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Article #333: Role of Teacher as Classroom Manager

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Introduction and secondary level students and responds
It is universally recognized that the were received.
teacher is the key person in an education Data Analysis
system. He/She enjoys the high esteem and The data collected through questionnaire
prestigious status sometimes denied to were coded and analyzed through Ms- Excel
kings and emperors and he/she plays in terms of Chi Square and mean scores.
pivotal role. Around him, whole system of Scale values assigned to each of the five
education revolves. responses was as
According to Lemlech (1988) classroom Scale Values
management is the linchpin that makes Level of Agreement Scale value
teaching and learning achievable. The Highest (Hi) 5
author further defines the classroom High (H) 4
management using the key components that Moderate(M) 3
affect success in the classroom: Low(Lo) 2
Classroom management is the orchestration Lowest (L) 1
of classroom life: planning curriculum, To calculate the mean score, following
organizing procedures and resources, formula was used.
arranging the environment to maximize Mean Score = å (FHix5+ FHx4+ FMx3+
efficiency, monitoring student progress, FLox2+ FLx1)
anticipating potential problems. N
Classroom management Where
According to Honeyford (1982) a major FHi = Frequency of Highest Responses.
limiting factor in any classroom is the FH = Frequency of High Responses. .
teacher not only do his character, FM = Frequency of Moderate Responses.
personality and competence play a large FLo = Frequency of Lower Responses.
part in determining the atmosphere of the FL = Frequency of Lowest Responses.
lesson, the sort of relationships which The findings from the data analysis are
exist, the styles of communication and presented below.
the rules and regulations governing the FINDINGS
formalities, but the teacher also Data collected through the questionnaire
performs a key role in influencing the was analyzed in terms of chi square and
pupils' view of himself and the sort of mean score. The findings drawn out from
progress he/she makes. the data analysis are given below.
Successful classroom management has been Table No: 1
defined as producing a high rate of work Teachers come and leave the classroom in
involvement with a low rate of deviancy time.
in academic settings (Laslett and Smith, Category Highest High Moderate Low Lowest
1984). Total Mean
To some considerable degree teachers Heads 186 135 284 116 79 800
control their instructional effectiveness 3.31
in the classroom. The passive teacher Teachers 778 1145 1385 647 45 4000
simply relies on the same old teaching Students 779 475 1443 1177 126 4000
techniques day after day. However, the Total 1743 1755 3112 1940 250 8800
active teacher who varies his/her day Percentage 19.80% 19.94% 35.36% 22.0%
planning different teaching strategic and 2.8%
techniques tends to achieve more success Above table reveals that 75% respondents
in teaching. Not only does this practice had responded for highest, high and
of different teaching techniques provide moderate, while 25% respondents responded
change for the teacher, it also serves as for low and lowest, while mean score is
a motivation for students (Dhand, 1990). 3.31. This shows that mostly teachers
Good managers also carefully arrange come and leave the class in time.
their classrooms to minimize disturbances Table No: 2
and make sure that instruction can Teachers come to class well prepared.
proceed efficiently; they set up their Category Highest High Moderate Low Lowest
rooms according to the following Total Mean
principles:i. Teachers should be able to Heads 138 179 165 302 16 800
see all students at all times.ii. 3.72
Teaching materials and supplies are Teachers 1135 1070 1135 647 13 4000
readily available.iii. High - traffic Students 1271 1419 1029 233 48 4000
areas should be free of congestion.iv. Total 2544 2668 2329 1182 77 8800
Students should be able to see Percentage 28.90 30.32 26.47 13.43 0.88
instructional presentations.v. Procedures Above table reveals that 86% respondents
and routines should be actively taught in responded for highest, high and moderate,
the same way that academic content is while 14% responded for low and lowest,
taught. the mean score is 3.72. This shows that
Well-managed classrooms did not result mostly teachers come to class well
from magic, but that carefully prepared.
established and maintained procedures Table No: 3
were at work (Sadker and sadker, 1997). Teachers take care of class cleanliness.
