Understanding Stance of English Language Teachers’ Cooperation with Parents and School Administrators in Classroom Management

Year 2024, , 738 - 753, 21.10.2024

İsmail Firat Altay , Tarık Yütük

https://doi.org/10.18009/jcer.1519825

Abstract

Classroom Management (CM) possesses a key role in teaching in L2 classroom settings. So, it is fair to suggest that there is an increasing volume of research in addition to the research conducted in the mainstream CM studies. However, to our knowledge, the lack of research about cooperation among the insider and outsider stakeholders of L2 CM is still felt. Within this respect, the objective of this study is to explore how pre-service (PSTs) and in-service English language teachers (ISTs) view parent- and school administration-support in CM. Therefore, a semi-structured interview is utilised to delve into PSTs’ and ISTs’ stance towards cooperation with parents and school administration. Then, data yielded from the interview are analysed through content analysis. Thus, the outcomes have revealed some convergences and divergences between PSTs’ and ISTs’ views. Overall, some pedagogical implications are suggested to improve ISTs’ and PSTs’ classroom practices in tandem with L2 teaching pedagogy.

Keywords

Classroom management, L2 classrooms, parent support, school administration support

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Hacettepe University Research and Publication Ethics Committee The date and number of the ethical assessment decision: 07.11.2017 and 35853172/433-3703

