Teachers’ Belief, Teaching Techniques And Classroom Management

Teacher belief is a two way thing; some teachers have positive belief about them and their students while some believe that they cannot handle some irregularities in their classroom. One of the most tasking duties of any teacher is to manage their classrooms effectively; there may be a correlation between teachers’ belief, teaching techniques and classroom management.


Teachers’ beliefs and teaching practices should be related in a meaningful way, as is the case for other teaching tasks, such as student assessment, in which conceptions of assessment and assessment practices are significantly associated. Teachers’ main argument for using such practices is their efficiency: They offer a readily and easy-touse applicable solution to react to misbehavior. Furthermore, this gives the teacher a feeling of keeping students under control. At the opposite end of the spectrum, practices such as complimenting and private verbal encouragement are believed to be not very useful as teachers say that such practice cannot work with the teachers’ own students.


Teaching techniques are the activities or practices and refinements of teaching which a teacher adopts to make teaching more lively and effective when employing a specific teaching method. For instance, a teacher may employ a specific direction to explain and show how a switch should be held and how a person should stand as the person performs the operation of installing the switch in order to identify the positive (life) and the negative (neutral) terminals. The specific direction, now held, and standing posture are the teaching techniques employed by good technical teacher to demonstrate how fire outbreak or electric shock could be avoided during installation of a point of light.

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Holding the t-square in a special manner to demonstrate how to slide it on the drawing board is a technique. Applying certain technical words to amuse the class while instruction is going on is also a teaching technique. This technique keeps the students at alert and makes the class lively too.


Several studies have shown that classroom management beliefs and practices are related to the level of teacher self-efficacy beliefs, that is, the “teacher’s belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context”. The threefold conceptualization of teacher self-efficacy includes two dimensions that relate to classroom management practices: self-efficacy for classroom management (e.g., maintaining order, discipline, keeping students quiet) and self-efficacy for student engagement (e.g., motivating uninterested students, helping students understand the value of learning). Studies converge toward the conclusion that less self-efficacious teachers have a pessimistic view of students, tend to adopt controlling practices (such as punishment), and strive to maintain strong discipline. At the opposite, teachers who feel highly confident in their abilities tend to sustain their students’ autonomy and to respond quickly to misbehavior without feeling threatened. Note that other studies did not find any significant association between teacher self-efficacy beliefs (for classroom management and for student engagement) and the quality of student–teacher interactions.


Teachers generally see student motivation as a stable trait that can be influenced mainly by factors external to the school such as parents. Teachers believe that their own influence is limited, except in trying to create interesting activities. These beliefs discourage teachers from trying motivational strategies. Teachers are aware of the importance of student motivation and its implications for student engagement, and recognize that it can lead to classroom management issues. Thus, teachers’ beliefs about student motivation constitute a possible source of instructional practices. These beliefs could take multiple forms and differ depending on students’ characteristics such as their achievement levels. However, these beliefs fall into two broad categories: beliefs in using intrinsic forms of motivation.


Classroom management is one of the most challenging tasks that teachers have to deal with. Although teachers usually receive pre- and in-service training on this challenging task, studies show that their classroom management decisions and practices are significantly affected by their attitudes and beliefs concerning classroom management. Teachers’ classroom management approaches are, to a great extent, based on their understanding of appropriate and inappropriate behaviours and ways of controlling them. The Inventory measures teacher views across three dimensions: classroom management as instructional management, people management and behavioural management. A successful classroom manager also tends to student socialization, which includes personal and social attitudes, beliefs, and behavior. Methods of tending to socialization include communicating expectations, reinforcing acceptable behavior among students, and working with students who demonstrate poor academic or social outcomes. Disciplinary interventions refer to how the teacher responds to students who fail to conform to teacher expectations, especially when a student’s behavior disrupts the classroom system. Teachers who lack consistency between their classroom management and educational beliefs are more likely to feel inadequate, take student problem behaviors personally, and believe in students not being able to learn. The knowledge and beliefs held by new teachers may contrast with the knowledge and beliefs held by veteran teachers, as the beliefs held are constantly changing based on the range of experience held by each individual teacher. People entering the teaching profession in general feel prepared about the fundamental knowledge of the content they will be teaching, but many teachers are confused by the requirements necessary to facilitate classroom instruction.


Teachers’ belief is very important for classroom management. While it is important to recognize that teachers have different viewpoints regarding classroom management, it is possible for all teachers to grow in creating connections with students. Teachers who create balance with the students in their classroom are building trust and respect and acknowledging their students as people. More importantly, working with school administration and other school personnel to help facilitate growth and community between teachers and their classrooms is key to helping build positive relationships with students

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