TEACHER’S STRATEGIES IN GETTING STUDENTS’ ATTENTIONS DURING TRANSITION.

(1)

Wulan Fauzia, 2013

TEACHER’S STRATEGIES IN GETTING STUDENTS’ ATTENTIONS DURING TRANSITION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Teacher’s Strategies in Getting Students’ Attentions during Transition

(A case study on an English teacher in an elementary school in Bandung)

A Research Paper

Submitted to English Education Department as a partial fulfillment of the requirements for Sarjana Pendidikan degree

By Wulan Fauzia

0703991

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

Teacher’s Strategies in Getting Students’ Attentions during Transition

(A case study on an English teacher in an elementary school in Bandung)

Oleh

Wulan Fauzia

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Bahasa dan Seni

Universitas Pendidikan Indonesia

Desember 2012

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

(3)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PAGE OF APPROVAL

Teacher’s Strategies in Getting Students’ Attentions during Transition

(A case study on an English teacher in an elementary school in Bandung)

A Research Paper

By Wulan Fauzia

0703881

Approved by:

First Supervisor Second Supervisor

Dr. Odo Fadloeli, M.A. Riesky, M.Ed.

NIP. 195408041977021001 NIP. 198105252005011002

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

(4)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

This study, entitled Teacher’s Strategies in Getting Students’ Attention, investigated the

teacher’s strategies in getting students’ attention during transition. The purposes of the study

were to find out strategies used by the teacher and the students’ responses to the strategies. During transition between activities in classroom, behavioral problems were likely to arise and

potentially consumed instructional times and teacher’s energy. Since students could not proceed

classroom activities without paying attention to the teacher’s instruction, various strategies in

getting the students’ attention are necessary. This study employed qualitative research design and

case study methodology. The data were collected through five observations and two interviews. The participants of this study were an English teacher and a class of third grade students in a state elementary school in Bandung. The findings revealed that the teacher used desisting, chant, sound, clapping and singing a song in getting students’ attention. The students responded the strategies in two ways, positive way which means that the students paid attention to the teacher and negative one which means none or only some students paid attention to the teacher. Finally, it can be concluded that teachers might develop various kinds of strategies in getting students attention but it is also recommended that teachers need to consider supporting factors to the

(5)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

Penelitian yang berjudul entitled Teacher’s Strategies in Getting Students’ Attention ini, meneliti tentang strategi guru dalam menarik kembali perhatian siswa ketika masa transisi dari satu kegiatan ke kegiatan lain ketika pembelajaran. Tujuan dari penelitian ini adalah untuk

mengetahui strategi apa yang digunakan oleh guru dan respon siswa terhadap strategi tersebut. Ketika masa transisi dari satu kegiatan ke kegiatan lainnya selama masa pembelajaran, masalah perilaku siswa kerap muncul dan berpotensi menghabiskan waktu pembelajaran dan juga menghabiskan energi guru. Karena siswa tidak dapat melakukan proses pembelajaran tanpa memperhatukan instruksi dari guru, maka perhatian dari siswa amatlah penting. Penelitian ini dilakukan secara qualitatif dengan cara studi kasus. Data dikumpulkan melalui lima observasi dan dua wawancara. Penelitian ini melibatkan seorang guru Bahasa Inggris dan sebuah kelas tiga sebuah Sekolah Dasar di Bandung. Penelitian ini menunjukan bahwa, guru menggunakan

desisting, chant, sound, clapping and singing a song untuk manarik kembali perhatian siswa.

Siswa merespon strategi guru dengan dua cara. Cara pertama yaitu, secara postif yang berarti siswa diam dan memperhatikan guru dan respon yang kedua yaitu secara negative yang berarti siswa tidak memperhatikan. Dapat disimpulkan bahwa, Guru dapat menggunakan cara apapun untuk mendapatkan perhatian dari siswa asalkan guru memperhatikan factor-faktor

(6)

TEACHER’S STRATEGIES IN GETTING STUDENTS’ ATTENTIONS DURING TRANSITION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined. ACKNOWLEDGMENT ... Error! Bookmark not defined. TABLE OF CONTENT ... 1

