چکیده:
Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed. The thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques, to deal with the classroom problems in comparison with their low reflective counterparts.
خلاصه ماشینی:
The thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques, to deal with the classroom problems in comparison with their low reflective counterparts .
As stated in Jones (1996), Evertson and Weinstein (2006), and Marzano and Marzano (2003), to have an effective control of the classroom and students’ behavior, teachers should maintain a considerate relationship with the students, give appropriate instructions to improve the students’ learning and their level of engagement in the classroom, train autonomous learners through improving the students’ social skills, and intervene whenever needed to solve the behavioral problems.
Pozo and Luisa (2003) designed a questionnaire on classroom management in Early Childhood Education (QCME) based on the Nault’s (1994) suggestion that an effect inventory of classroom management should encompass reflective practices and guidelines for representing a set of acts that a teacher should control to have efficient teaching-learning situations.
In some other studies, regarding the effect of teacher reflection on self- efficacy and classroom management, reflective teachers showed high self- efficacy in managing classroom and giving appropriate instructions (Ansarin, Farrokhi, & Rahmani, 2015; Babaei & Abednia, 2016; Moradkhani, Raygan, & Moein, 2017).
HR and LR Teachers’ Answers Concerning the Main Authority in the Classroom {مراجعه شود به فایل جدول الحاقی} As can be seen, most of the teachers (40%) in high reflective group believed in teacher’ authority in the classroom which is in line with the findings of Martin, Yin, and Mayall (2006) and Eslami and Fatahi (2008) because they stated that teachers have a primary role in detecting what is necessary and beneficial for their students.