Classroom Management Definition of Terms

10 beliefs in many different things in their life. Those aspects of teachers’ own belief systems can either facilitate or impede the enactment of beliefs into practices Fives Gill, 2015, p. 75. The second factor is knowledge Fives Gill, 2015, p. 76. In order to enact their beliefs, teachers should have the necessary knowledge Fives Gill, 2015, p. 76. Some researchers find out that teachers do not act on their beliefs because they lack of knowledge of the content and the pedagogy of how to implement the instructional practices that will align with their beliefs Fives Gill, 2015, p. 76. The third factor is self-awareness and self- reflection. Fives and Gill further explain that “the extent to which teachers are self-aware and engage in self-reflection are other factors related to the alignment between t eachers’ beliefs and practices.” Thus, teachers need to be aware and reflect on the appropriateness of their beliefs and practices. Furthermore, there are external factors which influence the enactment of tea chers’ beliefs in practices. The first factor is classroom-context. Classroom factors such as students’ ability and attitudes, classroom management, and class size present challenges to teachers in enacting their beliefs. Moreover, those factors force teachers to find ways to practice even though there are obstacles Fives Gill, 2015, p. 76. The next factor is school-context which is similar to classroom context. Administration, parental support, colleagues, and available resources in schools may become school-context barriers. However, Bullock 2010 states that the most important aspect is how teachers perceive those potential barriers to practice as cited in Fives Gill, 2015, p. 77. The last factor is national-context Fives Gill, 2015, p. 78. In this context, educational policies 11 and curricular standards may present challenges to teachers in enacting their beliefs in practice Fives Gill, 2015, p. 78. However, Fives and Gill 2015, state that the influence of those external factors depend on the type of policy, the teachers’ role in the political context, and teachers’ individual perceptions p. 78.

2. Classroom Management

Classroom management is an essential term in teaching-learning activity. Iverson 2003 defines classroom man agement as “the act of supervising relationships, behaviors, and instructional settings and lessons for communities of learners” as cited in Hall, et al., 2014, p. 354. Burden and Byrd 2010 state that classroom management involves teacher actions in order to create positive social interaction, active engagement, and motivation during the learning process p. 218. Cooper, et al., 2011 define classroom management as all of teacher actions to create respectful, caring, orderly, and productive learning environment p. 217. According to Evertson and Edmund 2013, classroom management is a wide concept including teacher’s strategies to guide student behavior in the classroom p. 1. There will be complex activities in relation to classroom management. It is because classroom management is covering both planning and interactive aspects Evertson Edmund, 2013, p. 1. Planning aspects include tasks as organizing physical space of the classroom, identifying expectations for students’ behavior, arranging consequences to discourage inappropriate behavior, and organizing instructional activities to promote student involvement and engagement Evertson Edmund,