This article focuses on classroom management skills in schools. Class management is an important component of any successful lesson delivery. A teacher of any subject does not only need to be thoroughly knowledgeable in the subject they are handling but also need to know how to control a class and maintain discipline and order in it. In a nutshell, a teacher needs to possess class management skills. Drawing from the above, this article deals with five of the many classroom management techniques concerning what the author observed in the field while monitoring student teachers. The study was carried out in selected schools in central and Southern provinces in Zambia. Being a qualitative study, interviews, a document study, and observation instruments were used to collect data. The study revealed that there is a fair relationship between teachers and learners, inconsistency in maintaining authority, lack of preparedness, lack of accommodating all learners, and lack of patience among teachers. The study takes a thematic analysis of the findings and recommends that teachers need to include classroom management skills in their Professional Continuous Development (CPD) activities to equip each other with management techniques.
Keywords: Classroom management, skills, teaching, schools, equip.
Table of Contents
1. Introduction
2. Management skills
2.1. Cultivating a Healthy Relationship with the Learners
2.2. Adequate Lesson Preparation
2.3. Accommodating All Learners
2.4. Maintain Authority all year long
2.5. Patience
3. Conclusion and Recommendation
Objectives and Themes
This article aims to identify and discuss essential classroom management skills that both student teachers and veteran educators must possess to ensure effective lesson delivery and a productive learning environment. The research highlights the critical link between teacher preparation, classroom discipline, and student academic success.
- Strategies for building positive relationships with learners.
- The importance of thorough and timely lesson planning.
- Methods for accommodating diverse learning needs.
- Techniques for maintaining consistent authority and discipline.
- The role of patience and composure in classroom control.
Excerpt from the Book
2. Adequate Lesson Preparation
Most teachers take lesson planning for granted especially those who have saved long enough. They argue that it is not the lesson that delivers but the teacher. This argument may hold some truth but it belongs to the lazy-bones- type of teachers who do not want to take responsibility and stock of their days’ work. During the study, it was found that majority teachers a those on teaching experience were preparing their lesson plans minutes before class, an indication how they attached lesson preparation to their teaching profession – lacked seriousness it deserves.
Then one wonders whether such lessons take into account all that goes with lesson preparation. The culture of preparing lessons on what is commonly known as ‘gunpoint’ (GP) is a very detriment and eats the very fabric of the profession we claim to have earned as a nation. Lesson preparation is supposed to be done way before the lesson with sobriety and not in a panic mode. Teachers who call themselves professionals should be in mind that good and adequate preparation is the hallmark of excellent lesson delivery.
Summary of Chapters
Introduction: This section defines classroom management as a multifaceted process involving planning, organization, and the maintenance of a positive environment for academic and moral growth.
Management skills: This chapter outlines five core techniques—relationship building, lesson preparation, learner accommodation, authority maintenance, and patience—required for effective teaching.
Conclusion and Recommendation: This section summarizes the study's findings and suggests that classroom management training should be a standard component of professional development for educators.
Keywords
Classroom management, discipline, lesson preparation, teaching profession, student-teacher relationships, academic learning, learner accommodation, professional development, classroom control, educational psychology, teaching methods, pedagogical skills, classroom rules, teacher authority, pedagogical patience.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying essential classroom management skills that are necessary for teachers to maintain order and facilitate effective learning in schools.
What are the primary themes discussed in the article?
The central themes include the necessity of building relationships with students, the critical nature of lesson preparation, adapting to individual student needs, maintaining consistent authority, and practicing patience.
What is the primary goal of the study?
The primary goal is to provide evidence-based insights into classroom management techniques that teachers should adopt to improve both the learning environment and student outcomes.
Which scientific methods were employed?
The study utilized a qualitative approach, incorporating interviews, document study, and structured observation instruments to collect data in selected Zambian schools.
What topics are covered in the main section?
The main section details five specific management techniques: cultivating healthy relationships, ensuring adequate lesson preparation, accommodating all learners, maintaining authority throughout the year, and exercising patience.
Which keywords characterize this work?
Key terms include classroom management, discipline, lesson planning, student engagement, and professional development.
How does the author define the relationship between planning and teaching performance?
The author argues that lesson planning is the hallmark of excellent delivery and that failure to prepare effectively can result in chaos and a compromised learning experience.
Why does the author advocate for involving students in setting classroom rules?
By involving students, they become invested in the rules, which promotes community building and helps them better understand the consequences of breaking established guidelines.
- Arbeit zitieren
- Jive Lubbungu (Autor:in), 2020, Classroom management skills. A gem of the teaching profession, München, GRIN Verlag, https://www.grin.com/document/941956
