Title Head: CLASSROOM MANAGEMENT
Classroom management is one area that has been of serious concern to all stakeholders in the education sector including teachers, parents, school administrators and the public in general. Classroom management is a serious problem especially for teachers who are new to the job as they lack enough experience and a proper clarification of the term. Researchers in education have shown very little effort in dealing with the critical issue of classroom management. To deal with the problem comprehensively, classroom management needs to be clarified to avoid confusing it with other closely related fields that divert the attention from this very important area (Evertson & Weinstein, 2006). The managerial tasks of teachers need to be addressed to ensure effective classroom management. Researchers also need to be more involved in finding solutions to this very critical area and bring better ways to equip teachers with the most effective classroom management skills and practices (Evertson & Weinstein, 2006). Researchers ought to come up with an agenda for continuous research in classroom management as learning environment keeps on changing to ensure that teachers are always in step with the current management trends and ensure the successful achievement of the set learning objectives within the allocated time as per the syllabus.
Principles for classroom management.
Teachers need to be well equipped with classroom management skills to enable them achieve the learning objectives. Classroom management is essential as the teacher is under control of the learning environment and this ensures that the lesson goes on as planned to achieve of the objectives within the planned time in the syllabus. There are six domains in classroom management that the teacher ought to observe to be successful in achieving the set objectives; The teacher has to consider the physical environment, the teaching and learning routines, the learning program, the rights, rules as well as responsibilities and consequences.
In classroom management, the physical environment is one area that needs to be considered as this is where learning takes place. The teacher should ensure a proper sitting arrangement to be able to monitor all the learners and ensure full concentration. Whether inside the classroom or outside, it is important for the teacher to be able to have an easy access to the learners because it is only through this that the teacher can effectively have control of the learning process. The position of the teacher and what he or she uses as a mode of instruction determines the level of success in delivering the learning content. It is important to be at the front to oversee the process and use clearly visible teaching aids like charts, the lack or white board and projectors. All material used for learning should be kept in a catalogue or such other filing or storage system that ensures safety and easy retrieval following the sequence in which lessons occur for efficiency in saving time. The school administration has a duty to provide teachers with technical assistants to help with the arrangement of learning equipment like power point, projectors, and setting up boards and charts to give the teachers enough time to monitor the learning process.
Teachers must have a well prepared lesson plan that adheres to the schemes of work derived from the syllabus. These are the most critical areas that determine the successful accomplishment of the lessons objectives. It guides the teachers in time management within the classroom and every activity has a time slot. There has to be order in the classroom and learners should be made to keep discipline and courtesy in the way they enter and leave the classroom so as not to distract others. The teacher ought to appoint a class monitor to help in ensuring tidiness and order in the classroom, before, during and after lessons in the evening. Desks should be properly arranged and kept clean before, during and after lasses to ensure neatness (The Schools’ Burdens, 1991).
Successful teachers have good teaching learning interactions that enable them deliver the lesson with ease and clarity. Teachers should relate well with the learners to ensure cooperation and attract attention from the learners. Teachers should be able to identify each learner by name to monitor them closely and ensure discipline. Noise control is a factor and there should be a proper question-answer channel to avoid multilogue which leads to noise and lack of order. Each learner should adhere to turn taking during question time. One person should talk at a time while others listen. Teachers must also ensure good listening skills as it is the key to success in learning
Teachers need to have comprehensive schemes of work clearly stating the objectives of that particular task over a determined period of time. This should be based on the syllabus in accordance with the curriculum to provide guidelines lesson planning, the methodology for delivering the content, the learning activities and tasks and proper time allocation so that every learning activity can be covered at the right time. Teachers should prioritize evaluation and assessment as it enables educational planners test the effectiveness of the syllabus and the methodology (Taishoff, 1995). They get this from the teacher’s rerecords of work covered, evaluation and assessment results. They should take action to improve on areas that are found wanting to improve the standards of learning and the quality of education.
Evertson, C. M, & Weinstein, C. S, (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Lawrence Erlbaum Associates, Mahwaj, NJ
Taishoff, L, (1995). Schools: A crucial link has been lost; Wall Street Journal (Eastern Edition), New York, N.Y: Sept 28, 1995, 1995. p. A 21
Available at> www.proquest.umi.com/login
The Schools’ Burdens, (1991). Wall Street Journal (Eastern Edition), p. A10. Retrieved October 5, 2010, from Wall Street Journal.