Classroom Management and Its Effects on Teaching-Learning Process In English Language in the Buea Sub Division South West Region
Department: Curriculum Studies and Teaching
No of Pages: 78
Project Code: CST8
References: Yes
Cost: 5,000XAF Cameroonian
: $15 for International students
ABSTRACT
The
focus of this study was to examine the effect of classroom management on the
teaching-learning process in English language in secondary schools in the Buea
Municipality.
Specifically,
the study sought to find out how classroom rules and regulations affect the
teaching and learning process, to what extent does punishment affect the
teaching-learning process and how does positive reinforcement affect the
teaching-learning process. Three schools and 120 respondents were used for the
study.
Data
was collected with the use of questionnaires administered to students. From
findings, respondents pointed out that classroom rules and regulations, as well
as positive reinforcement all have a positive effect on the teaching-learning
process, thus if they are appropriately used, will help to handle student
disruptive behavior and bring out desirable behavior as well as providing a
classroom climate that foster learning.
However,
the study revealed that punishment negatively affects the teaching-learning
porticoes of English Language. It was also found out that punishment is not
very effective as a classroom management strategy due to its numerous negative
effects especially corporal punishment.
It
was recommended that educational authorities should ensure that teachers
especially student teachers should have a good mastery of classroom management
strategies by making it of paramount importance during training.
CHAPTER ONE
GENERAL INTRODUCTION
Introduction
Classroom management can be defined as the actions teachers take to establish and sustain an environment that fosters students’ academic achievement as well as their social, emotional, and moral growth. It is a term teachers use to describe the process of ensuring that classroom lesson runs smoothly without disruptive behavior from learner's /students.
The goal of classroom management is not order for order sake but it's order for the sake of learning. Those responsible for classroom management are ultimately teachers. However, student play a very important role as well, students contribute to classroom management in the sense that they directly inform the structure and learning atmosphere as members of the classroom community and together with teachers, they create a culture of learning, accountability and inclusivity.
Classroom
management is crucial in classrooms because it supports the proper execution of
curriculum development, developing best teaching practices and putting them
into action. The whole process of classroom management involves the actions and
directions that are put in place by teachers to create a successful learning
environment in an effort to ensure all students or learner's receive the best
education.
Classroom
management involves a wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused , attentive on task and to be
academically productive during class.
Background of the Study
This
background of the study will consist of the historical background, theoretical
background and contextual background. The concept of classroom management
started in the early 1970s. Classroom management was first invented by Jacob
kounin. Jacob kounin is an educational theorist who focused on teacher’s
ability to affect student’s behavior through instructional management.
Jacob
kounin is a classroom behaviorist theorist; he started a psychologist at Wayne
State University in Detroit Michigan. He began his studies in 1970 by writing
decipline and group management in classrooms. His best known for two studies he
did in 1970 that was based on classroom management. He wrote the book to
discuss the effective and ineffective behaviors in classrooms.
Jocob
began by first observing teachers in an everyday classroom setting to see how
they handled misbehaving. He discovered by his findings that no matter how the
teachers handled the given situation, the outcome was always the same. His
conclusion was to prevent misbehavior before it even happens. This brought on
his idea of having main points to follow to have successful classroom
management.
The ripple effect of his theory came about while Kounin was teaching during mental hygiene class and a student of his was in the back reading a newspaper, the paper was completely open and covering the students face, he asked the student to put the paper away and follow along. This brought on other students to follow the same directions.
He then concluded that if you call out one student in front of the class, it would cause other students to be refocused. John Dewey an American philosopher, psychologist and educational reformer was born on October 20th, 1859 in Burlington, Vermont United States .He was one of the most prominent American scholars in the first half of the 20th century.
John
Dewey's theory recommends an interdisciplinary curriculum or a curriculum that
lays emphasis on connecting multiple subjects were by students can freely walk
in and out of the classroom.
In
this way, students pursue their own interests and build their own method for
acquiring and applying specific knowledge. His ideas have been influential in
education and social reforms .Dewey considers two fundamental elements; school
and civil society to be a major topic needing attention and reconstruction to
encourage experimental intelligence and polarity.
He
believed that teachers should never pressure students to conform and that
instead of going into a classroom with curtain or levels of expectations,
teachers should accept students of all different cultures , religions and
family backgrounds and within individual school regulations, teachers should
respect students who are different or unusual attire .
