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THE EFFECT OF CLASSROOM AND MANAGEMENT IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
BACKGROUND OF STUDY
Classroom management is fully the responsibility of the teacher to create effective working environment which is stimulating. Supportive, unthreatening and effective for all present in classroom. Most sensitive is the heart of management for instance, it is most important that works on display in the classroom is representation the best that all children can achieve, many teachers use project as a device for ambitious learning experience. The impact of a project in a group or a class will vary according to the group or class ability but immense care needed to ensure that there is genuine and satisfying achievement for all. A common experience is for a teacher to device a class project which is attractive and existing, such as space travel. The input of the most stable children is usually if they are helped in their search for material and ideas, by supportive enthusiastic parents. Such enthusiasm and support must be welcome as a valuable extra input to the classroom; it must never be dismissed or devalued. Yet to rely on these children to deliver a spectacular result with only minor contributions from less able children, though not without some teacher, is a means of perpetually in differences and reflects those differences. The problem is made worst when the project ends, with many children’s work uncompleted. It is particularly demoralizing for children when their unfinished work partly comprehended project can give and the fundamental handicap to mastery learning that these constitute yet these consequences of what appears to be on the face of it appropriate teaching strategy to go unnoticed too often.
Numerous practices abound that produce the same effects, use of language, questioning, seating arrangement, these and many more are key elements in classroom management. They may seem trivial in comparison to the major issues involved in the internal organization of school because it is the aspects that ensure effective curriculum delivery maximum students achievement and thereby the optimum result in all assessed behaviour. The success of the school is its reputation and its esteem and above all its recruitment pattern depend crucially on the classroom management skills of each of its teachers unlike many other professionals every teacher is truly a manager and likely to remain so.
STATEMENT OF THE PROBLEM
The manner in which a teacher addresses a class reflect an attitude and conveys a message not only through what is said but also through how it is essentially display before speaking to the class it is essential that attention is gained by getting students to stop work and listen carefully. It follows that any information to be delivered in this way should be vital enough to merit the inevitable interruption to the lesson. Facial expression and tone of voice are as important to any communication as making sure that it is been heard. If persistent frown or intimidating scowl is likely to convey anxiety as much as displeasure and an angry shout can awkwardly modulate into a shriek more suggestive of hysteria than confident control.
The old adage quite teacher addresses a class offers good advice but should be followed with some caution as the comment in audible teacher, insufferable class may equally be true. A clear and sufficient volume is required to satisfy an assumption that in any class there is likely to be at least one child with some hearing loss, but speech should be delivered as Fontana (1986) advises in a voice which children find it pleasant to listen to a voice which the teacher can use all day without undue strain.
PURPOSE OF THE STUDY
For effective classroom management, it is important that teachers are acquainted with reasons for student’s misbehaviour. This understanding is necessary to enable teachers to approach classroom management in a sympathetic and scientific manner.
Gnagey (1968) discussed four factors that may account for students misbehavior these are;
Ignorance
Conflicting rules
Frustrating
Displacement
Ignorance: It is generally held that most of the students misbehave because they are not aware of the rules governing the classroom operation. Gnagey (1968) puts it this way. Ignorance of the rules is certainty one of the reasons for a child becoming a deviant. This is especially true during his first encounter with a teacher. Even if a student is presented with a neatly organized set of by-laws, he never really knows which status are operational and teacher knows, classes have a very practical way of solving this problem. The simple procedure to try the teacher out to see what they can get away with, what this implies is that the teacher should make explicit the rules and regulation which he expects his students to observe.
Conflicting Rules: Conflicting social rules may also induce deviant behaviour in student. The point is a number of students may become deviants because they have fails to discriminate between the rules of the home and school situations, it is important, therefore that the teacher should be aware of the possibility so that he can find a way of minimizing areas of conflict for students.
Frustration: Psychologists believe that reactions to frustration often take the form of deviants in the classroom. There are three basic sources of frustration in a classroom. That may affect any student, the teacher, his classmates and the activities. it is believed that sometimes the teacher as person in charge of the classroom, may find himself thrust into the role of chief frustrator of his students.
Displacement: It is now recognized that displaced feelings account for the misbehavior of some students/pupils. Just as inappropriate actions may be transferred into the classroom from an outside environment, so in appropriate feelings are often displaced upon the people and objects in the school. In a study cited by Gnagy (1968) several of the following factors appeared again and again in the home situation of children who were constant classroom deviants.
The discipline by the father is lack overtly strict, or erratic.
The supervisor by the other is at best only far, or it is downright inadequate.
The family member are scattered in diverse activities and operate only somewhat as a unit or perhaps not at all.
The parents find it difficult to talk things over regarding the child.
RESEARCH QUESTIONS
The following are some questions to guide the study;
1.
2.
3.
SIGNIFICANCE OF THE STUDY
Classroom management and control is of great importance as this study has made it clear to every reader the adverse effect of poor classroom management and has also shown the possible way of improving on classroom management especially in Ikpoba Okha Local Government Area of Edo State and the need for effective management of classroom as a well trained teacher has made it known that the significance of classroom management could not be overemphasized.
SCOPE OF THE STUDY
The study is restricted to Ikpoba Okha Local Government Area of Edo State this will be carried out in Ikpoba Okha Local Government Area of Edo State.
OPERATIONAL DEFINITION OF TERMS
Classroom: This is a place where the student receives their lessons.
Management: As used in this study, mean to determine how somebody especially the teacher can manage her class.
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