Research Article
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Musicians of the Titanic: An EFL teacher’s classroom management experiences during Covid-19 pandemic

Year 2022, Volume: 5 Issue: 1, 14 - 31, 31.01.2022
https://doi.org/10.31681/jetol.960132

Abstract

This single-subject case study dwells on the classroom management (CM) practices during emergency remote teaching (ERT) that resulted from the COVID-19 pandemic. The participant is an English teacher, teaching young learners (aged 6-8) during the time of the study. Under the qualitative research framework, the strategies and views upon CM practices were derived from observation of 20 lessons, 4 weekly reflection reports, and a semi-structured interview. The data were transcribed, analyzed using in-vivo and descriptive coding methods, and interpreted with relating to the existing literature. As a result, it was found out that there were many factors interwoven in this subject matter, giving rise to an intricate network of developing strategies, perceptions, and roles. In this vein, various teacher roles/resources, dynamic learners’ roles, a toolkit for dealing with CM issues, the intervening surrounding factors affecting the course of CM during ERT were presented and discussed within the related literature. Accordingly, practical implications upon ameliorating this process and recommendations for enhancing the understanding of the subject matter were provided.

Thanks

We would like to thank Assoc. prof. Ali Merç for his insights upon the manuscript. All errors belong to the authors.

References

  • Akın, S., Yıldırım, A., & Goodwin, A. L. (2016). Classroom management through the eyes of elementary teachers in Turkey: A phenomenological study. Educational Sciences: Theory & Practice, 16, 771-797.
  • Albrahim, F. A. (2020). Online teaching skills and competencies. Turkish Online Journal of Educational Technology-TOJET, 19(1), 9-20.
  • Allwright, R., Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
  • Atici, M. (2007). A small‐scale study on student teachers' perceptions of classroom management and methods for dealing with misbehaviour. Emotional and Behavioural Difficulties, 12(1), 15-27.
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
  • Aydın, B. & Bahçe, A. (2001, May). Cases from STs. Paper presented at the International ELT Conference-2001 on “Searching for Quality in ELT”. Eastern Mediterranean University, Gazimagusa.
  • Bailie, J. L. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. Journal of Online Learning and Teaching, 7(1), 82- 89.
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383-397.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31. https://doi.org/10.1191/1362168806lr182oa.
  • Bosh, K. A. (2006). Planning classroom management.
  • Brophy, J. (1996). Teaching problem students. New York, NY: The Guilford Press.
  • Buchanan, H., & Timmis, I. (2019). Classroom management: Art, craft or science?. In The Routledge Handbook of English Language Teacher Education (pp. 319-334). Routledge.
  • Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure, 53(2), 95–104.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol Quarterly, 48(4), 738-762.
  • Craddock, J., & Gunzelman, R. (2013). Creating WOW: Characteristics of successful online instruction and facilitation. The Journal of the Virtual Classroom, 26.
  • Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock,
  • Eickelmann, B., and J. Gerick. 2020. “Lernen Mit Digitalen Medien: Zielsetzungen in Zeiten Von Corona Und Unter Besonderer Berücksichtigung Von Sozialen Ungleichheiten [Learning with Digital Media: Objectives in Times of Corona and under Special Consideration of Social Inequities].” Die Deutsche Schule 16: 153–162. doi:10.31244/9783830992318.09.