ABSTRACT ... Error! Bookmark not defined. CHAPTER 1 ... Error! Bookmark not defined. INTRODUCTION ... Error! Bookmark not defined. 1.1 Background of the study ... Error! Bookmark not defined. 1.2 Statements of the problems ... Error! Bookmark not defined. 1.3 Aims of the study ... Error! Bookmark not defined. 1.4 Scope of the Study ... Error! Bookmark not defined. 1.5 Significance of the Study ... Error! Bookmark not defined. 1.6 Research Methodology ... Error! Bookmark not defined. 1.6.1 Research Design ... Error! Bookmark not defined. 1.6.2 Site and Participants ... Error! Bookmark not defined. 1.6.3 Instruments ... Error! Bookmark not defined. 1.6.4 Data Collection ... Error! Bookmark not defined. 1.6.5 Data Analysis ... Error! Bookmark not defined. 1.7 Clarification of Terms ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. LITERATURE REVIEW ... Error! Bookmark not defined.

. Defi itio of teacher’s strategies ... Error! Bookmark not defined.

. Stude ts’ atte tio ... Error! Bookmark not defined. 2.2.1 Definition of attention ... Error! Bookmark not defined. 2.2.2. The importance of paying attention in classroom ... Error! Bookmark not defined.

. . Atte tio related to stude ts’ otivatio . ... Error! Bookmark not defined.

(7)

2.2.3.2 Types of Motivation ... Error! Bookmark not defined. 2.3 Classroom Management ... Error! Bookmark not defined. 2.3.1 Definition of classroom management ... Error! Bookmark not defined. 2.3.2 Classroom management related to effective teaching... Error! Bookmark not defined. 2.4 TRANSITION... Error! Bookmark not defined. 2.4.1 Definition of transition ... Error! Bookmark not defined. 2.4.2 Problems during transition ... Error! Bookmark not defined. 2.4.4 Transition strategies ... Error! Bookmark not defined. CHAPTER III ... Error! Bookmark not defined. RESEARCH METHODOLOGY ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Site and Participants ... Error! Bookmark not defined. 3.3 Data Collection Instrument ... Error! Bookmark not defined. 3.4 Data Analysis ... Error! Bookmark not defined. 3.4.1 Data analysis of observation ... Error! Bookmark not defined. 3.4.2 Data analysis of interview ... Error! Bookmark not defined. CHAPTER IV ... Error! Bookmark not defined. FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.

. Teacher’s strategies i getti g stude ts’ attention ... Error! Bookmark not defined.

(8)

1

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER 1

INTRODUCTION

This chapter introduces the entire part of the study. This chapter discusses background of

the study, statements of the problems, aims of the study, significance of the study, scope of the

study, significance of the study, research methodology and clarification of terms.

1.1 Background of the study

Effective classroom management is important in all teaching and learning processes,

including English; however, some teachers find it difficult. Effective classroom management is

relevant with effective teaching and learning process since effective classroom management lets

the students know what behaviors are expected, what goals to be achieved in the end of the

process, and what possible factors that minimize any disruptive actions. On the other hand,

effective classroom management also relates to students’ achievement because it allocates

students with sufficient time to understand the materials and do the task. Nevertheless, some

teachers find it difficult to plan effective classroom management since the teachers have to

consider a lot of things such as students’ age and students’ characteristics. In addition, effective

classroom management is also difficult for some teachers since it needs a great deal of effort,

practice and time to actualize it.

There is no exception that effective classroom management should be successfully

carried out in elementary schools since students in elementary schools have different

characteristics. Elementary students whose age between seven to twelve tend to have a lot of

(9)

2

other hand, elementary students are easier and better in learning language compared to older

students especially in imitating accent (Cameron,2001) but they have difficulties in following

direction, keeping prolong attention, and keeping themselves from distraction; they are so easily

distracted, for instance: elementary students will rather talk about their new pencil cases than

paying attention to teacher presentation or they are more interested in colorful pictures on

teacher’s slide show than the content of presentation itself. With effective classroom

management, teacher could overcome the students and have smooth teaching and learning

processes.

To teach elementary students with characteristics above, Bruner (1983, cited in Cameron,

2001) presents theories on how children learn language. Bruner suggests one of the teaching

strategies for children which is using scaffolding by setting up several routines or activities

during the process of teaching and learning in the classroom. By splitting the whole process into

activities, teachers are able to apply the scaffolding. In scaffolding, teacher can help students

attend to what is relevant by suggesting, praising the significant and providing focusing

activities.

