Pre-Service Teachers on Classroom Management: A Data Analysis Report

This report presents an analysis of data collected from pre-service teachers regarding their views on classroom management. The analysis involves coding the raw data from teacher responses, categorizing these codes, and identifying overarching themes related to effective classroom management. Artefacts include explorations of surface area concepts using indigenous storytelling, the base-five number system, and the integration of Aboriginal ways of learning into math pedagogy. The report identifies key elements such as student engagement, classroom environment, teacher skills, and planning, ultimately highlighting how teachers can enhance student engagement through realistic expectations, proper planning, and effective organization of learning objectives. Categories such as 'WMC means,' 'WMC looks,' and 'WMC teacher actions' are used to classify the data, providing a structured overview of the pre-service teachers' perspectives.

Part 1
Raw Data Code
Artefact 1
Objectives: To encourage students to discover
the surface area concept by familiarizing them
with the Haida creation story about the origin
of the moon, stars, and sun.
To involve them in the task of building a group
nested boxes, to be utilised as a prop for their
drama presentations in front of other classes, to
expose other students to the worldviews that
exist.
WMC means: better learning
WMC teacher actions: they are able to
familiarize student to concepts
WMC means: the teacher is in control
WMC teacher qualities: the instructor is able to
coordinate students into groups
Artefact 2
Base Five Number System
Counting in this system is modelled by
counting with just 1 hand rather than two.
Every time an individual reaches 5 units, it is
called a group to move over a place value.
Every time an individual reaches 5 groups, it is
regrouped and move over another place value.
WMC means: use of more effective counting
technique
WMC teacher actions: the students are
introduced to single hand counting approach
WMC looks: the students are able to count
with one hand
Artefact 3
 Demonstrating an understanding to add
whole numbers with their answers to
10,000 and the subtractions (restricted
to 3 & 4 digit numbers only) by:
 Utilizing personal strategies to subtract
and sum
 Estimating differences and sums
 Solving problems regarding subtraction
and addition
 Describe strategies used for
determining a difference or a sum
WMC looks: effective communication
Non-WMC looks: poor interaction amongst
students
WMC looks: problem solving
WMC looks: reasoning
WMC teacher actions: teaching different
mathematical strategies
Artefact 4
The 3-5P Maths Program was taken
from a math teacher’s math unit. She used
WMC teacher actions: use of traditional
learning techniques

Aboriginal ways of learning and Quality
Teaching Framework for informing her
pedagogy. She created this as a template to
help her in planning. She draws symbols in
planning to identify where learning ways are
being utilised. For instance, on Monday, she
uses the story for introducing the activity,
discusses links to community use of
knowledge. This lesson is part of scaffold
process.
WMC teacher actions: proper planning
WMC teacher actions: use of storytelling
WMC looks: effective use of drawings and
symbols
Artefact 5
 Demonstrating an understanding
regarding fractions for the part of set or
whole
 Order and compare fractions
WMC looks: order
WMC means: understanding of what is
expected
Non-WMC looks: lack of consistency
Part 2
Code Category
WMC means: better learning WMC means identifies that the student should
be attentive and obedientWMC means: the teacher is in control
WMC means: use of more effective counting
technique
WMC means: understanding of what is
expected
WMC teacher actions: they are able to
familiarize student to concepts
WMC Teacher action provides an overview of
the teacher’s ability to educate.
WMC teacher actions: the students are
introduced to single hand counting approach
WMC teacher actions: teaching different
mathematical strategies
WMC teacher actions: use of traditional
learning techniques
WMC teacher actions: proper planning
WMC teacher actions: use of storytelling
WMC teacher qualities: the instructor is able to
coordinate students into groups
WMC teacher qualities gives the positive
attributes of the given teacher
WMC looks: the students are able to count
with one hand
WMC looks implies that the student behavior
in the right manner and acquire the necessary
skillWMC looks: effective communication
WMC looks: problem solving

Non-WMC looks: poor interaction amongst
students
WMC looks: reasoning
WMC looks: effective use of drawings and
symbols
WMC looks defines the teacher’s capability to
educate and maintain control in the classroom
WMC looks: order
Non-WMC looks: lack of consistency
Part 3
PTE
Artefact 1
To encourage students to
discover the surface area
concept by familiarizing them
with the Haida creation story
about the origin of the moon,
stars, and sun.
Student Engagement Classroom environment
To involve them in the task of
building a group nested boxes,
to be utilised as a prop for
their drama presentations in
front of other classes, to
expose other students to the
worldviews that exist.
Student organization Teacher skills and actions
Artefact 2
Counting in this system is
modelled by counting with
just 1 hand rather than two.
Student engagement Classroom environment
Every time an individual
reaches 5 units, it is called a
group to move over a place
value.
Student engagement Classroom environment
Every time an individual
reaches 5 groups, it is
regrouped and move over
another place value.
Student organization Classroom environment
Artefact 3
 Demonstrating an
understanding to add
whole numbers with
their answers to 10,000
Student engagement Classroom environment

and the subtractions
(restricted to 3 & 4
digit numbers only)
by:
 Utilizing personal
strategies to subtract
and sum
Student engagement Classroom environment
 Estimating differences
and sums
Student engagement Classroom environment
 Solving problems
regarding subtraction
and addition
Student engagement Classroom environment
 Describe strategies
used for determining a
difference or a sum
Student engagement Classroom environment
Artefact 4
The 3-5P Maths Program was
taken from a math teacher’s
math unit. She used
Aboriginal ways of learning
and Quality Teaching
Framework for informing her
pedagogy.
Organization Teacher skills and actions
She created this as a template
to help her in planning.
Planning Teacher skills and actions
She draws symbols in
planning to identify where
learning ways are being
utilised.
expectations Teacher Skills and actions
For instance, on Monday, she
uses the story for introducing
the activity, discusses links to
community use of knowledge.
This lesson is part of scaffold
process.
Demonstration/Direction of
students
Teacher skills and actions

Artefact 5
 Demonstrating an
understanding
regarding fractions for
the part of set or whole
Student engagement Classroom environment
 Order and compare
fractions
Student engagement Classroom environment
Theme
“How teachers can enhance student engagement through the provision of realistic expectations,
proper planning, and effective organization of learning objectives”