill She effectively organizes the classroom setup to foster a conducive learning atmosphere, carefully arranging desks and learning materials to facilitate
49 interaction and collaboration among students Despite the limitations of the physical space, which can sometimes restrict student engagement, the teacher finds ways to optimize the environment For instance, she rearranges seating for different activities, ensuring that students can work together comfortably and minimizing distractions This thoughtful approach to the physical environment highlights her commitment to creating a space that supports active learning and engagement
Secondly, the teacher demonstrates proficiency in Behavior Management Techniques She employs a variety of positive reinforcement strategies, such as using smiles, humor, and verbal praise to encourage desirable behaviors among students By highlighting and rewarding positive actions, she fosters an atmosphere of motivation and enthusiasm Additionally, she incorporates structured activities like pair and group work, which not only promote student engagement but also cultivate a sense of responsibility and teamwork These techniques help to create an inclusive environment where all students feel valued and are more likely to participate actively in their learning
Thirdly, the teacher possesses strong Communication Skills, which are essential for effective classroom management Her approachability and efforts to build rapport with students play a critical role in establishing an environment of trust and respect By encouraging open dialogue and actively listening to her students, she creates a safe space where learners feel comfortable expressing their thoughts and concerns This supportive atmosphere enhances overall classroom dynamics, as students are more willing to engage in discussions and collaborate with their peers Through her effective communication strategies, the teacher not only facilitates better understanding of the material but also nurtures positive relationships that contribute to a harmonious learning environment Together, these key classroom management skills – Physical Environment Management, Behavior Management Techniques, and Communication Skills – illustrate
50 the teacher's comprehensive approach to fostering an effective and engaging learning experience for her students
4.2.2 Question 2: What problems are faced by the English teacher in managing class?
The university English teacher tasked with instructing the Electrical and Electronics Engineering students has encountered a daunting set of challenges that have significantly impeded her efforts to implement more engaging, interactive teaching methods
The limited physical space of the traditional classroom presents a significant challenge for the university English teacher when they want to introduce more active, engaging learning activities for the Electrical and Electronics Engineering students While the classroom is just large enough to accommodate the students, teacher's desk, whiteboard, a large screen monitor and speakers, it lacks the open, spacious area needed for students to freely move around and participate in dynamic exercises When the students are simply working through textbook exercises, the existing classroom setup is sufficient However, when the teacher wants to liven up the atmosphere and get the students more physically and mentally involved, the confined space becomes a hindrance Introducing interactive games or activities that require the students to move, collaborate, and apply their knowledge becomes problematic in the limited classroom There is simply not enough room for the students to fully immerse themselves and participate without feeling constrained or overcrowding the space This spatial limitation poses a significant challenge for the teacher's efforts to adapt her instructional approach beyond the traditional, sedentary learning methods The teacher must carefully consider how to facilitate engaging, student-centered activities within the confines of the small classroom environment Leveraging the available resources, like the blackboard and projector, may be crucial for the teacher to create an interactive, dynamic learning
51 experience despite the physical constraints But the lack of ample open space remains a consistent obstacle the teacher must overcome through her adaptive teaching strategies The teacher is also facing challenges stemming from the learners' attitudes and behaviors in the classroom This further compounds the difficulties the teacher is experiencing in trying to implement more engaging teaching methods Beyond the physical limitations of the confined classroom space, the teacher has expressed dismay at the apparent lack of support and motivation exhibited by some of the Electrical and Electronics Engineering students This demotivated attitude manifests in various ways that undermine the teacher's efforts to deliver the lessons effectively The teacher has observed students displaying disinterested or even disruptive behaviors during class time Some learners seem unwilling to participate actively, neglect to complete assigned homework, or fail to bring the necessary textbooks and materials This lack of preparedness and engagement from the students creates an environment that is far from conducive to the interactive, hands-on activities the teacher wants to introduce The teacher has admitted feeling quite unhappy and frustrated when confronted with these unmotivated student behaviors This negative classroom dynamic weighs heavily on the teacher, who is now concerned that she may not be able to successfully facilitate the lessons as intended when the learners appear so disinterested and disengaged
