Teacher’s Use of Classroom Management Strategies for Enhancing Student Learning at the Secondary School Level in District Kohat

Teacher’s Use of Classroom Management Strategies

Abstract

It is an acknowledged fact that behavioural problems are constant threat to student-learning and the classroom environment. Researchers have identified empirically validated classroom management strategies to support teachers to manage or deal with behavioural problems of students. As a result, it is very significant to arrange and systematize classroom so that it’d be helpful for student-learning. The aim of this research-study is to conduct a survey regarding teachers’ perceptions about the use of classroom management strategies in order to ameliorate students-learning by providing them an eloquent learning environment in the classroom to overcome behavioural problems. A number of 80 secondary school teachers were taken as random sample to identify that what kind of strategies they use for classroom-management. Questionnaire was used as research tool containing two sections which gathered information regarding teachers’ characteristics, classroom rules, culture of the classroom, teachers’ behavior, teaching style, sharing of responsibilities, shared decision making, using reinforcement techniques, students’ contribution to the class. Main findings were, that most school teachers used a wide school-discipline plan, lack of physical resources, maximum teachers developed their own classroom rules with inputs from students, teachers used reinforcement techniques to maximize students learning in the classroom, they use multi-lingual approach for better understanding of the apprentices, and kept students on task to prevent most classrooms’ problems. It was recommended that opportunities may be provided to teachers for participation in workshops and seminars,to learn manag their classrooms for effective teaching -learning process.