Evidence-based practices in classroom management / Heidi Grace Borabo-Din
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TextDescription: Vol XIV (1) page 15-16Uniform titles: - The Professional Teacher /
Research should be at the core of educational practices if our universal aim is to strengthen, increase and improve meaningful student outcomes. Practices that are backed by high quality evidence are shown to have positive lasting impact to student learning, a definition given by Cook, Smith and Tankersley (2012). Classroom management is especially crucial since many concerns of teachers have to be addressed in order to deliver a successful curriculum. ERDOGAN, et. al mentioned several classroom management concerns experienced by IT teachers (1) lack of motivation, (2) rules and routines breaking, (3) lack of infrastructure, (4) ineffective time management, (5) classroom environment, and (6) lack of classroom interaction.
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