Time management skill Category Highest High Moderate Low Lowest
Academic learning time in the classroom Total Mean
has emerged as an important variable. Heads 131 399 107 133 30 800
Studies have shown that the amount of 3.8
on-task behaviour can vary as much as 40 Teachers 1315 1485 613 559 28 4000
percent from one classroom t the next. Students 1327 1243 658 719 53 4000
Even how quickly a teacher calls the Total 2773 3127 1378 1411 111 8800
class to order can vary all the way from Percentage 31.51 35.53 15.66 16.03 1.26
one to ten minutes. Thus, how efficiently Above table reveals that the chi square
you have your lessons, how long you take value is greater than the table value at
to get started, how you handle 0.05 significant level and the mean is
digressions, off-task behaviour, also 3.8, which supports the statement.
discipline and how you handle transitions Hence the statement "Teachers take care
will have an effect on student of class cleanliness" is accepted and it
learning(Walberg,1988). is concluded that mostly teachers take
Students soon learn the importance of care of cleanliness in classroom.
putting on a good face in order to Table No:4
protect their privacy. As a result of Teachers take care of students seating
these and other factors, time is an arrangement.
important necessary condition but far Category Highest High Moderate Low Lowest
from the whole story. In measurement Total Mean
terms the efficient use of instructional Heads 155 285 137 188 35 800
time has been an impact equal to 38 3.70
percent of one standard deviation. Teachers 1261 1079 957 559 144
Basically, academic achievement was 4000students 1278 1382 611 639 90 4000
moderately affected by the efficient use Total 2694 2746 1705 1386 269 8800
of time (Sprinthall et al., 1994). Percentage 30.61 31.20 19.38 15.75 3.06
Student who spends more time pursuing Above table reveals that the chi square
academic content learn more and receive value is greater than the table value at
higher achievement scores. Although it is 0.05 significant level and the mean is
obviously important to allocate adequate also 3.8, which supports the statement.
time to academic content, making time on Hence the statement "Teachers take care
the schedules is not enough. How this of students seating arrangement" is
allocated time is used in the classroom accepted and it is concluded that mostly
is the real key to student achievement. teachers take care of seating arrangement
In order to the study use of classroom in classroom.
times, researchers have developed the Table No: 5
following terms to allocated time, Teachers maintain the discipline in the
engaged time, and academic learning time. class.
Allocated time is the amount of time a Category Highest High Moderate Low Lowest
teacher scheduled for a subject for Total Mean
example, 30 minutes a day for Heads 109 311 205 123 52 800
mathematics. The more time allocated for 3.72
a subject, the higher student achievement Teachers 1012 1458 1036 428 66 4000
in that subject is likely to be. Students 1221 1389 783 575 32 4000
Engaged time is that part of allocated Total 2342 3158 2024 1126 150 8800
time which students are actively involved Percentage 26.61 35.89 23.00 12.80 1.70
with academic subject matter (really Above table reveals that the chi square
listening to a lecture, participating in value is greater than the table value at
the class discussion, writing a 0.05 significant level and the mean is
composition, and working on mathematics also 3.72, which supports the statement.
problems). Hence the statement "Teachers maintain
Academic learning time is engaged time the discipline in the class" is accepted
with a high success rate. Many and it is concluded that mostly teachers
researchers suggest that students should maintain the discipline in the class.
get 70 to 80 percent of the answers right Table No: 6
when working with a teacher. New studies Teachers apply educational psychology in
are demonstrating that a high success the classroom.
rate is positively related to student Category Highest High Moderate Low Lowest
achievement. How effectively teachers Total Mean
provide for and manage academic learning Heads 121 168 81 265 165 800
time in their classrooms in the key in 2.49
determining student achievement. Teachers 118 797 965 1062 1058 4000
Effective classroom managers are nearly Students 262 948 221 1518 1051 4000
always good planners. They do not enter a Total 501 1913 1267 2845 2274 8800
room late, after noise and disruption Percentage 5.69 21.73 14.40 32.33 25.84
have had a chance to build. They are Above table reveals that the chi square
waiting at the door when the children value is greater than the table value at
come in. starting from the very first day 0.05 significant level and the mean is
of school, they teach the rules about also 2.63, which supports the statement.
appropriate student behaviour. They do Hence the statement "Teachers apply
this actively and directly, sometimes educational psychology in the classroom"
they actually model the procedures for is accepted and it is concluded that
getting assistance, leaving the room, normally teachers apply educational
going to the pencil sharpener, and the psychology in the classroom.
like, the more important rules of Table No: 7
classroom behaviour are written down, as Teachers improve attitude, work habits
are the penalties for not following them and skills of the pupils.
