Classroom Management Mistakes: Observations of Mentors To Novice Teachers

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
Classroom Management Mistakes: Observations of

Mentors to Novice Teachers
Adelfa A. Yaras
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
II. METHOD staying connected to the general framing of the study,

asking analytic questions, writing descriptive and analytic
The method employed in this study was qualitative memos, sharing ideas with others, and continuing to read
phenomenological research. Thematic analysis was used to what others have said about the topic. The researcher also
process the themes based on the narratives of the used creative techniques such as using metaphors, creating
participants. The data collection process involved images, and drawing concept maps to facilitate analysis.
conducting interviews with mentor-teachers who observed
novice teachers in the classroom. The research participants To establish the trustworthiness of the study, the
were purposively selected from Carmen District, specifically researcher observed four components: credibility,
from Carmen Central Elementary School SPED Center. The confirmability, transferability, and dependability. Credibility
participants were mentors or master teachers with at least 3 was ensured through the careful categorization,
years of teaching experience. organization, and summarization of the data. Confirmability
was addressed by comparing and cross-checking
To ensure the trustworthiness of the study, four information from different sources. Transferability was
components were observed: credibility, confirmability, considered by conforming to acceptable concepts and
transferability, and dependability. Credibility was models from the theoretical framework. Dependability was
established by comparing and cross-checking information achieved through strategies such as audit trails, rich
from multiple sources, such as interviews, observations, and documentation, and triangulation.
questionnaires. Confirmability was achieved by having the
participants review the transcription of their interview The findings of the study focused on the classroom
sessions to confirm the accuracy of the findings. management mistakes of novice teachers based on the
Transferability was addressed by using concepts and models observation of their mentors. One theme that emerged from
from previously reviewed theoretical frameworks and the narratives of the participants was poor communication.
inviting readers to make connections between the study and Novice teachers were found to make mistakes in not
their own experiences. Dependability was ensured through communicating expectations clearly. The participants
consistent data collection and analysis, as well as the use of emphasized the importance of mentors providing support
thematic analysis to identify patterns and connections and making suggestions for improvement in a clear manner.
between themes. The findings highlighted the need for effective
communication in classroom management.
The data analysis process involved organizing the data
by arranging it in a way that was easy to navigate and The role of the researcher in this study was vital in
picking out concepts and themes that emerged. Open coding creating credible research findings. The researcher
was used to develop concepts based on careful scrutiny of facilitated interviews and discussions, transcribed the data,
the data, and these concepts were then grouped and and analyzed the transcripts using thematic analysis. The
categorized under explanatory terms or themes. The researcher also connected the findings, provided
consistency of the information was examined by comparing comprehensive discussions, and utilized archival references
different sources and perspectives. and studies to strengthen the assertions and realizations of
the study.
In terms of data presentation, the findings were
presented through a thematic and comprehensive The dependability of the study was established through
presentation using graphs and diagrams. The insights drawn consistent data collection and analysis. Thematic statements
from the findings aimed to provide propositions that would were identified and grouped to determine patterns and
assist novice teachers in effective classroom management. connections between themes. Numeration was used to
determine the frequency of thematic statements, and themes
Overall, this study followed ethical standards and that occurred at least twice were considered significant. This
obtained necessary approvals from relevant authorities. The process ensured the reliability of the study.
research process was carefully documented, and steps were
taken to establish the trustworthiness and reliability of the The study also considered the observance of health
study. protocols, conducting data collection through virtual
meetings and one-on-one interviews with strict compliance
III. RESULTS AND DISCUSSIONS to minimum health standards. This ensured the safety of
both the researcher and participants during the COVID-19
In this qualitative phenomenological study, the pandemic.
researcher employed thematic analysis to process the themes
based on the narratives of the participants. The findings The insights drawn from the findings of the study
were discussed by citing participants' narratives and focused on strengthening teacher mentoring and conducting
triangulating them with archival resources and relevant trainings in mentoring. These insights aimed to provide
studies. support for mentors in helping novice teachers correct their
classroom management mistakes. The implications of the
The study followed the recommendations for analysis study suggested presenting the findings to educational
introduced by Rossman and Rallis (2003), which included authorities to contribute to the improvement of mentoring
practices and the provision of quality learning experiences

in schools.
IV. CONCLUSION
In conclusion, this qualitative phenomenological study

explored the classroom management mistakes of novice
teachers based on the observation of their mentors. The
findings highlighted the importance of effective
communication and the role of mentors in providing support
and guidance. The study provided valuable insights and
implications for improving teacher mentoring and enhancing
classroom management practices.
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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

Classroom Management Mistakes: Observations of

II. METHOD staying connected to the general framing of the study,

practices and the provision of quality learning experiences

In conclusion, this qualitative phenomenological study

[1]. Amy Morin, A. (2021). Boundary Based Discipline

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