The variance in English proficiency levels among the students presents another significant challenge for the university English teacher This language barrier introduces an additional layer of complexity that further compounds the difficulties the instructor is facing Beyond the limitations of the physical classroom space and the demotivated attitudes of some learners, the teacher must also contend with the fact that the Electrical and Electronics Engineering students have vastly different English language capabilities While certain students may have a strong grasp of the language, there are others who struggle to comprehend even basic instruction delivered in
English For those learners with a lower level of English proficiency, the teacher's lessons conducted entirely in the target language can be extremely alienating and inaccessible These students may find themselves completely lost and unable to actively participate or engage with the material, leading to feelings of frustration and a lack of interest in the subject matter The teacher's reliance on English as the medium of instruction inadvertently marginalizes the weaker English language students, potentially widening the achievement gap within the classroom These learners, already grappling with the conceptual complexities of the engineering curriculum, now face the added barrier of struggling to understand the very language in which the lessons are being delivered Unsurprisingly, students with limited English proficiency are at a high risk of becoming demotivated and disengaged, compounding the challenges the teacher is already facing from that front Trying to accommodate the diverse range of language abilities while still effectively conveying the required course content places an immense burden on the instructor's teaching skills and classroom management strategies
The combination of physical space constraints, the demotivated attitudes and the variance in English proficiency levels among the students presents a considerable challenge for the university English teacher Navigating these obstacles simultaneously requires the instructor to draw upon extensive teaching experience, creativity, and patience to find ways to captivate the learners and foster a more positive, collaborative learning environment.
4.2.3 Question 3: What does the English teacher do to solve the problems in managing the class?
About the challenges exposed to the teacher, she has to deal with classroom constraints and learner diversity In addition to the small physical space of the classroom, which limits the ability to freely move around, the teacher also has to contend with the varying English proficiency levels among the Electrical and Electronics Engineering
53 students This diversity in English language skills presents an additional challenge for the teacher in terms of delivering instruction and facilitating activities effectively She speaks at slower pace to make sure that the students understand the lesson While the teacher has implemented various creative strategies to engage the Electrical and Electronics Engineering students, she has not yet identified an entirely effective way to cater to learners across the full spectrum of English proficiency levels The teacher recognizes that the students with lower English skills are not being fully supported by the current classroom activities and instruction However, the teacher has not yet developed a suitable in-class strategy to adequately support these lower-level students within the constraints of the regular classroom setting
The physical arrangement of the classroom influences how effectively the teacher can manage activities The small physical size of the classroom presents a significant constraint for the teacher, as it limits the students' ability to freely move around and engage in more active learning activities Due to the restricted space, the teacher has had to carefully select and design learning activities that do not require extensive student movement or relocation of furniture However, the teacher recognizes the importance of occasionally adjusting the classroom setup to create more open space, especially since many of the male students prefer to move around rather than stay seated at their tables The surrounding environment, including the gender imbalance, is a significant factor affecting classroom management To inject fresh energy and engagement into the class, the teacher instructs students to rearrange the tables and desks, opening up the room for more dynamic interaction This allows the students to participate in games and activities that involve more physical movement and interaction Moreover, since the majority of students in the class are male, they tend to prefer more active engagement rather than sitting still at their desks This preference contributes to the environmental factors influencing classroom management and creates a unique environmental dynamic Recognizing its impact, the teacher demonstrates a thoughtful, adaptive approach,
54 utilizing the confined space for certain activities, while also periodically reconfiguring the environment to enable more active, participatory learning experiences This flexibility allows the teacher to cater to the diverse needs of the Electrical and Electronics Engineering students, striking a balance between the physical limitations and the pedagogical goal of maintaining high levels of engagement The teacher continually evaluates the effectiveness of her space management strategies and makes adjustments as needed to optimize the learning environment within the given constraints This iterative approach ensures that the teacher is consistently finding ways to overcome the space limitations and provide the students with meaningful, interactive learning opportunities