(Sadker and Sadker, 1997). Category Highest High Moderate Low Lowest
Seating arrangement Total Mean
Activity structures vary in the extent to Heads 37 133 155 228 247 800
which they elicit and sustain 2.88
cooperation. Similarly, arrangements of Teachers 631 564 1115 1165 525 4000
space and furniture in ways that bunch Students 712 333 1363 1312 280 4000
students together or obstruct the Total 1380 1030 2633 2705 1052 8800
teacher's view make it more difficult for Percentage 15.68 11.70 29.92 30.74 11.95
a teacher to detect behaviour task Above table reveals that the chi square
initiations early (Duke and Rehage, value is greater than the table value at
1979). 0.05 significant level and the mean is
Seating arrangement must depend on type also 2.88, which supports the statement.
of lesson to be taught, and the type of Hence the statement "Teachers improve
classroom furniture. Whether using attitude, work habits and skills of the
traditional serried ranks or desks of pupils." is accepted and it is concluded
less formal group tables, each teacher that mostly teachers improve attitude
needs to establish who sits where. Not habits and skills of the pupils.
only does this avoid an undignified Table No: 8
scramble to sit nearest to or further Teachers give individual attention to
from a particular child, the possession students.
of a seating plan helps the teacher to Category Highest High Moderate Low Lowest
learn names more rapidly (Laslett and Total Mean
Smith, 1984). Heads 119 201 207 253 20 800
Proper arrangement of furniture also 3.48
contributes to the functionality of Teachers 1035 1055 973 748 189
classrooms. Furniture is arranged so that 4000students 1068 1362 387 1003 180 4000
students are oriented to the primary Total 2222 2618 1567 2004 389 8800
source or sources of information (e.g., Percentage 25.25 29.75 17.80 22.77 4.42
the teacher, audio-visual materials), Above table reveals that the chi square
while at the same time having access to value is greater than the table value at
other sources are activities (e.g., work 0.05 significant level and the mean is
areas, computers) without disturbing in also 3.48, which supports the statement.
the classroom (Nitsaisook and Anderson, Hence the statement "Teachers give
1989). individual attention to students." is
According to Anderson (1991) desks, accepted and it is concluded that mostly
chairs and tables can be arranged in a teachers give individual attention to
variety of ways; light and temperature students.
can be increased or decreased. Paint wall Table No: 9
coverings, art work and plants can be Teachers have developed self-confidence.
used to enhance or detract from the Category Highest High Moderate Low Lowest
attractiveness of the physical classroom Total Mean
environment. Heads 193 222 241 133 11 800
Discipline in the classroom 3.75
Callahan (1996) explains that the best Teachers 1289 1208 1042 357 104
classroom environment is one that results 4000students 1206 1328 714 732 20 4000
in efficient learning. Discipline Total 2688 2758 1997 1222 135 8800
involves employing guidance and teaching Percentage 30.55 31.34 22.69 13.89 1.53
techniques to encourage students to Above table reveals that the chi square
become self directive and thus to create value is greater than the table value at
an atmosphere conducive to learning. 0.05 significant level and the mean is
Effective planning for classroom control also 3.75, which supports the statement.
begins with an analysis of the individual Hence the statement "Teachers have
students that compose the group to be developed self-confidence" is accepted
taught. At the level of thought not at and it is concluded that mostly teachers
all level of action, the teacher must have developed self confidence.
examine the causes of behaviour in the Table No: 10
unemotional light of reason. Then he can Teachers use variety of methods during
plan intelligently how to forestall teaching.
