CLASSROOM MANAGEMENT-A CONCEPTUAL

ANALYSIS

Reshma.s.s
Natural science

Introduction
Classroom management and management of students conduct are skills that
teachers acquire and hare over time. These skills almost never jell until after a
minimum of few years of teaching experience. To be sure effective teaching requires
considerable skill in managing the myriad of task situations that occurs in the
classroom each day. Skill such as effective classroom management are central to
teaching and require common sense consisting, an often undervalued teachers
behavior, a sense of fairness and cause. The skills also require that teachers
understand in more than one way the psychological and developmental levels of
their students. The skills associated with effective classroom management are only
acquired with practice, feedback a willingness to learn from mistakes. Certainly a
part of problem is that there is no practical way for education students to practice
their nascent skills outside of actually going into a class setting.
Content
Conceptual analysis of classroom management.
The classroom management refers to a process that teachers guarantee the
classroom instruction, the order, the effectiveness, deal with some matters, and
arrange the time and space, and some other factors. The traditional view point was
that, the purpose of classroom management is to deal with students misbehavior.
In fact, the significance of classroom management and discipline cannot be equal;
the significance of the former is more widespread than the latter one. The
classroom management refers to managing the student, studying in classroom, the
teacher and students behavior and the activity; it is the way teachers organize
what goes on in the classroom. It contributes directly to the efficiency of teaching
and learning as the most effective activities can be made almost useless if the

teacher does not organize them efficiently. But discipline has different meanings. In
other words, the teacher adopts certain methods and measures to deal with
students misbehavior issues.
Characteristics of Classroom Management
There are four basic views of classroom management as follows: the first one
is that management should embrace the view of full scale development. The
development of human beings is the basic responsibility of modern education. The
second one is that students are the main body of management. Students are the
main body of studying, and they are also the main body of their own development.
All their independence and difference should be received teachers respect. Whats
more, management should embrace the view of democracy and cooperation.
Classroom instruction is a bilateral activity between teaching and studying, the
process of classroom management, which is not only a kind of special cognitive
process, but also is a process of complex psychological experience, its a process of
social practice in a certain space and time scope, it is a interactive process between
the teachers and students, teachers and students affect each other. The last but not
the least, management should have the view of high effective benefit. The total of
classroom instruction management is spending few time and energy in teaching.
Physical arrangement of different types of instruction
More frequently a focus in earlier studies of classroom environment, the physical
environment has continued to appear in contemporary studies as an influence on
behavioral and academic outcomes. Current studies of the physical environment
have investigated aspects such as class composition, class size , and classroom
management. Class composition studies examine classroom grouping methods,
including ability grouping of students, single-sex classrooms and cooperative
learning groups. Research has found that classrooms with highly cooperative groups
appear to have students with more positive perceptions of fairness in grading,
stronger class cohesion, and higher degree of social support, as well as higher
achievement scores. Female students have been found to prefer collaborating with
other students when studying and resolving problems and they have a stronger
preference

for

teacher

support

than

male

students.

The

primary

school

environments tend to use collaborative strategies more frequently and have higher
levels of teacher involvement and support than is found in secondary schools.
Research on single-sex classrooms has been more divided in terms of academic

outcome research. Some studies found that girls do better in math and science
particularly

when

separated

from

male

students;

other

studies

found

no

achievement differences between genders when either in single-sex or mixed-sex

classrooms. Studies about class size have examined how class size influences
student and teacher behaviors. In general, smaller classes are associated with
students who are les stressed and are more frequently on-task with fewer reported
behavior problems than students in larger classes. Although teachers tend to use
similar instructional strategies whether teaching large or small classes, there is
some evidence to suggest that more class time is spent on administrative tasks for
larger classes, leaving less time available for instruction. Some research has
suggested that differences in academic outcomes based on class size are due to
differences in student behaviors. Over crowed facilities, too many students in
certain classes, and lack of teachers assistants ate three major issues cited as
potentially creating problems due to increased stress levels of students and
increased teacher-reported incidences of behavioral problems. These increased
stress levels and behavior problems found in larger classrooms are frequently
accompanied by lower levels of academic achievement. Teacher-to child ratios are
also of interest to many researchers because the number of reported behavioral
problems seems to increase as class size increases. Manu researchers have
observed that large classes, with 30 or more students, tend to have a larger number
of students off task more often with fewer students engaged with the teacher than
children in small classes of 20 students or less. Yet there may be a social cost for
students in small classes; other researchers found that smaller classes also had high
incidences of children engaging in a social and exclusionary behavior. Whether
students are engaging in on task or disruptive behavior can also be influenced by
effective

classroom

management

instructions

and

consistency

of

teacher

enforcement.
Conclusion
Classroom management is a term used by teachers to describe the process of
ensuring that classroom lessons runs smoothly despite also implies the prevention
of disruptive behavior by students. It is possibly the most difficult aspect of teaching
for many teachers indeed experiencing problems in this area causes some to leave
teaching altogether. In 1981 the US National Educational Association reported that
36% of teachers said they would properly non going to teaching if they had to
decide again. A major reason was negative students attitudes and discipline.

Reference :

Dr. Mariamma Mathew, teaching science for biological and physical

science, NAS publishers, pp;169-171

Dr. K.Sivaranjan & Prof.A .Faziluddin, science education-methodology of
teaching and pedagogic analysis, pp;207-208.