References

• Back, L. T., Polk, E., Keys, C. B., & McMahon, S. D. (2016). Classroom management, school staff relations, school climate, and academic achievement: Testing a model with urban high schools. Learning Environments Research, 19, 397-410.
• Balli, S. J. (2011). Pre-service teachers’ episodic memories of classroom management. Teaching and Teacher Education, 27, 245-251.
• Barraja-Rohan, A., & Pritchard, C. R. (1997). Beyond talk: A course in communication and conversation skills for intermediate adult learners of English. Western Melbourne Institute of TAFE.
• Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus open, 2, 8-14.
• Brandisauskiene, A., Cesnaviciene, J., & Bruzgeleviciene, R. (2019). Teacher leadership in Lithuania: Are teachers prepared to cooperate?. Management: Journal of Contemporary Management Issues, 24(Special Issue), 123-136.
• Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
• Cangelosi, J. S. (1988). Classroom management strategies: Gaining and maintaining students’ cooperation. Longman.
• Cheng, Y. H., & Chen, Y. C. (2018). Enhancing classroom management through parental involvement by using social networking apps. South African Journal of Education, 38(Supplement 2), s1-s14.
• Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710.
• Daloğlu, E. M. (2002). Teacher perceptions on classroom management in teaching English as a foreign language. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi, Bursa.
• Debreli, E., & Ishanova, I. (2019). Foreign language classroom management: Types of student misbehaviour and strategies adapted by the teachers in handling disruptive behaviour. Cogent Education, 6(1), 1648629.
• De Fina, A. (1997). An analysis of Spanish bien as a marker of classroom management in teacher-student interaction. Journal of Pragmatics, 28(3), 337-354.
• Doyle, W. (1986). Classroom management techniques and student discipline. Office of Educational Research and Improvement.
• Dörnyei, Z. (2007). Research methods in applied linguistics quantitative, qualitative, and mixed methodologies. Oxford University Press.
• Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative Content Analysis: A Focus on Trustworthiness. Sage Open, 4(1). https://doi.org/10.1177/2158244014522633
• Emeh, J. U., & Agbor, C. A. (2005). Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. Global Journal of Humanities, 4(1), 25-27.
• Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. Revised. National Council on Teacher Quality.
• Grim, F. (2010). L1 in the L2 classroom at the secondary and college levels: A comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193-209.
• Gultom, E., & Saun, S. (2016). The role of classroom management in creating an effective English learning. Journal of English Language Teaching, 5(1), 18-24.
• Harwood, T. G., & Garry, T. (2003). An overview of content analysis. The marketing review, 3(4), 479-498.
• Hoff, K. E., & DuPaul G. J. (1998). Reducing disruptive behavior in general education classrooms: the use of self-management strategies. School Psychology Review, 27, 290-303.
• Horwitz, E. K. (2005). Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 38(1), 56-64.
• Kerdikoshvili, N. (2012). Student-centered approach to classroom management in English language teaching. Journal of Education, 1(2), 53-60.
• Keskin, P. (2019). Parental effect on YL’s motivation and attitude towards English language learning. (Unpublished MA Thesis). Hacettepe University, Ankara.
• Klattenberg, R. (2021). Conversation analysis and classroom management: An investigation into L2 teachers’ interrogative reproaches. Springer-Verlag.
• Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17, 494-509.
• Lojdová, K. (2020). Role comparison of a student teacher and cooperating teacher in classroom management: On the scene and behind the scenes. Sodobna Pedagogika, 71(1), 174-191.
• Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile Issues in Teachers Professional Development, 20(1), 153-166.
• Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as applied to the secondary classroom. The clearing house: A Journal of Educational Strategies, Issues and Ideas, 79, 36-39.
• Marashi, H., & Assgar, F. (2019). EFL teachers’ effective classroom management and learners’ anxiety and learning strategies. Iranian Journal of Language Teaching Research, 7(2), 65-82.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Ng, S. W. (2003). Are parents and teachers psychologically prepared for cooperation in Hong Kong?. Pacific-Asian Education Journal, 15(1), 60-76.
• Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55.
• Postholm, M. B. (2013). Classroom management: What does research tell us?. European Educational Research Journal, 12(3), 389-402.
• Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39-50.
• Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn taking for conversation. Language, 50, 969–735.
• Sakui, K. (2007). Classroom management in Japanese EFL classrooms. JALT Journal, 29(1), 41.
• Sánchez Solarte, A. C. (2019). Classroom management and novice language teachers: Friend or foe?. How, 26(1), 177-199.
• Sarıçoban, A. (2005). Classroom management skills of the language teachers. Journal of Language and Linguistic Studies, 1(1), 1-11.
• Savas, A. C. (2012). The contribution of school-family cooperation on effective classroom management in early childhood education. Educational Sciences: Theory and Practice, 12(4), 3099-3110.
• Schreier, M. (2012). Qualitative content analysis in practice. Sage
• Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Blackwell.
• Shamina, E., & Mumthas, N. S. (2018). Classroom management: Implications for teacher preparation programmes. IOSR Journal of Humanities and Social Science, 23(1), 41-44.
• Stoughton, E. H. (2007). ‘‘How will I get them to behave?’’: Pre-service teachers reflect on classroom management. Teaching and Teacher Education, 23, 1024–1037.
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage Publications.
• ten Have, P. (2007). Doing conversation analysis. Sage.
• Thangarajathi, S., & Joel, T. E. (2010). Classroom management: A challenging task for the teachers. Journal on Educational Psychology, 4(2), 11-18.
• Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-60.
• van Tartwijk, J., & Hammerness, K. (2011). The neglected role of classroom management in teacher education. Teaching Education, 22(2), 109-112.
• Walker, J. M., & Hoover-Dempsey, K. V. (2013). Why research on parental involvement is important to classroom management. In Handbook of classroom management (pp. 675-694). Routledge.
• Wellington, J. J. (2015). Educational research: Contemporary issues and practical approaches. Bloomsbury Academic.
• Willis, J. (1996). A framework for task-based learning. Longman.
• Wright, T. (2005). Classroom management in language education. Springer.
• Yütük, T. (2018). Attitudes of prospective English language teachers and practice teachers towards disruptive behaviours (Unpublished MA Thesis). Hacettepe University, Ankara.
• Zein, S. (2018). Classroom management for teaching English to young learners. In S. Garton & F. Copland (Eds.). Routledge handbook of teaching English to young learners (pp. 154-168). Routledge.