英語教學理論與實務 -- 期末報告 題目 Exploring the Relationship Between Experience Levels, Teaching Styles, and Classroom Management Orientations of Taiwanese EFL Teachers 報告人 林怡靜

報告大綱  Background and Motivation  Definition of classroom management  Teacher's role in EFL classes  Teacher's experience and classroom management  Teaching style and classroom management

Background and Motivation  Classroom management plays a crucial role in different kinds of classes; it's "one of the primary areas of concern expressed by educators at all levels" (Evrim & Gokce & Enisa, 2009).  According to Evertson & Weinstein (2006), as cited in Fowler and Sarapli (2010), classroom management is regarded as one of the most serious challenges facing student and beginning teachers.  Classroom management is one of the most significant aspects of teaching because of the reason that teaching could be more effective when a proper classroom management is applied.

Definition of classroom management  "Classroom management refers to creating safe and stimulating learning environment" (Djigic & Stojiljkovic, 2011).  Classroom management is "the actions teachers take to create an environment that supports and facilitates both academic and social emotional learning" (Everstone & Weinstein, 2006; as cited in Rahimi & Asadollahi, 2012).

Teacher's role in EFL classes  There are too many roles for a language teacher to play in the classroom; authority figure, leader, knower, director, manager, counselor, and guide (Brown, 2001; as cited in Rahimi & Asadollahi, 2012).  The role that EFL teachers play in the classroom and the styles they use affect creating a classroom climate that is positive, stimulating, energizing, and effective for language learning (Underwood, 1991; Brown, 2007; as cited in Rahimi & Asadollahi, 2012).

Teacher's experience and classroom management  Experienced teachers typically have the ability to prioritize tasks and to selectively attend to a number of key classroom matters (Hagger & McIntyre, 2000; as cited in Ritter & Hancock, 2007).  Teacher's ability to organize classrooms and manage the students' behavior is highly important in achieving positive educational outcomes (Aliakbari & Dariabi, 2013).

Teaching style and classroom management  Teaching style refers to all of teaching techniques and activities and approaches that a teacher employs in teaching a certain subject in the classroom (Cooper, 2001; as cited in Rahimi & Asadollahi, 2012).  Classroom management strategies are classified into three levels: interventionist, non-interventionist, and interactionist. (Glickman and Tamashiro, 1980; Martin and Baldwin, 1993b; Wolfgang, 1995;).

Related Studies  The purpose of their study is to investigate the issue of classroom management by examining the independent and interactive influences of teachers' certification sources and years of experience.  The participants of the study were 158 middle school teachers(53 experienced, traditionally certified teachers; 27 experienced, alternatively certified teachers; 45 novice, traditionally certified teachers; 33 novice, alternatively certified teachers) from public schools in southeastern United States.

Related Studies  Three instruments were used in order to gather data for the study: The Attitudes and Beliefs on Classroom Control (ABCC) Inventory, an observation guide, and an interview guide.  They discovered that a teacher's source of certification is not necessarily related to her or his classroom management orientation. Besides, a teacher's experience level is not necessarily related to his or her classroom management orientation. However, the combination of certification source and experience level significantly impacts a teacher's orientation toward interventionist, non-interventionist, or interactionist behaviors.

Conclusion  Effective classroom management contributes significantly to student learning and development (Ritter & Hancock, 2007).  Results of this study may give some suggestions about classroom management to EFL teachers in Taiwan.