One of the most crucial things in classroom management is the transition. A classroom

transition is defined as “the time and routine involved in changing from one activity to another”

(Steere, 1988, cited in Geffers, 2007). Transition is the changing from one subject to another, one

class to another and one activity to another activity. Since scaffolding requires teachers to set up

several activities within process, transition occurs several times and it is challenging for teacher

since behavior problems and time wasting are likely to occur. Behavior problems include talking

out, inappropriate verbalizations, being out of one's seat, inactivity or not being engaged in the

(10)

3

To deal with problems in transition, getting students’ attention cannot be denied.

Students’ attention is crucial because students cannot learn or follow teacher’s instruction if they

do not pay attention. The best tool to get students’ attention is using signal. (Marzano, Marzano,

& Pickering, 2003). The signal could be verbal like chants or songs, non verbal like hand

clapping (Cruickshank, et all.2006), video modeling and cue cards (McCoy, Mathur, Czoka,

2010).

Considering those reasons this study will find out the strategies of one elementary school

teacher in getting the students attention during transition time in order to make effective teaching

and learning process and also what the students’ responses are.

1.2 Statements of the problems

The study is held based on research questions as follow:

1. What strategies does the teacher use to get her students’ attention during transition?

2. What are the students’ responses to teacher’s strategies in getting their attention?

1.3 Aims of the study

There are two aims of the study. First is to investigate the teacher’s strategies to get

students’ attention during transition. The last is to investigate the students’ responses to those

strategies.

1.4 Scope of the Study

Every teacher has their own strategies to keep the learning process running. This study

will focus on the teacher’s strategies and any particular actions to get the students’ attention

(11)

4

interferences include students’ behavior problems and any students’ attention distraction. In

addition, this study also tries to find out students’ responses towards the teacher’s action.

1.5 Significance of the Study

There are some contributions that this study offers. The study is expected to contribute in

English teaching method in classroom management especially for teaching young learners by

offering some teaching techniques and suggestions. For teachers and practitioners in teaching

young learners, the study will inspire their ways of teaching, offer methods, new ideas, and

suggestions in managing classroom and students’ behavior.

This study hopefully can be implemented as one of the new methods in teaching

especially in teaching young learners and in managing classroom. Finally, the result of this study

is expected to contribute in the field of education.

1.6 Research Methodology

1.6.1 Research Design

Since the research is qualitative research, it will be designed as a case study. Case study

explores in depth a program, event, activity, a process, and one or more individuals. The case

study is bounded by time and activity, and researchers collect detailed information using a

variety of data collection procedures over a sustained period of time (Stake, 2010 )

1.6.2 Site and Participants

The research was conducted in a public elementary school in Bandung. The public

elementary school was chosen because it represented actual situation in common classrooms, so

that the data taken were natural and factual. The public elementary school was also chosen in the

(12)

5

The participants of the research were a class of third grade students and their English

teacher. It was a big class with 47 students, which consisted of 25 female students and 22 male

students. The teacher is a male teacher. He has been teaching English in elementary school for

about seven years. The students of third grade were chosen because they are young learners who

love to play, chat, yet, very excited to learn English. On the other hand, the teacher was chosen

because he has several strategies to put the students in order.

1.6.3 Instruments

Data in qualitative research are collected through these methods: interview and observation

(Alwasilah, 2000). To find out teacher strategies, interview and observation are used. On the

other hand, to find out students’ responses to the teacher strategies observation is employed.

1.6.4 Data Collection

The data are collected in three steps. The First step is by interviewing the teacher’s

experiences in teaching the class. The next step is by videotaping the teaching learning process,

and the last is by observing the teaching and learning process in the classroom. Interview and

observation are very common ways to find out information in case study (Yin, 2003 cited in

Duff, 2008).

The primary data were collected using observation. Van Lier (1988, cited in Duff, 2008)

stated that many case studies in applied linguistics used observation especially when the aims of

the study was to find out people’s linguistic performance or interaction in actual situation.

Therefore, the classroom observation was conducted to gather the data which will answer the

research question; the teacher’s strategies in getting students’ attention, students’ responses to

(13)

6

The interview was conducted to find out additional information which could not be

obtained in observation and to complete information needed to answer research problems.

