The classroom is a place where teaching and learning
takes place under the direction of a teacher. The typical classroom consists of
walls, doors, of a few windows, desks and benches or chairs arranged in rows.
Other items found in the classroom include the chalkboard, and the teacher’s
table. A typical teacher is a rigid personality ensuring that rules and
regulations are obeyed without questions. When children arrive in this type of
classroom, they join the static pattern quietly in their seats. Memorization
accounts for most of the learning done. The scope of modern classroom now is
unlimited. The whole world has become one huge classroom.
As the teacher tries to impart knowledge into his/her
pupils or students, he is confronted by a lot of problems which he needs to
resolve in order to ensure smooth teaching and learning situation.
Classroom management is the process
of creating a favourable learning atmosphere in the classroom. To achieve a
proper learning atmosphere you must make efficient use of the available human
and material, resources. Classroom management shows how the teacher can prevent
misbhaviour by carefully organizing the classroom environment, establishing
clear rules and procedures and delivering effective instruction.
CLASS CONTROL AND DISCIPLINE
The teacher as the header of in the
class should maintain order and discipline between pupil and pupil and between
pupil and teacher. The following are some ways to maintain good classroom
miracle, conduct and discipline.
1.
Sound
Preparation: A teacher who is not prepared for his lesson is restless in front
of the class, repeats words and sentences unnecessarily. He gets angry upon the
slightest provocation. So prepare your lessons, materials and methods very well
so that you can be confident when you stand before the class.
2.
the teacher’s own
personality: The way the teacher dresses, speaks, conducts himself in the class
tells the type of person the teacher is. The pupil rates him accordingly. You
must control your temperament and emotions and act thoughtfully and with fact.
Do not be authoritative for it keeps the spirit of teaching and learning. Do
not be too permissive allowing your pupils to make a laughing stock of you. Be
friendly in order to win their
confidence but be and firm.
3.
Co-operation and
the let a participatory environment exist. E.g
(a)
A pupils to
distribute books and other items meant for the class
(b)
Allow pupils to
volunteer to clean the board
(c)
Make a list of
late comers and absentees.
(d)
Allow them to
clean the cupboards and keep other materials neat. Class rules should be
discussed and adopted and let the class choose their official or leaders by
election.
4.
Always give
simple and clear instructions in order to avoid confusion and misinterpretation
5.
Let there be
order before teaching or making announcements by set inducing the class.
6.
Learn and call
your pupils by their names not “you” to create a friendly atmosphere.
7.
Give praises and
reward when needed
8.
be audible in
your speech but not to shout. Mind some mannerisms e.g ‘you know’ ‘elm’, ‘hole
it; so etc.
9.
Always consider
individual differences and treat each child accordingly
10.
Avoid the
following errors
-
using bell or
banging the desk to call for silence
-
ridicule or use
derogatory remarks or insult the pupil
-
don’t witch-hunt
your pupil by watching for fault but trust them.
-
Children should
always leave their desks with permission to avoid disorder.
-
Free plays must
be done outside the classroom
-
Avoid keeping
children in school after official closing hours.
COMMUNICATION
Communication means sending, giving
or exchange of information, ideas, feeling etc from one person to another.
Teachers and pupils who can express their ideas orally and who can understand
verbal instructions makes fewer mistakes, changes easily, more readily absorb
new ideas, succeeds in teaching learning presentations, negotiating and
resolving conflict, leading and being led, working in team, giving feedback of
the learning outcome. Communication at reading, oracy and writing skills,
experimentation, observation and practical.
Non-verbal
communication may be in form of fiscal expression, gestures, whishing, body
movements, and various types of sign. The class activities will remain at a
standstill without proper communication between teachers and pupils.
The following are some good
strategies for communicating clearly with your class.
-
using grammar
correctly
-
use vocabulary
that is understandable and appropriate for the level of your pupils
-
speaking at an
appropriate pace, neither to rapid nor too slowly
-
be specific in
your communication avoid vague language.
-
Use verbal and
non-verbal communication in classroom.
PARENT – STAFF RELATIONS
The parent refers to the biological father sponsor or
guardian of the school child.