disciplinary infractions before they Category Highest High Moderate Low Lowest
occur. When infractions do happen, as Total Mean
they inevitably will, appropriate steps Heads 158 117 203 212 110 800
can be taken so that as little injury as 3.14
possible is done to the learning process. Teachers 829 605 1097 1443 26
A teacher establishes classroom rules 4000students 979 403 1085 1205 328 4000
either with his or her students or before Total 1966 1125 2385 2860 464 8800
the school year begins. There is no Percentage 22.34 12.78 27.10 32.50 5.27
research that one approach is better than Above table reveals that the chi square
the other. Rules are best if they are few value is greater than the table value at
in number, simple and easy to understand, 0.05 significant level and the mean is
and fair.Also rules should be posted in also 3.14, which supports the statement.
the classroom for all to see, and the Hence the statement "Teachers use variety
teacher should go over the rules on the of methods during teaching" is accepted
first day of school. and it is concluded that mostly teachers
According to Arif (2003) in order to use variety of methods during teaching.
create a classroom environment with Table No: 11
maximum productive time utilization, the Variation in pitch of voice of the
teachers must establish and maintain it teachers is focused on teachingpoints.
through following teaching and managing Category Highest High Moderate Low Lowest
practices so that instances of student Total Mean
disruptive behaviour are reduced. They Heads 127 219 135 295 24 800
remain mostly involved in learning 3.20
oriented actions and activities. Teachers 740 771 1015 1365 109
(i) Keep students motivated by keeping 4000students 942 401 1488 1018 151 4000
the students motivated in learning, Total 1809 1391 2638 2678 284 8800
teachers set the stage for creating Percentage 20.56 15.81 29.98 30.43 3.22
positive class environment. Motivating Above table reveals that the chi square
students is the first step toward value is greater than the table value at
preventing discipline problems in 0.05 significant level and the mean is
classrooms because a student involved in also 3.20, which supports the statement.
learning is not usually involved in clash Hence the statement "Variation in pitch
with others at the same time. of voice of the teachers is focused on
(ii) Meet basic needs. Teachers must try teaching points" is accepted and it is
to meet students' basic as well as age concluded that mostly variation in pitch
related needs. Make students feel of voice of the teachers is focused on
physically comfortable, safe, welcome, teaching points.
socially accepted and valued. Otherwise, Table No: 12
they more likely to face learning Test developed by teachers is reliable.
difficulties and disruptively. Category Highest High Moderate Low Lowest
(iii) Exercise moderate degree of Total Mean
control. The degree of class control must Heads 55 188 107 301 149 800
be moderate. Student learning is great in 2.38
classroom where teachers exercise neither Teachers 172 950 158 1295 1425
too much nor too less control. Too much 4000students 167 1059 352 1153 1269 4000
control may be effective on memory tasks Total 394 2197 617 2749 2843 8800
but it is harmful for learning involving Percentage 4.48 24.97 7.01 31.24 32.30
critical and creative thinking. Above table reveals that the chi square
(iv) Empower the students make them value is greater than the table value at
responsible for their own learning 0.05 significant level and the mean is
through group and individual learning also 2.38, which supports the statement.
activities so that they ultimately become Hence the statement "Test developed by
independent learners. This is one of the teachers is reliable" is accepted due to
purposes of good classroom management. the value of chi square. Otherwise
(v) Keep instruction at the student negative responses are more and mean is
level. Keep instruction at the students' also less than 2.5, which indicated those
development level so that they neither tests develop by teachers are not
experience discouragement nor boredom. reliable.