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. https://doi.org/10.1207/S15326985EP3602_5.
  • Erdem-Aydin, İ. (2021). Investigation of higher education instructors’ perspectives towards emergency remote teaching. Educational Media International, 1-21.
  • Evertson, C.M. & Weinstein, C.S. (2006) Classroom Management as a Field of Inquiry, in C.M. Evertson & C.S. Weinstein (Eds) Handbook of Classroom Management: research, practice, and competence issues, pp. 3-15. Mahwah, NJ: Lawrence Erlbaum.
  • Garwood, J. H., Harris, A. H., & Tomick, J. K. (2017). Starting at the beginning: An intuitive choice for classroom management. Teacher Education and Practice, 30, 77–97.
  • Gower, R., Phillips, D., and Walters, S. (2008). Teaching Practice: A handbook for teachers in training. Oxford: Palgrave Macmillan.
  • Gursoy, E., & Korkmaz, Ş. Ç. (2012). Teaching young learners: The role of theory on practice. ELT Research Journal, 1(1), 109-119.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause. edu/articles/2020/3/the-difference-between-emergency-remote-teachingand-online- learning.
  • Hopkins, D. (2008). A teacher’s guide to classroom research. McGraw-Hill.
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237-270.
  • Jayasudha, T. (2007). Classroom management and quality control: An action research (Doctoral Dissertation, University of Madras, Chennai, Tamil Nadu). Retrieved fromhttp://hdl.handle.net/10603/261868
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
  • Kumaravadivelu, B. (2001). Toward a post-method pedagogy. TESOL Quarterly, 35, 537–560. doi:10.1002/tesq.2001.35.issue-4/issuetoc
  • Lemlech, J. K. (1999). Classroom Management: Methods and techniques for elementary and secondary teachers, 3rd ed. Prospect Heights, IL: Waveland Press.
  • Lopes, J., Silva, E., Oliveira, C., Sass, D., & Martin, N. (2017). Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students.
  • Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile Issues in TeachersProfessional Development, 20(1), 153-166.
  • Merc, A. (2010). Self-reported problems of pre-service EFL teachers throughout teaching practicum. Anadolu University Journal of Social Sciences, 10(2).
  • Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
  • Moore Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54(3), 172–178.
  • 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.
  • Richards, J. C. R., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge university press.
  • Saldana, J. (2011). Fundamentals of qualitative research. OUP USA.
  • Schneiderová, P. (2013). The effective classroom management in young learners’ language classes. Unpublished Bachelor thesis. Faculty of Education, Masaryk University, Brno.
  • Scrivener, J. (1994) Learning Teaching. Oxford: Heinemann.
  • Scrivener, J. (2012). Classroom management techniques. Cambridge University Press.
  • Soleimani, N., & Razmjoo, A. (2016). Classroom Management Challenges: An Account of EFL Teachers at Private Language Institutes. Anatolian Journal of Education, 1(1), 51-69.
  • Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23–50.
  • Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, 2012, 1–8. doi:10.1100/2012/208907
  • van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
  • Zein, S. (2018). Classroom management for teaching English to young learners. S. Garton.
Year 2022, Volume: 5 Issue: 1, 14 - 31, 31.01.2022
https://doi.org/10.31681/jetol.960132

