Authors : Adelfa A. Yaras

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/56e5hzvb

Scribd : https://tinyurl.com/37se77zy

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN035

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study unfolded the classroom management mistakes of novice teachers based on the observation of their mentors. The narratives were reflective of both problems and challenges of novice teachers on classroom management. There were eight (8) participants who are mentors or master teachers in Carmen District. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through virtual conference and limited face-to-face subsequently observing strict compliance of standard health protocol. Using thematic analysis, the classroom management mistakes of novice teachers were as follows: poor communication, and inconsistent classroom rules. The findings indicated that the teacher-participants perceived hindrances as barriers that prevent them from taking the opportunity to mentor and coach novice teachers in the school. On the challenges of the mentors in helping novice teachers in their classroom management mistakes, the following were the themes and findings of the study: lack of time to mentor and lack of commitment. The findings showed that the problem of mentors in helping novice teachers correct classroom management mistakes was the lack of commitment to spend time for mentoring. From the problems and challenges of novice teachers, the following were the insights drawn from the findings of the study: strengthen teacher mentoring and conduct trainings in mentoring. From the start, this study endeavored to contribute insights on classroom management mistakes of novice teachers. The new knowledge drawn from this study was noteworthy for quality delivery of education in school.

Keywords : Classroom Management, Mistakes, Observation, Mentors, Novice Teachers.

References :

1. Amy Morin, A. (2021). Boundary Based Discipline Techniques for Kids. Retrieved from https://www.verywellfamily.com/boundary-based-discipline-techniques-1095039#:~:text=According%20to%20boundary-based%20discipline,Consequently%2C%20behavior%20problems%20are%20reduced
2. Antoine, F., Nu-Man, M., & Aceytuno, E. (2018). Igniting Your Teaching with Educational Technology. Retrieved from https://pressbooks.pub/edd7032017f2/chapter/1/
3. Aparajeya (2016). Lack of Communication Between Teachers and Students.
4. Dewalt, K. M., & Dewalt, B. R. (2002). Participant Observation: A Guide for Fieldworkers. AltaMira Press.
5. Gempes, J., & Willems, J. (2009). Trustworthiness in Qualitative Research. In J. Gempes & J. Willems (Eds.), Handbook of Research on Trustworthiness in Research Methodology (pp. 1-16). IGI Global.
6. O'Connor, H., & Gibson, W. (2003). Qualitative Data Analysis. In J. Ritchie & J. Lewis (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 219-262). Sage Publications.
7. Ramsey, J. (2010). Trustworthiness as a Criterion in Qualitative Research. In J. Ritchie & J. Lewis (Eds.), Qualitative Research Practice: A Guide for Social Science Students and Researchers (pp. 183-200). Sage Publications.
8. Rossman, G. B., & Rallis, S. F. (2003). Learning in the Field: An Introduction to Qualitative Research. Sage Publications.
9. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method, and Research. Sage Publications.
10. Suter, W. N. (2012). Introduction to Educational Research: A Critical Thinking Approach. Sage Publications.