Reupert and Woodcock (2010) report that pre-service teachers view it as a major source of concern especially during their practicum experience. It has even been suggested as a deterrent to those wanting to join the profession. …
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However since effective classroom is a significant contributor to the learning and development of the students it is important to examine the issue in order to identify strategies that could make it easier for teachers. There are a multitude of strategies and approaches that have been put forward and tried over the years; but before going into the process of classroom management and strategies it is important to define what exactly the term means.
Classroom management has been defined in various ways but it generally involves what the teacher practices to ensure order in the classroom. It addresses both the learning or academic environment in the classroom and also the behavioural aspects of the environment; so that it has a two-fold purpose and perhaps that is part of what makes it such a difficult task for the teacher. According to Beckles and Ellis (2003),classroom management is “ a complex task consisting of planning lessons, providing a safe environment, teaching students and perhaps the most daunting task of all, appropriately responding to student behaviour problems” (p.23). Another definition states that “classroom management consists of a wide array of proactive, well-established and consistent techniques and practices” (Johnson et al, 2006). They posit that in order for teachers “to relate content effectively, the classroom must be well managed” (p.29). Additions to the definition of classroom management include that it “needs to encourage positive social interaction, active engagement in learning and self-motivation” (Burden 2003, cited in Reupert and Woodcock, 2010). ...
(Reupert and Woodcock 2010). Many first- year teachers feel confident about their subject content and their instructional strategies; it is the classroom management that is of concern, according to Johnson et al (2006). They describe classroom management as involving classroom procedures and behaviour management. They explain that the classroom procedures are the practices that include academic, routine and special situations; for example academic routines include planning lessons and assessing students, routine situations involve organising the class especially the arrival and exit of students at beginning and end of day and for transitions during the day. Fire and disaster drills constitute special routines. The behaviour management should be proactive rather than reactive. They further point out that teachers need to be taught behavior management skills since they do not come naturally. Classroom management strategies. “Teachers’ actions in classrooms have twice the impact on student motivation as do school policies regarding curriculum, assessment, staff collegiality and community involvement” (Marzano and Marzano, 2003 p.6). These authors emphasise the important role teachers play in managing classroom effectively. As stated above, there exists a wide variety of strategies and suggestions for effective classroom management. On examining some of these a common thread is obvious. Marzano and Marzano (2003) outline the important components of classroom management as beginning the school year with a positive emphasis on management, arranging the room in a way that is conducive to effective management and identifying and implementing
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Classroom management involves not only the management of student behavior during class hours, but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave (Crosser, 2002).
Zieber (2009) observes that “in a heterogeneous grouped class, there are strategies on how to work with and form a strong mixed level learning environment.” This is to say that, there should be arrangement made by the teacher to ensure that there is a mixture of activities, lessons and teaching approaches that satisfies the individual needs of all learners.
The students who misbehave in class need a structured classroom management plan to assist with their behavior and learning. Students are normally attentive when the classroom lesson is presented in stimulating and insightful ways.
Because all behavioral problems, and bullying in particular, have harmful effects that can undermine the learning process, some sectors suggest that teachers should be strict in implementing school rules and regulations in order to curtail the persistence of bullying and other disruptive behaviors in the classroom. However, often behavioral problems first arise in the home, and therefore enforcing discipline at school does not address the whole problem.
While the teaching of English may be quite simple in the context of natural born speakers, its teaching takes a complex dimension when looked at from the perspective of second language learners (Shawer and Banks-Joseph 125-143). Second language learners would require that the teacher use specific classroom management skills in the impartation of information.
In fact, classroom management is constantly changing and evolving because students are intellectually diverse in nature. And this means that they are socially, culturally, emotionally, and even physically different from one another. There is no so-called “the best” classroom management because the procedures and techniques vary for different students in different situations.
It is probably the most intricate component of teaching for many instructors undeniably experiencing quandaries in these field results, causing some instructors to abandon the teaching field. Most instructors dread unconstructive scholar attitudes. Consequently, many would rather not venture into teaching if they would experience this.
All these factors contribute to positive educational outcomes, and the key lies in effective classroom management. Furthermore, current research has revealed that “classroom organization and behavior management competencies significantly influence the persistence of
Classroom management is the process of “ensuring that classroom lessons run smoothly” even though some students may display “disruptive behavior” and, furthermore, it connotes to the “prevention” of this disruptive behavior (230). Classroom management is not only fundamental for “encouraging and establishing student self-control” .
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