Classroom Management and Metacognition of High School Teachers

Autor/inn/en	Cyril, A. Vences; Raj, M. Antony
Titel	Classroom Management and Metacognition of High School Teachers
Quelle	In: Journal on School Educational Technology, 12 (2017) 4, S.24-34 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Classroom Techniques; Metacognition; High School Teachers; Learning Processes; Foreign Countries; Class Size; Gender Differences; Individual Differences; Marital Status; Educational Environment; India + Suchen Sie Ihr Suchwort? Klassenführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess; Ausland; Klassengröße; Geschlechterkonflikt; Individueller Unterschied; Familienstand; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Indien
Abstract	This paper focuses on the teaching learning process by evaluating the Classroom management and Metacognition of high school teachers. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students (Taylor & Franklin, 2009). Effective classroom management should be the primary responsibility of the classroom teacher with the students accepting the responsibility of their inappropriate behavior. Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help the teachers to overcome the teaching learning problems. There is no doubt that the standard of Classroom management and Metacognition of teachers in the classrooms determine the standard of the school as well as quality education too. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition Scale and Classroom Management Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The result showed that there is significant relationship between the Classroom management and Metacognition of high school teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01