CONCEPT OF CLASSROOM MANAGEMENT AND ORGANIZATION
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.
QUESTIONS
NWAFOR ORIZU COLLEGE OF EDUCATION NSUGBE ANAMBRA STATE
SECOND SEMESTER EXAM SEPTEMBER
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 Headteacher 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.