Otherwise, they might behave Table No: 3
disruptively. During examination the teachers perform
(vi) Develop healthy and professionally well.
sound relationship with all the students Category Highest High Moderate Low Lowest
by being friendly with them. Learn their Total Mean
names and some positive information about Heads 178 195 212 202 13 800
each to greet them. 3.51
(vii) Communicate interest in all the Teachers 966 1012 981 989 52 4000students
students and show concern for each of 1157 1061 882 760 140 4000
them. The interest and concern is Total 178 195 212 202 13 8800
communicated through brief eye contact Percentage 26.15 25.77 23.58 22.17 2.33
with all and through supporting gestures Above table reveals that the chi square
and facial expressions while teaching. value is greater than the table value at
(viii) While instructing, ensure physical 0.05 significant level and the mean is
closeness with all the students by also 3.51, which supports the statement.
roaming around the class. Hence the statement "During examination
(ix) Avoid labeling the students with the teachers perform well" is accepted
negative adjectives, which are likely to and it is concluded that mostly teachers
lower their self-esteem. Labeling performed well during examination.
influences teachers' quality of Discussion
interaction with the students, which The results of the study indicate that
further influences students' expectations all the respondents were of the view that
and actions negatively. the secondary school teachers were aware
(x) Describe the behaviour of the of national goals and objectives and they
misbehaving student, not characterize the properly manage the classrooms,
student. Instead of saying, "you are efficiency in management skills is very
rude" say "your comment was rude". By important for secondary school teachers.
criticizing the personality of the Management skills not only maintain the
students, he is less likely to change his discipline in the classroom but also make
behaviour. the teaching an interesting activity. So
(xi) Increase the "engaged time" by majority of the respondents reported that
keeping the students involved in the secondary teachers were found fully
learning tasks through, wittiness, equipped with management skills and they
overlapping, smooth transitions and group are playing their role as classroom
focus. managers. Effective teachers must be
(xii) Teach role and routines to the highly competent in planning and
younger students in academic fashion with organizing instruction as well as in
a lot of explanation, examples and managing in classroom environment, if
practices during initial classes. their students are to be academically
(xiii) Develop a set of few general successful (Dilworth, 1991). It was
classroom rules applicable to variety of reported that teachers did not apply
situations. These rules should be educational psychology in the classrooms.
displayed in the class. It was also reported that secondary
(xiv) Be assertive, rather than passive school teachers were found very weak in
or aggressive, in enforcing discipline. test construction. The reason is very
Apply the rule forcefully fairly, obvious that they were not properly
consistently and calmly. trained in the area of measurement and
(xv) Create business like climate in the evaluation; therefore, their competency
classroom. Where students understand that in test development was reported to be
they and the teacher have a commonly very weak. The course on measurement and
shared goal of accomplishing such evaluation be enriched and made
activities that promote learning. compulsory in all teacher training
In order to handle misbehaving student, programmes (especially in B.Ed).
the following suggestions may prove Conclusion
helpful: Bibliography
(i) Deal with the present, current Anderson .L.(1991). Increasing Teacher
problem immediately, not with the past Effectiveness. UNESCO. International
instances of the student misbehaviour. Institute for Educational Planning,
(ii) Talk to the student directly, Paris.
instead of talking about him with others. Arif, H. M. (2003). Human Development and
(iii) Don't be harsh and provoked. Stay Learning, Majeed Book Depot, Lahore,
calm and address firmly. Anger, empty Pakistan.
threats and physical handling must be Callahan, S.G. (1996). Successful
avoided. Teaching in Secondary schools, Foresman
(iv) If the student is hostile, defuse and
and diffuse his hostility by responding Company, Atlanta.
with concern in calm, soothing tone. The Dhand, H. (1990). Techniques of Teaching,
feeling of the students must be Shish publishing House, New Dehli, India.
acknowledged in order to calm him down. Dilworth, E.M. (1991). Diversity in
(v) If the student's misbehaviour is Teacher Education: New Expectations.
blocking the teacher in teaching, "1- Jossey-Boss
statements" be used by explaining to the Publishers, SanFrancisco.
student why you are upset by his Duke, L. D & K, J, Rehage (1979).
behaviour. Classroom Management, the University of
OBJECTIVES OF THE STUDY Chicago
The objectives of the study were: Press, Chicago.
1. To investigate the competencies of Honey Ford, R. (1982). Starting Teaching,
secondary school teachers in classroom Croon Helm Ltd, London, UK.
management. Laslett, R & C, Smith (1984). Effective
2. To indicate the strength and weakness Classroom Management: A Teacher's Guide,
in the competencies of secondary school Croon Helm Ltd, London, UK.
teachers in classroom management.