Self-Efficacy In Classroom

Many children today have an “I don’t care” attitude which results in low grades. They have not learned to take responsibility for themselves and their actions. By using a classroom management system I hope to teach self respect and self reliance so that they will become contributing adults, beginning with raising their grades and being responsible for themselves and their actions.

Literature Review

Introduction

The purpose of this study it to explore the effects of classroom management on students’ and their grades. Gathering information relevant to understanding the beliefs teachers have and the complexities of their teaching, particular classroom management, and how classroom management will affect the students is the foundation of this

Esergul Balci and Hakan Sivri (2015) did a study where pre-service teachers were interviewed about their self-efficacy beliefs in classroom management. It was found that when pre-service teachers were positive about their classroom management, their outcome expectancies were more positive. This only makes sense when considering that these pre-service teachers also tended to have a higher GPA. However, the self-efficacy beliefs tend to drop off when a pre-service teacher actually has their own classroom. Young, or “novice” teachers were inclined to focus more on the off-task behaviors of students to control classroom management and “expert” teachers targeted lesson modifications. It is believed by Niek van den Bogert, Henny P.A. Boshuizen, Halszka Jarodzka and Charlotte E. Wolff (2015) that “Novices” lack the experience to recognize patterns that would allow them to see where the problems occur, thus being able to correct them. According to Mariah Ritz (2014) these “expert” teachers recognize that each student responds differently to different management strategies. Therefore the “punishment” must fit the crime and it must be consistent in order for it to promote positive, self-regulated behaviors. When it comes to classroom management

Jessica L. Riley, Brian C. McKevitt, Mark D. Shriver, and Keith D. Allen ( 2011) found that by using a fixed-time delivery of attention they could increase a child’s on-task behavior. It was also discovered that increasing the rate of attention delivery increased the constancy of redirection statements for each student and teacher praise. This in turn increased the positive teacher-student interactions. Like the fixed-time delivery system, Joretta Akpo-Sanni, Gary Reglin, and Nonopo Losike-Sedimo (2012) discovered that both referrals and suspensions were reduced when implementing a Professional Development Classroom Management Model. This successively created a positive change in the classroom culture where students felt more valued and respected. This empowered them with a confidence that allowed them to believe that the future was theirs. Not only is it important to increase the confidence of the students, but the teachers as well. Celene Domitrovich (2016) conducted a study that demonstrated that a higher level of self-efficacy could be achieved when using the PAX GBG and PATHS to PAX strategies. This self-efficacy positively affected the classroom environment, thereby positively affecting the students and their achievements. According to Nicholas A. Gage et. al (2018) classroom management practices have a direct impact on their