Beyond the constraints of the physical classroom space, the teacher also has to contend with students who become distracted during lessons, using their phones to text or browse the internet instead of focusing on the material Students also play a significant role in affecting classroom management, as disruptive behavior, lack of engagement, or disrespect can hinder the learning process and complicate the teacher's ability to manage the classroom effectively Consequently, when issues arise among students, the teacher must address them promptly to maintain a well-managed classroom The participant teacher was also dealing with issues related to students not completing assignments or forgetting to bring their textbooks to class To actively address the issue of student disengagement, the teacher employs a hands-on approach She moves around the classroom, observing the students and engaging in friendly conversations If the teacher notices students engaging in irrelevant tasks, she gently redirects the students' attention back to the lesson This proactive monitoring and personalized interaction help to keep the students focused and involved Furthermore, the teacher recognizes the importance of providing encouragement and support, especially to the lower-level learners The teacher calls on these students, actively encouraging them to share their ideas or answer questions As there are students at low level of English proficiency, it
Summary
This chapter provides a comprehensive overview of the teacher's growth in classroom management and instructional strategies, as documented in her reflective journal The research employed qualitative methods, focusing on journal entries to gather insights into the teacher's experiences and challenges Thematic analysis was used to analyze the data, facilitating the identification of key patterns and themes
CONCLUSION
Summary
‘Classroom management skills in an English classroom: A case study of a university teacher’ provided an in-depth exploration of the classroom management strategies employed by a university teacher in an Electrical and Electronics Engineering English classroom The research aimed to gain rich insights into the diverse strategies and techniques utilized by the teacher to create an effective and engaging learning environment for their English language students
The study sought to answer the following research questions:
1 What are the key classroom management skills utilized by the university English teacher in their English classroom?
2 What problems are faced by the English teacher in managing class?
3 What does the English teacher do to solve the problems in managing the class?
To address these research questions, the study employed a qualitative, case study approach The primary data source was the personal journal of a university English language teacher, which provided detailed, first-hand accounts of the classroom management practices implemented during the English language lessons The teacher, who had 5 years of teaching experience at the university level, maintained a comprehensive journal throughout the academic semester, meticulously documenting her observations, reflections, and strategies related to managing the classroom environment The journal covers seven main parts including Classroom Environment, Behavior Management, Instructional Strategies, Communication and Classroom Culture, Assessment and Feedback, Personal Growth and Professional
Development, Problems and Solutions The journal entries were subjected to a comprehensive thematic analysis, allowing the researcher to identify the prominent themes and patterns related to the teacher's classroom management strategies
One of the primary obstacles faced by the teacher was the issue of limited physical space The classroom in which she conducted her lessons was quite small and overcrowded, presenting practical challenges for organizing collaborative activities, facilitating whole-class discussions, and ensuring the smooth flow of movement This spatial constraint required the teacher to constantly adapt her instructional strategies, finding creative ways to maximize the available area and minimize disruptions
In addition to the spatial challenges, the teacher also grappled with varying levels of student engagement and motivation The journal entries revealed that certain students were prone to disruptive behaviors, such as off-task conversations or a general lack of attentiveness Maintaining the attention and focus of these students, while simultaneously catering to the needs of more engaged learners, demanded a high level of adaptability and resourcefulness from the teacher
Compounding these challenges, the teacher also had to contend with the diverse levels of her students The classroom was characterized by a heterogeneous mix of learners, each with their own academic strengths, weaknesses, and personal experiences Differentiating instruction to meet the unique requirements of these students, while preserving a sense of classroom cohesion, added an additional layer of complexity to the teacher's responsibilities
Despite these formidable obstacles, the analysis of the teacher's journal entries revealed her unwavering commitment to creating a positive and enriching learning environment for their students Through the strategic implementation of behavior management techniques, the fostering of strong student-teacher relationships, and the employment of diverse instructional methods, the teacher demonstrated a remarkable
60 ability to navigate the challenges and maintain an organized, engaging, and supportive classroom dynamic
The insights gained from this study underscore the multifaceted nature of the teaching profession, highlighting the myriad of obstacles that educators must consistently overcome in order to facilitate effective learning The teacher's resilience, adaptability, and dedication to her students' success serve as an inspiration for the broader educational community, providing a model for how to thrive in the face of adversity and create transformative learning experiences.