According to Stake (1995) some of main purposes of interview in case study were to find out the

interviewee’s interpretation and to find out information that the researchers were unable to

observe themselves.

The interview in this research was semi structured interview. Semi structured interview

was best for case study because of its naturalness. The process of interview was recorded so the

information could be trusted and transcribed afterwards. The interview also used Bahasa

Indonesia for better understanding.

1.6.5 Data Analysis

The data are collected through interview and class observation. The data are analyzed

through several steps: interviewing the teacher, videotaping and class observation. Before

interviewing, several questions are prepared, other questions that are considered important will

be asked later during the interview. Videotaping will be held after the interview. The activity that

will be taped is the teaching learning process. During the videotaping, class observation also will

be done.

Secondly, after gathering the data, the next step is reading all the data, the interview result,

class observation, also watching the video for several times and focus on the evaluation and what

to find out.

Thirdly is categorizing the data by looking at the same patterns and theme. The data which

have the same patterns and theme will be categorized into one category.

Fourthly is identifying the connection and pattern between each category and the last step is

(14)

7

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.7 Clarification of Terms

a. Attention is a condition where students pay attention to the teacher and follow the

teaching learning process.

b. A classroom transition is defined as “the time and routine involved in changing from one

(15)

22

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology applied in the research. Research

design, site and participants, data collection instruments and data analysis of the research are

involve in this discussion.

3.1 Research Design

The design employed in this study was qualitative research. According to Stake (1995)

qualitative research is interpretive and situational. It is interpretive because it discovers human

affairs as seen from different view. Qualitative is also situational since it is oriented to objects

and activities in a unique set of context. In line with the definition, this study was employed to

concern on how the teacher gets his students’ attention in transition process. It explored the

interaction of the teacher and the student in a set of transition process.

The method of the research was a case study. A case study studies a phenomenon in its

real world context (Yin, 2009). In line with the definition, this study is conducted to find out the

phenomenon of teacher’s strategies in getting students’ attention in a context of transitional

process in classroom.

3.2 Site and Participants

The research was conducted in a public elementary school in Bandung. The public

(16)

23

that the data taken were natural and factual. The public elementary school was also chosen in the

assumption that it provided the data needed.

The participants of the research were a class of third grade students and their English

teacher. It was a big class with 47 students, which consisted of 25 female students and 22 male

students. The teacher is a male teacher. He has been teaching English in elementary school for

about seven years. The students of third grade were chosen because they are young learners who

love to play, chat, yet, very excited to learn English. On the other hand, the teacher was chosen

because he has several strategies to put the students in order.

3.3 Data Collection Instrument

The data were collected using two instruments, interview and observation. Interview and

observation are very common ways to find out information in case study (Yin, 2003 cited in

Duff, 2008). Each technique of collecting the data will be described below.

The primary data were collected using observation. Van Lier (1988, cited in Duff, 2008)

stated that many case studies in applied linguistics used observation especially when the aims of

the study was to find out people’s linguistic performance or interaction in actual situation.

Therefore, the classroom observation was conducted to gather the data which will answer the

research question; the teacher’s strategies in getting students’ attention and students’ responses to

the strategies.

The observation was conducted five times by watching the process of teaching and

learning directly without getting involved in the teaching and learning process. The teaching and

learning process took place about sixty to seventy minutes. The process was recorded and

(17)

24

The interview was conducted to find out additional information which could not be

obtained in observation and to complete information needed to answer research problems.

According to Stake (1995) some of main purposes of interview in case study were to find out the

interviewee’s interpretation and to find out information that the researchers were unable to

observe themselves. The participant of the interview was the teacher only, he was asked about

the implementation of his strategies and his opinion about the students’ responses.

The interview in this research was semi structured interview. Semi structured interview is

best for case study because of its naturalness. The process of interview was recorded so the

information could be trusted and transcribed afterwards. The interview also used Bahasa

Indonesia for better understanding.

3.4 Data Analysis

After the data were gathered through classroom observation interview, the process of

analyzing the data was conducted. There were two mains stages of data analysis: the data

analysis of classroom observation and the data analysis of interview.