Abstract

References

  • Akın, S., Yıldırım, A., & Goodwin, A. L. (2016). Classroom management through the eyes of elementary teachers in Turkey: A phenomenological study. Educational Sciences: Theory & Practice, 16, 771-797.
  • Albrahim, F. A. (2020). Online teaching skills and competencies. Turkish Online Journal of Educational Technology-TOJET, 19(1), 9-20.
  • Allwright, R., Allwright, D., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge University Press.
  • Atici, M. (2007). A small‐scale study on student teachers' perceptions of classroom management and methods for dealing with misbehaviour. Emotional and Behavioural Difficulties, 12(1), 15-27.
  • Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
  • Aydın, B. & Bahçe, A. (2001, May). Cases from STs. Paper presented at the International ELT Conference-2001 on “Searching for Quality in ELT”. Eastern Mediterranean University, Gazimagusa.
  • Bailie, J. L. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. Journal of Online Learning and Teaching, 7(1), 82- 89.
  • Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383-397.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31. https://doi.org/10.1191/1362168806lr182oa.
  • Bosh, K. A. (2006). Planning classroom management.
  • Brophy, J. (1996). Teaching problem students. New York, NY: The Guilford Press.
  • Buchanan, H., & Timmis, I. (2019). Classroom management: Art, craft or science?. In The Routledge Handbook of English Language Teacher Education (pp. 319-334). Routledge.
  • Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure, 53(2), 95–104.
  • Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. Tesol Quarterly, 48(4), 738-762.
  • Craddock, J., & Gunzelman, R. (2013). Creating WOW: Characteristics of successful online instruction and facilitation. The Journal of the Virtual Classroom, 26.
  • Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock,
  • Eickelmann, B., and J. Gerick. 2020. “Lernen Mit Digitalen Medien: Zielsetzungen in Zeiten Von Corona Und Unter Besonderer Berücksichtigung Von Sozialen Ungleichheiten [Learning with Digital Media: Objectives in Times of Corona and under Special Consideration of Social Inequities].” Die Deutsche Schule 16: 153–162. doi:10.31244/9783830992318.09.
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. https://doi.org/10.1207/S15326985EP3602_5.
  • Erdem-Aydin, İ. (2021). Investigation of higher education instructors’ perspectives towards emergency remote teaching. Educational Media International, 1-21.
  • Evertson, C.M. & Weinstein, C.S. (2006) Classroom Management as a Field of Inquiry, in C.M. Evertson & C.S. Weinstein (Eds) Handbook of Classroom Management: research, practice, and competence issues, pp. 3-15. Mahwah, NJ: Lawrence Erlbaum.
  • Garwood, J. H., Harris, A. H., & Tomick, J. K. (2017). Starting at the beginning: An intuitive choice for classroom management. Teacher Education and Practice, 30, 77–97.
  • Gower, R., Phillips, D., and Walters, S. (2008). Teaching Practice: A handbook for teachers in training. Oxford: Palgrave Macmillan.
  • Gursoy, E., & Korkmaz, Ş. Ç. (2012). Teaching young learners: The role of theory on practice. ELT Research Journal, 1(1), 109-119.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause. edu/articles/2020/3/the-difference-between-emergency-remote-teachingand-online- learning.
  • Hopkins, D. (2008). A teacher’s guide to classroom research. McGraw-Hill.
  • Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237-270.
  • Jayasudha, T. (2007). Classroom management and quality control: An action research (Doctoral Dissertation, University of Madras, Chennai, Tamil Nadu). Retrieved fromhttp://hdl.handle.net/10603/261868
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.
  • Kumaravadivelu, B. (2001). Toward a post-method pedagogy. TESOL Quarterly, 35, 537–560. doi:10.1002/tesq.2001.35.issue-4/issuetoc
  • Lemlech, J. K. (1999). Classroom Management: Methods and techniques for elementary and secondary teachers, 3rd ed. Prospect Heights, IL: Waveland Press.
  • Lopes, J., Silva, E., Oliveira, C., Sass, D., & Martin, N. (2017). Teacher’s classroom management behavior and students’ classroom misbehavior: A study with 5th through 9th-grade students.
  • Macías, D. F. (2018). Classroom management in foreign language education: An exploratory review. Profile Issues in TeachersProfessional Development, 20(1), 153-166.
  • Merc, A. (2010). Self-reported problems of pre-service EFL teachers throughout teaching practicum. Anadolu University Journal of Social Sciences, 10(2).
  • Merç, A., & Subaşı, G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71.
  • Moore Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54(3), 172–178.
  • 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.
  • Richards, J. C. R., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge university press.
  • Saldana, J. (2011). Fundamentals of qualitative research. OUP USA.
  • Schneiderová, P. (2013). The effective classroom management in young learners’ language classes. Unpublished Bachelor thesis. Faculty of Education, Masaryk University, Brno.
  • Scrivener, J. (1994) Learning Teaching. Oxford: Heinemann.
  • Scrivener, J. (2012). Classroom management techniques. Cambridge University Press.
  • Soleimani, N., & Razmjoo, A. (2016). Classroom Management Challenges: An Account of EFL Teachers at Private Language Institutes. Anatolian Journal of Education, 1(1), 51-69.
  • Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23–50.
  • Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, 2012, 1–8. doi:10.1100/2012/208907
  • van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
  • Zein, S. (2018). Classroom management for teaching English to young learners. S. Garton.
There are 47 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Nur Sürüç Şen 0000-0003-3866-6994

Serpil Genç This is me 0000-0002-5127-4322

Publication Date January 31, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Sürüç Şen, N., & Genç, S. (2022). Musicians of the Titanic: An EFL teacher’s classroom management experiences during Covid-19 pandemic. Journal of Educational Technology and Online Learning, 5(1), 14-31. https://doi.org/10.31681/jetol.960132


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