Classroom management models
| dc.contributor.author | Bozkuş, Kıvanç | |
| dc.date.accessioned | 2025-07-17T06:46:22Z | |
| dc.date.available | 2025-07-17T06:46:22Z | |
| dc.date.issued | 2023 | |
| dc.department | AÇÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü | |
| dc.description.abstract | Classroom management is a vital aspect of effective teaching, involving strategies and techniques employed by educators to establish a conducive learning environment that encourages student engagement, motivation, and achievement. Various models of classroom management have been developed over the years, each with its unique approach to managing student behavior, creating classroom norms, and fostering a positive learning atmosphere. These models include the assertive discipline model, the behavior modification model, the social learning model, the choice theory, the culturally responsive classroom management model, and the positive behavior interventions and supports framework. Additionally, Başar (2016) identified four classroom management models: reactive, preventive, developmental, and holistic. Educators must consider the unique needs and characteristics of their students when selecting and implementing classroom management strategies from the available models and approaches in the literature. The research emphasizes the importance of evidence-based practices, adapting strategies to meet evolving classroom demands, and fostering strong relationships with students while promoting autonomy, personal responsibility, and a sense of belonging. By embracing the diverse cultural, linguistic, and social backgrounds of students and addressing potential biases and stereotypes, educators can create an inclusive, equitable, and supportive learning environment where all students can succeed. | |
| dc.identifier.endpage | 67 | |
| dc.identifier.isbn | 979-889113314-3 | |
| dc.identifier.isbn | 979-889113269-6 | |
| dc.identifier.scopus | s2.0-85183915382 | |
| dc.identifier.startpage | 43 | |
| dc.identifier.uri | https://hdl.handle.net/11494/5786 | |
| dc.identifier.volume | 78 | |
| dc.indekslendigikaynak | Scopus | |
| dc.institutionauthor | Bozkuş, Kıvanç | |
| dc.language.iso | en | |
| dc.publisher | Nova Science Publishers, Inc. | |
| dc.relation.ispartof | Progress in Education | |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | |
| dc.rights | info:eu-repo/semantics/embargoedAccess | |
| dc.subject | Classroom management | |
| dc.subject | Evidence-based practices | |
| dc.subject | Inclusive learning environment | |
| dc.subject | Student engagement | |
| dc.subject | Teaching strategies | |
| dc.title | Classroom management models | |
| dc.type | Book Chapter |