3.4.1 Data analysis of observation

The data from teaching process in classroom were recorded using video recorder. While

the process was recorded, the field note also taken. The process was recorded so that it could be

reviewed to get better understanding. First of all, the data from observation sheet and field notes

were transcribed, afterwards it was coded and categorized. The data were categorized into two

categorizations: the teacher’s strategies and students’ responses. After the data were categorized,

(18)

25

TEACHER’S STRATEGIES IN GETTING STUDENTS’ ATTENTIONS DURING TRANSITION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4.2 Data analysis of interview

Similar process was applied to the interview. The interview which was recorded was

replayed and transcribed. After the data were transcribed, it was coded and it was categorized.

The data from interview were also categorized as the teacher’s strategies and students’ responses.

The data then were added to previous data from observation. Finally, it was interpreted and

(19)

26

(20)

39

CHAPTER V

CONCLUSIONS AND SUGESSTIONS

This chapter presents the conclusions and the suggestions for this study. The conclusions are

made based on the findings presented chapter IV. The suggestions in this chapter are presented

for teachers and future researchers.

5.1. Conclusions

Based on the results of the study, four mains conclusions are elaborated in the following

paragraph.

First, the five observations showed that the teacher used five different strategies to get the

students attentions. It means that, the teacher applied various strategies to get the students

attentions. The strategies vary from firm strategies like desisting and sound to forceless strategies

like clapping and singing a song. The use of the strategies was adjusted by the teacher to the

students and classroom situation as it is mentioned by the teacher in the interview.

Second, desisting seems to dominate the teacher’s strategies in getting the students’

attention. The five observations showed that, desisting strategy quantitatively dominates the

strategies. The teacher applied total of 41 strategies and this indicates that more than fifty percent

of the strategies is desisting. This is also supported by the teacher’s statement in the interview

who stated that in getting the students attention he often asks the students to be quiet and to pay

(21)

40

Third, the students responded differently to most of the strategies. During the observations, the

teacher often used similar strategies, but the responses were different for each of the strategies,

especially for desisting, sound and chant. For clapping and singing a song, the students

responded positively to the strategies. The students’ responses could not be predicted, it was

affected by many factors, such as the classroom condition, the students and the teacher himself.

Fourth, the teacher applied the strategies in all phases and mostly in the whilst activity phase.

The teaching and learning process were divided into three phases, pre activity, whilst activity and

post activity. The teacher applied the strategies in all phases but the observations showed that

during the whilst activities the teacher needs to applied the strategies more often than the other

two strategies.

In addition to those four main conclusions, the transitional strategies play an important role in a

successful classroom management and also become students’ extrinsic motivation. In managing

classroom, especially in which the students are young learners, teachers need to have appropriate

and effective strategies. Young learners naturally do not like to be in a systematic way. Their

nature is to play. By implementing appropriate and effective transitional signals, the students are

subconsciously led to go to the next activities.

To make students pay attention to the teacher and get involved in all processes of teaching and

learning, their motivation should be well considered. It has been discussed that there are two

types of motivation, namely intrinsic and extrinsic motivation. Intrinsic motivation, as it is

named, deals with motivation comes from within while extrinsic motivation comes from external

factors such as environment, people, etc. Third graders, as young learners, have not been able yet

(22)

41

classroom, if they get bored, they will do something unrelated to the activity being conducted. To

take back their attention, one of the ways is by using signals so that they are not forced to do

something they do not want to do.

Transitional periods, as mentioned above, are considered ‘dangerous’ since it gives space for

students to lose their focus. This space should be controlled properly by the teacher. They cannot

let the students do whatever they want and like to do. Therefore, transitional signals can reduce

or at least minimize their concentration loss.

5.2. Suggestions

Several suggestions for English teachers and future researchers are presented below. The

suggestions are based on the findings, the discussions, and the conclusions of this study.

For teachers, developing fun transition strategies are necessary. Fun transition strategies

not only help teachers to put students in order, but also work as students’ refreshing activity in

classroom. Teachers can develop strategies based on young learner’s characteristics who love to

have fun. Teachers can also add some other types of strategies to make it easier for them to deal

with chaotic transition.

To make the strategies effective, teachers need to pay attention to supporting factors such

as time period between the signal and the activity. Teachers are supposed to wait the students to

respond to the strategies before continuing the activities. Without waiting time, transitional

strategies will only be teacher’s ritual and not be considered as necessary actions.

