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英語教學理論與實務--期末報告 Exploring the Relationship Between Experience Levels, Teaching Styles, and Classroom Management Orientations of Taiwanese EFL Teachers 題目 報告人 林怡靜 報告大綱 Background and Motivation Definition of classroom management Teacher's role in EFL classes Teacher's experience and classroom management Teaching style and classroom management Background and Motivation Classroom management plays a crucial role in different kinds of classes; it's "one of the primary areas of concern expressed by educators at all levels" (Evrim & Gokce & Enisa, 2009). According to Evertson & Weinstein (2006), as cited in Fowler and Sarapli (2010), classroom management is regarded as one of the most serious challenges facing student and beginning teachers. Classroom management is one of the most significant aspects of teaching because of the reason that teaching could be more effective when a proper classroom management is applied. Definition of classroom management "Classroom management refers to creating safe and stimulating learning environment" (Djigic & Stojiljkovic, 2011). Classroom management is "the actions teachers take to create an environment that supports and facilitates both academic and social emotional learning" (Everstone & Weinstein, 2006; as cited in Rahimi & Asadollahi, 2012). Teacher's role in EFL classes There are too many roles for a language teacher to play in the classroom; authority figure, leader, knower, director, manager, counselor, and guide (Brown, 2001; as cited in Rahimi & Asadollahi, 2012). The role that EFL teachers play in the classroom and the styles they use affect creating a classroom climate that is positive, stimulating, energizing, and effective for language learning (Underwood, 1991; Brown, 2007; as cited in Rahimi & Asadollahi, 2012). Teacher's experience and classroom management Experienced teachers typically have the ability to prioritize tasks and to selectively attend to a number of key classroom matters (Hagger & McIntyre, 2000; as cited in Ritter & Hancock, 2007). Teacher's ability to organize classrooms and manage the students' behavior is highly important in achieving positive educational outcomes (Aliakbari & Dariabi, 2013). Teaching style and classroom management Teaching style refers to all of teaching techniques and activities and approaches that a teacher employs in teaching a certain subject in the classroom (Cooper, 2001; as cited in Rahimi & Asadollahi, 2012). Classroom management strategies are classified into three levels: interventionist, non-interventionist, and interactionist. (Glickman and Tamashiro, 1980; Martin and Baldwin, 1993b; Wolfgang, 1995;). Related Studies The purpose of their study is to investigate the issue of classroom management by examining the independent and interactive influences of teachers' certification sources and years of experience. The participants of the study were 158 middle school teachers(53 experienced, traditionally certified teachers; 27 experienced, alternatively certified teachers; 45 novice, traditionally certified teachers; 33 novice, alternatively certified teachers) from public schools in southeastern United States. Related Studies Three instruments were used in order to gather data for the study: The Attitudes and Beliefs on Classroom Control (ABCC) Inventory, an observation guide, and an interview guide. They discovered that a teacher's source of certification is not necessarily related to her or his classroom management orientation. Besides, a teacher's experience level is not necessarily related to his or her classroom management orientation. However, the combination of certification source and experience level significantly impacts a teacher's orientation toward interventionist, non-interventionist, or interactionist behaviors. Conclusion Effective classroom management contributes significantly to student learning and development (Ritter & Hancock, 2007). Results of this study may give some suggestions about classroom management to EFL teachers in Taiwan.