THE HEARTH OF CLASSROOM MANAGEMENT
THE HEARTH OF CLASSROOM MANAGEMENT
BY: CHERRY RAMOS
Teacher, Department of Education, SDO-Makati, PH
The teacher is the primarily meant for the classroom to teach. The classroom is his first community of learners but he has the other community to relate with other community. Outsides the school which includes the parents, local official, alumni and other members of the community in which the school is located.
To function efficiently and effectively in the community, they must be equipped with the needed competencies in the classroom management practices. The teachers are responsible for managing their own school. It is an integral part of teacher instructional task just as preparing lessons objective or choosing instructional material needed for institution. A clean and well lighted area together with a comfortable setting management make the classroom an inviting place for promoting instruction and a much welcomed for feeling of togetherness.
A good classroom management established an atmosphere of which permits activities to be carried out an efficient and economically way on doing by things to enhance the learning outcome. It would ensure they wise used of both teacher and learner time effort and energies toward teaching and learning process. The aspect of classroom managements deals with guidance and direction of the learning process. The teacher shall take full charge of learning situation that should teach the learners come face to face with stimulating challenge on the part of the learners, while it is in there that most teachers tends to forter domination, manipulation and instruction rather than the development of a genuine cooperation and healthy relationship.
The hearth of classroom management rests on training the quality of instructional delivery setting arrangement and classroom rules and procedure must be properly taught to the learners. Effective learning happens in a safe environment is one of the primary tasks of the teacher is to create a safe and conducive learning environment.
A typical classroom in the school which were served home of teachers and learners alike which cooperatively pursuing common objective. The objectives must be achieving learning and developing proper behavior or coping with using individual or group instruction. Both were governed by standard and acceptable conduct. They must be willingly to accept responsibilities and role in making the classroom as conducive learning where the mixture of intellectual, social and physical factors can be achieved.
Classroom management which created an innovative in the disposition of new conflict resolution strategies and communication skills of which can be used for mutual relationship, to both learners-teachers alike. It is a method of classroom behavioral management for which to attempts to get each learner to take responsibility for their own actions and become self-reliant, attentive learners.
Moreover, it is a comprehensive model wherein the teacher and learners must establish and maintains successful relationships. Some believe that when people used authoritative forms of power, it damages relationships, but when one coached the person’s skills that will lead to better communication and conflict resolution could establish more positive relationships.
This matter really been successful in improving people’s relationship. When someone listens to another showing acceptance and trust would develops healthier relationships are formed. The core message of this is that everyone needs equal consideration. This model focuses on character building and training and not rewards and punishments, which focuses on creating an environment of mutual respect.
Coercive relationships are detrimental to both parties. In a traditional classroom, the teacher has an absolute power to ask, award, and punish. This type of power can undermine otherwise productive learners-teacher relationships. As a result, teachers are encouraged not to discipline learners in the traditional manner. Instead, teachers should foster open relationships marked by excellent learners-teacher communication that encourages the learners to take an active role in their own behavior and understand it is their own choice and in their own best interest to behave in a manner that benefits the learners, the teacher, and the rest of the class.
Classroom arrangement, physical condition of the school, control of activities, actively engage pupils, understanding pupils, and order in the classroom management is the much needed given attention.
Classroom management needed conducive learning environment, number of inclusive classrooms, consideration of general, classroom set-up, and well-structured classroom.
Teacher’s competence affect and well-organized plan the performance of pupils. Meanwhile, pupils’ perception of the teachers’ classroom behavior and their academic performance.
Talking individually with the pupils, instructed pupils as a group on appropriate behavior and sending students out of the classroom who was exhibiting less desirable behavior affects their performance in classroom management. Likewise, talking time to learn who your pupils are, qualitative approach and taught self-discipline to pupils enhance the performance in classroom management practices of teachers.