Implications of the study
The findings from this case study offer several important implications for both educational practitioners and policymakers For teaching practice, the case study highlights the importance of teachers developing a repertoire of adaptable classroom management strategies The ability to creatively problem-solve and reconfigure the learning environment is crucial for overcoming various constraints Additionally, the teacher's commitment to continuous evaluation and adjustment of her approaches serves as a model for the value of reflective practice Encouraging teachers to regularly reflect on the effectiveness of their classroom management techniques can lead to meaningful improvements The persistent challenges faced by the teacher, such as supporting students with lower English proficiency, also point to the need for targeted professional development programs Equipping teachers with additional training and resources can empower them to better address the diverse needs of their students For educational policy, the findings suggest that policymakers should consider the impact of physical classroom constraints on teaching and learning Allocating resources to improve the design and infrastructure of learning environments can enable more effective classroom management and facilitate more engaging instructional activities
The difficulties encountered in supporting lower-proficiency English students also highlight the importance of implementing robust language support programs Investing in such initiatives can help bridge the gaps in language skills and ensure equitable learning opportunities for all students Furthermore, establishing platforms for teachers to share best practices and innovative classroom management strategies can foster a culture of peer-to-peer learning and support Collaborative networks can empower educators to collectively address common challenges
By addressing these implications, educational stakeholders can work towards creating learning environments that enable teachers to effectively manage their classrooms and deliver high-quality instruction tailored to the diverse needs of students.
Suggestions for further study
While this case study provides valuable insights into the classroom management strategies employed by a university teacher, there are several avenues for further research that could build upon these findings One potential direction is to expand the scope of participants Focusing on a larger, more diverse sample of university instructors could yield a richer understanding of classroom management practices across different subject areas, institutional contexts, and teaching styles Comparative analyses between teachers' approaches could uncover additional best practices and highlight nuanced challenges Another important complement to this study would be to explore the students' perceptions and experiences regarding the teacher's classroom management techniques Gathering feedback from learners could shed light on the effectiveness of the strategies from the recipients' point of view, as well as unveil any potential discrepancies between the teacher's intentions and the students' experiences Conducting longitudinal studies that track teachers' classroom management skills over an extended period could also reveal how these competencies evolve in response to changing student dynamics,
62 institutional policies, and professional development opportunities Such longitudinal analyses could provide deeper insights into the factors that contribute to the refinement of teachers' classroom management expertise
Future research could also involve the design and implementation of targeted classroom management interventions Assessing the impact of introducing new strategies, tools, or training programs on teachers' practices and student outcomes would offer empirical evidence to guide the development of effective classroom management approaches
By pursuing these avenues for further research, scholars can continue to build a comprehensive knowledge base around effective classroom management practices in higher education contexts, ultimately supporting the professional development of university instructors and enhancing student learning experiences
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Class/Session: English for Electrical and Electronics Engineering 1
Grade/Level: First - year university students
The course "English for Electrical and Electronics Engineering 1” aims to provide students with basic grammatical knowledge, vocabulary, and an initial familiarity with key language skills, including listening for detailed information from conversations or monologues, skimming and scanning reading to obtain detailed information, writing simple and compound sentences as well as short paragraphs, and engaging in pair or group discussions, conducting dialogues, and giving individual presentations on a variety of topics such as personal information, leisure activities, family, seasons and weather, daily activities, special occasions, food and drink, ordering in a restaurant, clothing, shopping, describing people, houses, public places and giving directions The course also aims to cultivate a serious, honest, self-disciplined, proactive, and confident attitude towards learning By the end of the course, students will have achieved an English proficiency level equivalent to level 1 in the Vietnamese Foreign Language Competency Framework (6-level scale), which is equivalent to level A1 in the Common European Framework of Reference for Languages (CEFR)