As
a philosopher, social reformer and educator, Dewey changed the fundamental
approach to teaching and learning. His ideas about education sprang from a
philosophy of pragmatism and we are central to progressive movement in schooling.
Dewey
argued that curriculum should be relevant to student's lives. He saw learning
by doing and development of practical life skills as a crucial tool to
children's education. As expected, some critics assume that under Dewey's system,
students would fail acquire basic academic skills and knowledge.
Classroom
management can make or break your teaching. Todd Whitaker made this statement. Todd
Whitaker is an American educator, writer, motivational speaker, educational
consultant and professor and a leading presenter in the field of education.
He
has published over 30 books on staff motivation, teachers leadership ,
technology, middle level practices , instructional improvement a principal
effectiveness including the national best seller of the book titled What great
Teachers Do Differently .
Todd
Whitaker, Madeline Whitaker ,Good Whitaker
and Katherine Whitaker came together to write a book on classroom
management. They created a guide combining sound research with practical wisdom
so educators could have a classroom management resource written by teachers for
teachers.
The
book contains effective strategies for designing and improving your classroom
management from group up. Each chapter covers a core aspect of classroom
management and includes a foundational understanding of the concept.
According
to the national comprehension centre for teaching quality, a significant body
of research also demonstrate that classroom organization and the ability to
effectively manage students behavior ' significantly influence the persistence
of new teachers in teaching careers within this frame work it is clear that
instructional theory and classroom management strategies are among the most
important aspects of teachers education .
Classroom
management theory is constantly evolving reasons being why there are key
theories who stand out when it comes to modern education. Throughout the 20th
century experts like B.F Skinner, William Glassier and Alfie John
revolutionized the ways that teachers deliver education. The first theorist
that will be discussed will be B.F skinner.
B.F
Skinner's contribution to learning theory cannot be overstated. This work is
based upon the idea that learning is a function of change in overt behavior. According
to him, changes in behavior are because of individuals responses to events or
stimuli that occur in their environment. He says when a stimuli response
pattern is rewarded the individual is conditioned to respond similarly in the
future.
The
key to B.F Skinner theory is ' reinforcement' or anything that strengthens the
desired response. This comes in the form of praises, good grades and rewards or
even a feeling of accomplishment. It should be noted that negative response
/reinforcement occurs when a stimulus result in increased response when it is
withdrawn.
Skinner's
work in operant conditioning has being integrated into classrooms management
and instructional development. Many behavior management system utilized today
in classrooms are influence by his theories. Hussung and Lynch (2016-2022).
William
Glasser another theorist who contributed to classroom management theory coined
the term 'choice theory ' in (1998). His theory stars that all that all we do
is behave. Glasser suggest that almost all behavior are chosen and we are
driven by genetic to satisfy five basic needs. These needs are survival, love
and belonging, power, freedom and fun.
In
his theory, the most important need is love and belonging because connectedness
with others is required as a basis in satisfying all other needs. Therefore,
the classroom be a needs satisfying place, for students. Glasser's theory had
created impact in learning in a variety of ways. It had being utilized in
schools across the globe and has changed the ways that teachers deliver instructions.
The
first aspect that he identify is teachers as managers who need to work
effectively if they want to successfully teach their students. The role of
teachers as managers requires them to guide students in understanding that it
will and will have positive influence on their lives. They (teachers) can make
this possible by developing a positive relationship with students and creating
active relevant learning experiences that enable students and learner is to
demonstrate mastery a success.
He
adds that when it comes to lessons, teachers who practice choice theory work to
make sure that students classroom activities are designed to satisfy the student’s
needs . This should be done in other to allow learning to increase while
diminishing disruption. Hussung and Lynch (2016-2022).
Alfie
Kohns work critique many aspects of traditional education namely the use of
competition or external factors as motivation. He maintain that societies based
in extrinsic motivation always becomes over time. Alfie goes ahead to question
the hierarchical structures at work in mainstream education. He argued that
positive enforcement only encourages students to seek out enforcement that is
more positive rather than learn.
He
believes that the classroom emphasizes curiosity and cooperation above all and
the student’s curiosity cooperation above all and the student’s curiosity
should determine what is taught. He also argued that a strict curriculum and homework
are counterintuitive to student's needs. When it comes to classroom management
he believes that most teachers rely too heavily on extrinsic motivation rather
than more intrinsic factors.
