Investigating the most effective teaching practices and strategies that enhance classroom management in cycle 2 in Abu Dhabi
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Date
2015-05
Journal Title
Journal ISSN
Volume Title
Publisher
The British University in Dubai (BUiD)
Abstract
The current study investigated the most effective teaching practices and strategies that enhance classroom management in cycle 2 in Abu Dhabi. The researcher implemented a mixed-method approach using both qualitative and quantitative methods. The quantitative method involved 50 students. The researcher administered a questionnaire to the students to find out the most effective teaching practices and strategies that enhance classroom management as well as the task-related factors that contributed to sustaining classroom management. Furthermore, the questionnaire investigated the factors that affect classroom management during task-based learning and cooperative learning. The qualitative method included classroom observations of three lessons and unstructured interviews with other five teachers. The classroom observations focused on collecting data in a natural classroom setting about the teaching practices, strategies and other factors that can contribute to classroom management. The unstructured interviews with five experienced teachers aimed at investigating the perceptions of teachers and their experiences about successful classroom management.
The study has revealed several findings regarding creating successful classroom management. The findings of classroom observations, student questionnaires and unstructured interviews showed that students are more engaged in learning when the lesson is task-based or cooperative learning based. The findings also showed that there are some factors that contribute positively to classroom management such as classroom seating, motivation, the curriculum and the relationship between the teacher and the students.
Description
DISSERTATION WITH DISTINCTION
Keywords
teaching practices, classroom management, Abu Dhabi, United Arab Emirates (UAE)