Classroom Management Mistakes: Observations of Mentors To Novice Teachers
Classroom Management Mistakes: Observations of Mentors To Novice Teachers
Abstract:-This study unfolded the classroom drawn from the study aim to provide propositions that assist
management mistakes of novice teachers based on the novice teachers in developing effective classroom
observation of their mentors. The narratives were management strategies.
reflective of both problems and challenges of novice
teachers on classroom management. There were eight One of the prominent themes that emerged from the
(8) participants who are mentors or master teachers in narratives of mentor-teachers was poor communication as a
Carmen District. The data gathering of information in classroom management mistake. Novice teachers often fail
this phenomenological inquiry had employed in-depth to effectively communicate their expectations, leading to
interview of participants through virtual conference and confusion and disruptions in the classroom. This finding
limited face-to-face subsequently observing strict highlights the importance of clear and consistent
compliance of standard health protocol. Using thematic communication in managing a classroom.
analysis, the classroom management mistakes of novice
teachers were as follows: poor communication, and The research process involved various steps to ensure
inconsistent classroom rules. The findings indicated that the trustworthiness of the study. These components included
the teacher-participants perceived hindrances as credibility, confirmability, transferability, and dependability.
barriers that prevent them from taking the opportunity By adhering to these components, the study aimed to
to mentor and coach novice teachers in the school. On establish the reliability and validity of the research findings.
the challenges of the mentors in helping novice teachers
in their classroom management mistakes, the following Data analysis was conducted using thematic content
were the themes and findings of the study: lack of time to analysis, which involved categorizing and organizing the
mentor and lack of commitment. The findings showed data obtained from interviews and other identified texts. The
that the problem of mentors in helping novice teachers researcher compared and cross-checked the consistency of
correct classroom management mistakes was the lack of information by examining observations, interviews,
commitment to spend time for mentoring. From the questionnaires, and perspectives of different participants.
problems and challenges of novice teachers, the
following were the insights drawn from the findings of The study also addressed the role of the researcher,
the study: strengthen teacher mentoring and conduct who facilitated interviews and discussions, transcribed and
trainings in mentoring. From the start, this study analyzed the data, and provided comprehensive discussions
endeavored to contribute insights on classroom and interpretations of the findings. The researcher's role was
management mistakes of novice teachers. The new vital in creating credible research findings and uncovering
knowledge drawn from this study was noteworthy for the lived experiences of the participants.
quality delivery of education in school.
The implications of this study extend to the field of
Keywords:- Classroom Management, Mistakes, education, particularly in providing support for mentors in
Observation, Mentors, Novice Teachers. helping novice teachers improve their classroom
management skills. Strengthening teacher mentoring and
I. INTRODUCTION conducting trainings in mentoring are among the insights
drawn from the study. These insights can contribute to the
Effective classroom management is crucial for creating development of effective support systems for novice
a positive and conducive learning environment for students. teachers and enhance their overall teaching experience.
Novice teachers often face challenges in managing their
classrooms, and their mistakes can impact student In conclusion, this study sheds light on the classroom
engagement and academic progress. This qualitative management mistakes of novice teachers based on the
phenomenological study aims to explore the classroom observations of their mentors. By understanding these
management mistakes of novice teachers based on the mistakes and providing insights for improvement, this
observations of their mentors. research aims to contribute to the professional development
of novice teachers and the enhancement of classroom
The study employed thematic analysis to process the management practices.
themes derived from the narratives of mentor-teachers. The
findings were triangulated with archival resources and
studies that align with the research findings. The insights
IJISRT24JUN035 www.ijisrt.com 14
Volume 9, Issue 6, June – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24JUN035
IJISRT24JUN035 www.ijisrt.com 15
Volume 9, Issue 6, June – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24JUN035
IV. CONCLUSION
REFERENCES
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