CHPTER 2

REVIEW OF RELATED LITERATURE

Definition of Management
According to Connor (1987),Management is the art and science of preparing,
organizing, and directing human effort applied to control the forces and utilize the
materials of nature for the benefits of man and attainment of a predermined objectives.
According to Certo (1984),Management is a cumulative body of information that
furnishes insight on how to manage. Management also can be the term used to pinpoint
individual who guide and direct organization, and management is a process in which
goals of organization are achieved,
According to Bell (1988)Management refers to skills in the organization and
presentation of lesson in such away that all people are actively engaged in learning. This
requires an ability to analyze the different elements and phases of lesson, to select and
deliver appropriate material and reduce source of friction.
In the light of above definitions management can be defined it is the process of
setting controlling the working environment and working with others for achieving the
goals of organization.

What is the Classroom?

According to Collin ford (1995), The classroom is complicated place, where a lot
of different things are going on at the same time but it is all hold by the teacher use of
non-verbal communication is concerned with control and management and remains a
central focus of childrens attention.
Nakamura (2000) explains classroom is viewed as a continuous process in which
students are given the opportunity to develop and enhance all aspects of their physical,
social, spiritual, emotional, intellectual and environmental well-being.
The effective classroom is viewed as a continuous process in which students are the
given the opportunity to take some control of their own lives within the classroom
deliberately choosing behaviors that lead to richer more balanced and satisfying state of
being, the effective classroom cannot be achieved without emotionally healthy students.

The teacher makes classroom effective by keeping in view its different aspects (E.
Worsham, 2000)

Physically Effective Classroom

A physically effective classroom refers to students feeling physically safe and within
the classroom, and knowing that the school is committed to their physical safety.
The physically effective classroom also means that students are not Bullied by others
are they known all safety precaution has been taken to protect them( E. Worsham, 2000)
Socially Effective Classroom
A socially effective classroom is a positive environment in which teacher help
students.
Have satisfying interpersonal relationships.
Have positive interpersonal interactions with others.
Adapt to various social situations and daily behaviors.
Spiritually Effective Classroom
A spiritually effective classroom means there is a feeling of unity among students
within a classroom, a feeling of connection with others and with the school and a guiding
sense of meaning of value within the classroom. It means students care and respects to
one an other in classroom ( Nakamura, Remand 2000 )
Emotionally Effective Classroom
The emotionally effective classroom refers to the feeling component students feel
comfortable expressing emotions appropriately. Students who are emotionally healthy are
not fully free of negative emotions like anxiety. Frustration and anger but in an
emotionally healthy classroom these emotions are not expressed in outbursts that affect
the students relationships with other and lead to in appropriate behavior ( remond, 2000)
Intellectually Effective Classroom

The intellectually effective classroom refers to a classroom where teacher give all the
students, the opportunity, to process and act on information, clarify their values and
beliefs and exercise their decision-making capacity. Teachers need to high expectations
for students and to provide the appropriate lessons to help achieve them. Teachers as the
managed of the classroom has to create classroom environment as discussed above in
which students physical, social, spiritual and emotional wellness is developed
( Nakamura, remond 2000).

Classroom Management
According to Wool folk, Anita (2004). classroom management is to maintain a
positive, productive learning environment.
According to Cooper (1983), a board set of teaching behaviors through which the
teacher shapes and maintain learning conditions that facilitate effective and efficient
instruction resulting in a learning community. Effective classroom management is an
ongoing maintenance-oriented process. It involves motivating students to learn providing
appropriate instruction and feedback and managing students work. efforts of an effective
classroom teachers are proactive, responsive and supportive.
According to David (1990), classroom management establishing and maintaining a
productive teaching and learning environment is essential if precious time for learning is
to be protected.
Jerry defined (1992), classroom is as the provisions and procedures necessary to
create and maintain an environment in which teaching and learning can occur.
According to Smith (2003), management refers to skill in the organization and
presentation of lesson in such a way that all peoples are actively engaged in learning this
requires an ability to analyze the different elements and phases of a lesson to select and
deliver appropriate material and reduce source of friction.
In addition to all, successful classroom management involves not only responding
effectively when problem occur, but preventing the frequent occurrence of problem
communication, motivation and discipline are considered as the foundation of effective
classroom management. The problem related to these component means there is
ineffective classroom management ( Anderson, 1991).

