Abstract:
Effective Classroom management provides learners with a positive learning environment and promotes students’ whole person development and enhances the quality of education. Classroom management has been one of the core areas for both pre-service and in-service teaching training programmes. However, classroom management is ranked by schools as one of the weakest areas of HKIEd student teachers’ performances in their block teaching practice in schools (HKIEd, 2009). The implementation of a whole school approach to inclusion in 2003 has made classrooms in Hong Kong more diverse. Managing greater learner diversity in classroom teaching has become a bigger challenge to teachers (Yuen, Westwood & Wong, 2004). The proposed study will draw on the experience of 6 outstanding teachers (4 primary school teachers and 4 secondary school teachers) in Hong Kong and investigate the challenges in classroom management these teachers met with in inclusive classrooms and the strategies they adopted to cope with these challenges. Stories of effective classroom management by these teachers will be written up into a repertoire of good practices and an e-platform will be developed for dissemination. Recommendations on applying the experience of these outstanding teachers will be made to improve those HKIEd courses that are related to inclusive classroom management.
Code:
T0136
Principal Project Supervisors:
Keywords provided by authors:
Subjects:
Start Date:
01 Jun 2014
End Date:
31 Dec 2015
Status:
Completed
Result:
The six teachers adopted a few similar strategies for inclusive classroom management:
They all adopted an inclusive attitude to all the students and developed a good understanding of students' strengths and weaknesses;
They adopted a teaching-oriented classroom management model and engaged students in learning with tailor-made curriculum adaptation and learning activities;
They regarded students' weaknesses as educational opportunities and offered tailor-made support to improve their weaknesses;
They valued moral education of students and integrated it in their daily classroom subject-based teaching (especially the four language teachers).
There were slight differences in specific classroom management strategies among these teachers due to the diversity of students they taught, subject-specific instructional arrangement and levels of students they taught.
Impact:
The project provides insights from the excellent practices of outstanding in-service teachers to the curriculum planning and pedagogical practices of the following pre-service and in-service teacher training courses related to classroom management.The project provides specific findings on the challenges in classroom management that target outstanding teachers encountered and the classroom management strategies that they utilized in inclusive classrooms. Cases of effective inclusive classroom management in Hong Kong schools were shared among the teaching teams of different courses on inclusive classroom management and applied in in-service and pre-service teaching training courses; and an e-platform (https://www.ied.edu.hk/ecm/) was developed and all the meaningful cases were translated and uploaded to public. The website was shared among the teaching teams of courses related to classroom management. It will be used as teaching materials and extended reading materials for students.
Deliverables:
Teaching and Learning Resources/ Materials
A e-platform of “Effective classroom management”. (2015). Retrieved June 30, 2015, from https://www.ied.edu.hk/ecm/
Books / Book Chapters / Journal Articles / Conference Papers
Zhang, Y. (2015). Quality English language teaching: The experience of outstanding teachers in Hong Kong. Periodical Articles, 3, pp. 1-14. Department of Education, University of Taipei. [in Chinese]
Newspaper articles
章月鳳，2015年5月8日。「神馳」教師創造學生學習的巔峰。星島日報，大學版，教院觀點，F3。
章月鳳，2014年12月16日。揚長補短，成就每個孩子。星島日報，大學版，教院觀點，F02。
章月鳳，2014年10月14日。教育不設限。星島日報，大學版，教院觀點，F02。
梁嘉慧(2014/11/4) 。解構課堂「小」問題。 香港星島日報。
梁嘉慧(2015/5/19) 。讓「愛」改變。 香港星島日報。
梁嘉慧(2015/6/30) 。｢抽離教學｣的迷思。 香港星島日報。
Financial Year:
2013-14
Type:
TDG