Classroom Management Practices of the Grade 1 Teachers in the Two District of Maddela

Abstract

INTRODUCTION

Teachers are considered the foundation of the greater bulk of knowledge and skills acquired and developed. Therefore, teachers' activities should focus on classroom management and instruction with pupils' welfare entrusted to them as a dominant concern. Nurturing young learners with knowledge and skills come to a broader and holistic development when behavior and disciplinary training also form part of the total context of instruction. This is the concept this study is framed.

METHODS

This research study utilized the descriptive method of research using a questionnaire to the Grade 1 teachers of the two schools in the District of Maddela. Unstructured interviewed and focus group discussion was utilized to further validate the responses of the respondents.

RESULTS

A narrow view of classroom management sees it primarily as discipline and management of pupils' misbehavior. However, successful teaching requires more than controlling pupils' behavior. Classroom management has changed from describing discipline practices and behavior interventions to a more holistic descriptor of teachers' actions supportive of the learning environment and community building. The most successful teachers approach management as a process of establishing and maintaining effective learning environments.

Classroom management is a critical ingredient in effective teaching, which includes meaningful content, powerful teaching strategies, and an organizational structure to support productive learning. Successful teachers employ strategies for establishing rules and procedures, organizing groups, monitoring, and pacing classroom events and reacting to misbehavior. When done well, it looks seamless, even if invisible.

DISCUSSIONS

The study shows that teachers should inform the parents regarding the attitude, behavior, and discipline of the pupils in school. They should continue to perform their roles and functions effectively, strengthen their weaknesses and maintain their strong points as far as the performance of their roles is concerned; They should be encouraged to take an active part in pupils' performance and consider their weaknesses by giving proper motivation and encouraging active participation during class discussion. Lastly, administrators should not spend more time in administrative work, rather on supervisory roles, to enhance teachers' effectiveness in their teaching endeavor.