For future researchers, one of this study’s weaknesses, in which this study only focuses

on the teacher’s perspective, can be a consideration to conduct a more improved study. Since the

(23)

42

strategies are also important and necessary. Future researchers might investigate transition

strategies from the students’ perspectives. It is also suggested that this type of study be

conducted in different level of schooling. For instance, further researchers can do it in

pre-schools or in elementary pre-schools but in different level. This is to see how effective the strategies

(24)

BIBLIOGRAPHY

___________. (1983). Oxford Learner’s Pocket Dictionary. New York: Oxford

University Press.

Alwasilah, A. Chaedar. (2000). Pokoknya Kualitatif: Dasar-Dasar Merancang

dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya

Barnes, Rob. (2006). The Practical Guide to Primary Classroom Management.

Londong: Paul Chapman Publishing

BBC. (2012). Students Motivation is Entirely the Responsibilit of the Teacher?.

Retrieved from

http://www.teachingenglish.org.uk/blogs/jasyang1101/student-motivation-entirely-responsibility-teacher on August 29, 2012.

Becker, Kristin. (2011). Transitions: A Teacher’s Journey to Calm the Chaos. The

Faculty of the Department of Elementary Education San José State

University

Brand, L. Mary. (2010). The Effect of Technology on Attention and Concentration

within classroom context. University of South Africa

Cameron, Lynne. (2001). Teaching Languages to Young Learners. Melbourne:

Cambridge University Press.

Cruickshank, D.R,. Jenkins, D. B, & Metcalf, K.K. (2006). The Act of Teaching

(25)

Cummings, Carol. (2000). Winning Strategies for Classroom Management.

Alexandria, VA: Association for Supervision and Curriculum

Development.

Davis, James R. (1997). Better Teaching, More Learning. (Phoenix: American

Council on Education/Oryx Press Series on Higher Education)

http://www.ntlf.com/html/lib/btml_xrpt.htm accessed on 01-06-2010

Duff, Patricia A. (2008). Case Study Research in Applied Linguistics. New York:

Lawrence Erlbaum Associates

Fabien, Joyyete. (2012). MOTIVATION: Factors Affecting Student Motivation.

Retrieved from

http://joyettefabien.hubpages.com/hub/Selfmotivationforsuccess on

August 29, 2012.

Fox, Timothy J. (2009). Effective Transitions Technique. Portland: Concordia

University Portland

Gallick, Barb., Lee, Lisa. Eliminating Transition. Exchange Magazine. July/

August 2010

Geffers, Amy. (2007). Increasing Time-On-Task Behavior through the

Implementation of Classroom Transition Strategies. Wisconsin:

University of Wisconsin Oshkosh

Halliwell, Susan. (1992). Teaching English in the Primary Classroom. United

(26)

Lewis, Ramon. (2009). Understanding Pupil Behavior: Classroom Management

Techniques for Teachers. London: Routledge

Marzano, R. J., Marzano, J. S., and Pickering, D. (2003). Classroom management

that works: Research-based strategies for every teacher. Alexandria,

VA: Association for Supervision and Curriculum Development

McCormick, Ann. (2009). “Attention Getting Strategies”: If You Can Hear My

Voice Clap Once.

http://www.ed.psu.edu/educ/pds/teacher-inquiry/2009/mccormicka.pdf

McCoy, Mathur and Czoka. (2010). Guidelines for Creating a Transition Routine:

Changing From One Room to Another. Arizona State University

McIntosh, K., Herman, K., Sanford, A., McGraw, K., Horence, K.

TeachingTransition Techniques: Techniques for Promoting Success.

Teaching Exceptional Children, Vol. 37, No 1. 2004

McLeod, Joyce., Fisher, Ian., Hoover, Giny. ( 2003). The Key Elements to

Classroom Management: Managing Time and Space, Students Behavior,

and Instructional Strategies. Alexandria, VA: Association for

Supervision and Curriculum Development

Napoli, et all. (2005). Mindfulness training for Elementary School Students: The

Attention Academy. Arizona State University

Stake, Robert E. (2010). Qualitative Research: Studying How Things Work. New

(27)

Tauber, Robert T. ( 2007). Classroom Management: Sound Theory and Effective

Practice. London: Praeger

Walters, Jim & Frei, Shelly. (2007). Managing Classroom Management and

Behavior. California: Shell Education.

Yin, Robert K. (2011). Qualitative Research from Start to Finish. New York: The