The parents, apart from providing far a school child,
is also a teacher and his model at home. He stays with the child and guides him
outside the school on culture, moral and social activities.
In his relationship with the school, Obi (2003)
identifies parents as indispensable in the work of the school, if the task of
child upbringing is to be successful. The parent is a teacher, a counselor, a
guide, a protector, an adviser to the child. The parent’s role can only be
effective if there is proper co-ordination with the school. A cordial
relationship between the school and the parent is therefore a necessity to
ensure a balanced upbringing of the child. Parents can be seen as a customer or
partner to the school- share with the school, sense of purpose, mutual respect
and willingness to negotiate. The type of behaviour, language and attitude of
the child can be a carryover from the home.
If a pupil misbehaves frequently in class, the teacher
should contact the printers. The purpose is to involve them in disciplinary
problems; parental involvement minuses behavioural challgnes in the classroom.
In the process of doing this you should not put the parent on the defensive or
blame them for their child’s misbehaviour school. Just describe the problem and
say that you would appreciate any support they can give you.
THE CONCEPT AND ESSENCE OF SCHOOL PUBLIC
RELATION
The school is the primary agency of the community for
the education of the younger ones. The community on it’s own is an agency of
education through the families, culture, religious organization, the age grade
and clubs. The community builds and equips the school sometimes recruits and
pay teachers, provide security to the school etc through associations,
age-grades, clubs, unions, religions bodies, traditional institutions, public
spirited individuals, parents – teachers association old students’ association,
woman groups /association and donor agencies. All these units work towards
ensuring that conducive learning/teaching environments are provided for proper
education of the child.
In order to sustain the cordial
relationship between the school and community, the school should:
1.
Provide resource
persons for public education and enlightenment
2.
Provide halls for
meetings and other social functions.
3.
Provides space
and personnel for adult education and community sports activities
4.
Disseminates
useful information to the community through pupils/students
5.
Promote culture
FACTORS INFLUENCING SCHOOL PUBLIC
(COMMUNITY RELATIONS)
Programming is the determination of the sequence of
work content for actualizing the decision to achieve the goal. It is the
determination of a complex of activities, resources to be used and other
necessary elements. The school must provide the type of leadership appropriate
for dealing with the complexities of programming. One way of doing this is to
make programming participative to every child and teacher at various levels to
submit that views on the educational and operational activities.
TEACHER INSTRUCTIONAL MATERIALS AND THE
LEARNER
Instructional materials can be
defined as all the resources a teacher uses to help him/her explain or
elucidate the topic/content/subject to the learner so that he/she is able to
fully comprehend the idea.
Types of instructional material
(teaching aid)
1.
Prints e.g books,
newspaper, journals, magazines, pamphlets, handout etc.
2.
Visuals charts,
realia (real objects) photographs slides.
3.
Audiovisuals e.g
slides, tapes, films, filmstrips, television, video, multimedia.
4.
static/display
e.g chalkboard, feltboard, flannel board, flipcharts, magnetic board, maps,
flash card.
5.
Electronic –
raido, computers, e-mail, multimedia etc.
A resourceful teacher is one who runs around to get
extra materials to achieve the desired educational objective(s) or make
improvisation.
The learner benefits from the use of instructional
materials through:
1.
Clarity of
instruction: The lesson is driven home when appropriate teaching aid is used or
improvised
2.
Novelty: The
teacher can bring new life into the otherwise dull situation of learning.
3.
Stimulates
interest: Interest to learn is stimulated and sustained.
4.
Reality to
expression: Instructional materials make things real. Concrete touch is given
to learning through use and improvisation of materials.
Instructional materials ensure more effective learning
since the learner not only hears but also sees and does. I hear, I forget, I see;
I remember, I do; I understand.
CLASS RECORD
KEEPING
The
following class records are expected to keep by the class teacher to assist
him/her in carrying out his obligation and duties
1. Attendance
Register
In school the absence or presence of a child is
determined through the attendance register. This register is marked twice on a
daily basis, that is, in the morning and in the afternoon. The presence of a
child is represented by slanting a stoke in a blue or black ink in a column
while the absence is indicated by “O” in blue or black ink and lateness is
indicated by a slanting stroke in red in V.