He
suggest teachers keep cooperation in mind because when curiosity is nurtured,
reward and punishment are not necessary.by Hussung and Lynch (2016-2022). To
implement his approach in classroom's teachers can allow students to explore
the topics that interest them most. Students should be able to think and explore,
write without worrying about how good they are.
In
general, Kohn believe that there is too much emphasis on achievement rather
than the learning process. He emphasizes that not all students learn at the
same place a standard do not take into account. He believed in classrooms were
the student t is at the centre of everything.
Contextually,
Buea was the colonial capital of German Kameroun from 1901 -1919, the capital
of the southern Cameroons from 1949 until 1901 and the capital of West Cameroon.
In the mid-1920s, the government appeared on the education scene with more
assistance and policy formulation.
The
department of education established in 1926 worked hand-in-hand with the
missions, and more schools were introduced. The first major change was the
re-introduction of community schools as a response to the unforeseen increase
requirement for secondary education. This demand came into being following the
implementation of Universal Primary Education (UPE, 1995).
The
implementation of UPE created unparalleled social demand for basic education.
The increase in the enrolment in primary schools resulted in the expansion of Secondary
education through a
strategy of constructing
community secondary schools in
each Sub Division in Cameroon. A
circular was issued by the government
in 1994 to initiate
a ten year
program for the expansion
of secondary education.
The
program was not implemented
until in 1996
when it started
and was to be
completed by 2005 with the construction of 79 secondary schools which were to
be distributed in such
a way that
each region was
to build three
schools. Essentially, community
primary schools are
government schools in
which both local communities and the central government have the
responsibility to run the schools( UPE,
1995).
The Government through the Ministry of Secondary Education and
Vocational Training ,with the help of
foreign donors, members of the community, development partners,
contributions from local
government, government through
internal and external sources took the initiative to start
building community schools all over the
country in each Sub-Division as pointed
earlier.
To
a large extent, secondary schools
supported by government,
community contributions, development
partners and local government contributions have provided education to
children from poor families, who are
mostly found in
rural remote areas,
while government provided schools with financial and technical
support such as paying teachers’ salaries.
Secondary
Education has stipulated,
selection of students to
be enrolled into secondary
schools are made
on the ‘basis
of a pre-set
First School standard cut-off point
of 100 marks performance’ in the First
School Leaving Certificate (FSLC).
Students enrolled into
Secondary schools from primary
schools need to have
a minimum of
100 scores in
their First School
Leaving Examination (FSLC).
It's
commonly known that most students turn to have a cold feeling in learning the
English language due to one reason or the other and this makes it difficult for
teachers to handle and manage such classrooms very well . The Buea Sub-Division
will be the case study or area of study and thus much concentration and
emphasis will be laid on it.
Statement of the Problem
Classroom
management is the process of ensuring the classroom lessons rub smoothly withy
disruptive behavior from learners. The aspect of classroom management is and
has always being a very difficult problem of teaching most especially when it
comes to the teaching of English language.
In
the early 1980s, the problem of classroom management has caused Mani people to
live the teaching field. In 1981, the U.S National Educational Association
reported 36% of teachers said they would probably not go into teaching if they had
the chance to decide again. A major reason was negative student’s attitudes and
discipline.
Classroom
management is crucial in every classroom because it supports the proper
execution of lessons or curriculum development. If a class is not properly
managed or coordinated by the teacher, lessons cannot and will not run smoothly.
The
aspect of classroom management is a problem that is faced by every teacher be
it a biology teacher, economics teacher, a maths teacher and an English teacher.
This problem of classroom management is a worldwide problem that has being in
existence for many years and do teachers face seeing as one of the biggest
challenge.
As
we know, it is not easy to put a class in order. The problem which is of oath
most importance is; the effect of classroom management on secondary school
students academic achievement in English language in the Buea sub division
south west Region of Cameroon. The effects here will be both the positive and
negative effect on students’ academic performance.
Objectives of the Study
General Objective
- The general Objective of this study is to examine the effects of classroom management on students’ academic performance in English language in the Buea Sub-Division South west Region.
Specific Objectives
- To elicit the views of teachers about classroom rules and regulations on the teaching and learning process.
- To assess the effect of punishment to the teaching and learning process
- To evaluate the effects of positive reinforcement on the teaching and learning process
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