In the light of above definition I can say that classroom management means how to
manage the enviornment of classroom for teaching and how to use available resources
and make teaching effective.
Importance of Classroom Management
The importance of classroom management in the larger context of teacher
effectiveness is most clearly seen by examining the evidence that beginning or novice
teacher spends his time on classroom management. This increased amount of time on
classroom management apparently is detrimental to student learning ( Anderson,1991).
Thus, one may reasonably assume that until novice teachers are able to properly
organize their classrooms and manage their students they are unable to focus their
attention and efforts on the teaching learning process:
A teacher could work to increase those behaviors, which he wants his pupils to show
improvement in their academic performance, and good behavior in class. Many teachers
may feel that they use a mixture of the positive and corrective approaches in their
management, depending on how well they expect the children to succeed at what is asked
of them, for example ay use then positive approach when educational tasks or classroom
routine are new to the children but use a corrective one once the judge that pupils have
sufficient experience or have shown the correct behavior on some occasion and therefore
can for management in a classroom a teacher could work to increase those behaviors
which he wants his pupils to show; improvement in their academic performance and good
behavior in class he could work to decrease these behaviors which are not wanted
correcting the childrens mistakes and discouraging troublesome behavior. Many teachers
may feel they use mixture of the positive and corrective approaches in their management
( Shirley Bull, Jonathan Solity 1987 )
In the light of above statements I can say in classroom management teacher perform
a primary role. He use bitterly the sources those are available and show good result. He
maintain the class in every time.

Management Process
The four basic management function or activities that make up the management
process
1 Planning

2 Organizing
3 Influencing
4 Controlling
1 Planning
planning involves choosing tasks that must be performed to attain institutional goals,
outlining how tasks must be performed, and indicating when the tasks should be
performed.
Planning activity focuses on attaining goals through their plans outline exactly what
institute must do to successful. They are concerned with institutional success in the near
future or short more distant future or long run.
2 Organizing
Organizing can be thought of as assigning the tasks developed during planning to
various individual and/or group with an institute. Organizing creates a mechanism to put
plans into action. Teachers with in the institution are given work assignment that
contributes to goal attainment. Task is organized so that the output of individuals
contributes to the success of department, which contributes to the success of division,
which in turn contributes to the overall success of institution.
3 Influencing
influencing is another of the basic function within management process. This
function is also commonly referred to as motivated leading, directing, or actuating and is
primary concerned with people with in organization.
Influencing can be defined as the process of guiding the activities of organization
members in appropriate direction. Appropriate direction is helping the organization to
move toward good attainment. The ultimate purpose of influencing is to increase
productivity human oriented works situations usually generate higher level of production
over the long run them work situation that people fined distasteful.
4 Controlling
controlling is the management function for which management (a) gather
information that measures recent performance within the organization (b) compare
present performance pre-establish performance standard, and (c) from this determine if

the organization should be modified to meet pre-established standards. Controlling is an

comparison and then try to find new of improving production through organizational
modification ( Anderson, 1996).
In management of the classroom it is necessary that teacher know about how to plan
for tasks, leading, concerning with people and how to control the classroom environment
because these are influencing at classroom management.
Classroom management plan
Effective classroom management cannot be implemented in a haphazard manner. Colin
and Smith (2003) said that following steps should be help to develop a sound
management plan .
1 Become Familiar with Overall Goals and objective for Reading
teachers and administrators must interpret and internalize the general goals so they can
be correlated to the actual classroom teaching situation building, principals, and goals
that are directly related to their own classrooms.
2 Plan for Instruction
it has been found that teachers are capable of creative input and high-quality thought
when they are thinking about planning for a teaching situation then they plan for
instruction.
They are actually in the process of teaching while a teacher is implementing a lesson
with students, the teacher is not only concerned with the presentation, but also with the
behavior of other children in the classroom, potential discipline problems, and other
disturbances that could occur. For these reasons, teachers should plan prior to the
implementation of learning activities.
3 Prediction
Prediction is often related to effective planning and classroom management. A teacher
must learn to predict what might happen under certain

Circumstances or conditions and how children might react to those conditions. By

making sensible prediction a teacher can avoid certain management problems prediction
is also important in judging completion time for classroom tasks. A teacher who can

predict how long it will take students to complete assignments will be able to implement
the management with greater ease.

4 Schedule Instructional
Effective classroom management to a great extent on using teaching time wisely a
schedule need not be so rigid that it creates problems, but it should offer a structure that
will enable a teacher to do his/her best teaching. It is desirable for a teacher who is
learning to manage instructional time to write out schedules with enough detail to make
useful for the teaching situation ( Colin, Smith 2003).
Above steps are very helpful in classroom management and teachers use them bitterly.
It is very important for every teacher that he know teaching goals, how to plan them? And
how many much he has time? Timing scheduling and prediction are very helpful for
teacher in classroom management.
Classroom Arrangement and Effective Management.
The effective use of space will lead to more effective classroom management for
reading instruction and a more efficient utilization of materials and resources. The way a
room is arranged will cither encourage or discourage student involvement if each student
has access to a complete set of materials rather than having to wait for or share mutual
materials.
A seating arrangement can remain flexible according to the teaching/learning
situation that is occurring or according to the objectives set by the teacher. Teachers must
also be concerned about the students fitting the disk. A disk that is too large or too small
for a student will be uncomfortable and inhibiting.
The arrangement of furniture in the classroom plays as an important role in effective
management of in effective ones reading class. Poor pre-planning for space utilization
can lead to failure of the best teaching ( Drcikurs, 1998).