Reflections on Classroom Management: Overall, I believe I have managed the classroom effectively Although the course content covers very basic English knowledge, most students remain engaged because they have lost their foundational English skills However, there are a few higher-performing students who may feel bored at times, though this group is not large
- Describe the physical arrangement of the classroom and its impact on student engagement and behavior:
• Physical arrangement: The classroom is equipped with clean and comfortable put-in-line tables and chairs on the right and on the left side of the room, which is a traditional arrangement of classrooms in Vietnam; There is a whiteboard, a large screen monitor and speakers in the front, next to the teacher desk, which assist the learning and teaching procedure effectively;
• Its impact on student engagement and behavior: The arrangement creates a comfortable learning experience for the students, however, I do not think it helps in enhancing the learners’ engagement and influencing their behavior, as that arrangement showed no difference compared to the other lessons’ arrangement they joined; Learners’ behavior hence was not influenced by the physical arrangement
- Reflect on any changes or adjustments made to the classroom setup and their effectiveness:
Most of the time I will not change the setup of the classroom But when I want to change the atmosphere of the class or to help students revise the previous lesson in a fun way, I will design a game or activity that requires them to move Especially in courses English for Electrical and Electronics Engineering 1 &2, the lessons are to involve students in situations that are related to daily lives, so I don’t want it to become too rigid In this case, I will have students rearrange chairs and desks to have a suitable space for the activity
- Note any challenges faced in maintaining a conducive learning environment and strategies employed to address them:
• The biggest challenge I faced is the narrow space for organizing interactive activities among learners, though the space for just sitting there and learn is well- enough;
• The strategies used were not much, I just chose the activities that do not require the very big space, they can be done properly within that provided learning zone However, as most students are boys, I will at times create some active games to get them engaged
- Reflect on students' behavior during the class/session:
• I felt happy and quite satisfied since most of the students were well-behaved;
- Describe any incidents or challenges related to student discipline and how they were managed:
• Most of the students were engaged and active joining class activities;
• A few students found using their phones;
Actions taken: organizing pair-work and group work activities which urge learners to be responsible for something related to others, and message texting into the Zalo class group was utilized to remind about students’ disciplines in class
- Discuss effective strategies used to promote positive behavior and encourage student participation:
• Teacher changing behaviors: smile more often (but at times, not always) to show teacher’s excitement teaching students and her hope that students learn something useful after the lesson; punish students in a funny way to lessen their stress and make them feel like they are doing something interesting but still effective in
IV forcing them to do something due to making mistakes (homework not done, bad behaviors, etc.)
• Teacher organizing more games and interactive tasks: to keep learners occupied and join in something new, not just follow activities in their textbooks, from that they were more engaged during their class time
- Explore different teaching techniques and methods used to facilitate learning:
• Prepare lessons carefully with interactive tasks to encourage learners to move and do something different;
• Speak slowly and clearly in class, I found this helps a lot, it makes learners feel that their teacher wants them to listen and they can listen to what teacher says more easily;
• Give learners bonus points for their active participation in class
- Reflect on the effectiveness of various instructional strategies in engaging students and promoting active learning:
• About 80% of the earners are more motivated to learn as lectures are at unhurried pace and they feel they are welcomed and their effort will be valued with the bonus points given;