2. Diary
of Work
This record is made up of two parts,
the scheme of work and the record of work done. The scheme of work is drawn
from the subject syllabus (modules) indicating work to be covered in each
subject on weekly basis. Efforts are usually made to ensure that the scheme is
so drawn as to guarantee that all topics slated in the syllabus are covered
within their season of relevance. It has provision for 1st, 2nd
and 3rd term.
The record of work is complementary
to the scheme of work. It is a record of work down against work proposed. It is
therefore unethical for a teacher to record as covered, topics which have not
been taught in class. Diary of work provides a veritable yard sick for teaching
accountability. The dairy is arranged in six parts or sections.
3. The
Syllabus
The term syllabus generally refers
to a list of topics or a collection or outline of what pupils or students
should study in a given year or specific period of teaching. It is a brief
outline of the ground to be covered in a course of lessons or lectures. It is
that aspect of the curriculum that lists subjects to be taught in a given
courses of programme e.g English, mathematics etc the total of this subject
course arrangement may be referred to as the syllabus. It tends to guide the
teacher on the extent the work involved in the a particular class which entails
elements of deliberate planning.
4. Result
Master Sheet
This is the statement of result of
each student subject by subject in relation to his performance among the
students in the same class. It is a vital record that helps the student to
determine his relative performance in the class and subject.
It is useful to parents in
evaluating their children’s performance in the school. It can be used in
absence of the statement of result to validate academic claims.
5. Report
Card
Contains a list of Subjects offered in the school. The
class tests and examination scores in each subject offered by the student/
pupils and other information like the term, position, date, pupils character,
class and heartache remarks/ comments.
6. Dossier (cumulative records) it is a
collective in formation about a student which constitutes a picture of his
physical, educational and social development. It contains the following:-
·
The student’s
personal data and family background information
·
Medical and
health information of the student
·
Date of admission
in the school
·
Student school
grade
·
Transcripts form
previous school (if any)
·
Academic results
and scores
·
Personality and
behavioural trait ratings.
·
Special skills
(if any)
·
Other school
activities records
It provides comprehensive report of the student to the
school authority, guidance counselor and society at large for decision making
on the student concerned.
NWAFOR ORIZU COLLEGE OF EDUCATION NSUGBE
ANAMBRA STATE
SECOND SEMESTER EXAM SEPTEMBER 2013
PRACTICUM IN CLASSROOM MANAGEMENT AND
SCHOOL ORGANIZATION EDU 124
Answer three questions only. Questions 4
is compulsory 1hour 30 minutes.
1a. What is instructional materials?
b. List
with five examples each, the five types of instructional materials.
2. Compare
the implications of the typical and modern classroom.
3a. Advance
five reasons why you should manage your class effectively.
b. List
and explain the strategies involved in effective classroom communication.
4. How
would you handle the case of a pupil who misbehaves frequently in your class
and why.
5. How
would you as a Head teacher react to this issue with regards to their legal
implications: A case of a pupil who had an accident after break time while in
the town and who was rushed to the hospital and admitted and whose attendance
record was marked presence after the break time?
NWAFOR ORIZU COLLEGE OF EDUCATION NSUGBE
ANAMBRA STATE
SECOND SEMESTER EXAM SEPTEMBER 2013
PRACTICUM IN CLASSROOM MANAGEMENT AND
SCHOOL ORGANIZATION EDU 124
Answer three questions only. Questions 4
is compulsory 1hour 30 minutes.
1a. What is instructional materials?
b. List
with five examples each, the five types of instructional materials.
2. Compare
the implications of the typical and modern classroom.
3a. Advance
five reasons why you should manage your class effectively.
b. List
and explain the strategies involved in effective classroom communication.
4. How
would you handle the case of a pupil who misbehaves frequently in your class
and why.
5. How
would you as a Head teacher react to this issue with regards to their legal
implications: A case of a pupil who had an accident after break time while in
the town and who was rushed to the hospital and admitted and whose attendance
record was marked presence after the break time.