Classroom Management In Schools

Introduction Personal Philosophy

Good order is essential in a school if children are to be able to fulfil their learning potential. In the classroom, disruptive behaviour not only reduces children’s ability to concentrate and absorb information, but also unsettles children and causes immense stress for teachers. While the problem of classroom management in the school setting needs to be addressed, the definition of classroom management must be established. “Classroom management refers to all of the things that a teacher does to organize students, space, time and materials so that the student learning can take place” (Wong & Wong, 2005, p.84).

As an educator codes of ethics which serves to guide meaningful conduct should include being

The school is safe and welcoming to students as well as parents. Each class has its own classroom with adequate space to hold approximately thirty students. The classroom which the researcher used has fifteen students inclusive of a child with special needs. For this study, the participants were selected from a standard three class ranging from ages eight to ten years old. Often the classroom is frequently plagued by more minor kinds of misbehaviours which disrupt the flow of class activities which interferes with learning. For example, some of the behaviours displayed by the children are common behaviours such as: talking, inattention, interrupting, hitting, sleeping, being late as well as not following instructions during instructions. Approximately one-half of the classroom time is taken up with activities other than instruction and discipline problems are responsible for a significant portion of this lost instructional time. The Problem

Disruptive behaviour in schools has been a source of concern for school systems for several years. The single most common request for assistance from teachers is related to behaviour and classroom management (Rose & Gallup, 2005). The purpose of this research is to examine strategies to improve classroom management to promote discipline within the classroom of standard three. Also, instrumental to this study is ascertaining the impact intervention

The purpose of this study was to review the literature, identify strategies of a classroom management plan and implement the strategies into practice in order to improve classroom management. There were three action research cycles that drove this study. The research started by studying the effects of implementing a classroom management plan within a standard one class of fifteen children in a denominational school. If classroom management strategies were necessary to provide structure and improve learning, then it was important to identify the effective components of classroom management strategies as well as to effectively implement