Teacher Adaptation and the Role of Educational Institutions to Foster Learner Discipline and Participation in the Classroom
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Abstract
This study critically examines the application of classroom management as a vital foundation for building discipline and active participation among students, highlighting two main elements: the adaptation of classroom management approaches by teachers according to student characteristics, and the integral support of educational institutions. Using a qualitative literature review and thematic synthesis approach, it was found that the diversity of student profiles requires varied, participatory management strategies that take into account psychological, ethical, and social aspects. Teachers who are able to adopt dialogic learning methods, utilize technology, and instill values of responsibility tend to be successful in fostering a positive classroom climate and discipline. Progressive educational institution support through the provision of facilities, continuous training, reflective supervision, affirmative policies, and the protection of children's rights and the principle of equal access strengthens the effectiveness of classroom management in schools. Collaboration between teachers, parental involvement, and the utilization of learning communities enrich classroom management adaptation practices. The implications of this research emphasize the need for continuous synergy between teachers, educational institutions, and the community to create inclusive, inspiring classrooms that build character. Follow-up in the form of evaluation, innovation, and strengthening of collaborative networks will support the achievement of better-quality education
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