Effective Classroom Management Framework

INTRODUCTION AND CONCEPTUAL FRAMEWORK
1.0 INTRODUCTION
Educators are increasingly recognizing that student success in life requires more
than simply passing standardized tests and acquiring academic knowledge. Education must
also encompass social and emotional skills that will allow students to effectively deal with
the challenges that life brings them (Buchanan, Gueldner, Tran, & Merrell, 2009).
Wang,Haertel, and Walberg (1997) examined instructional variables and their effect on
student learning and found that some of the most influential learning factors were social and
emotional factors, such as motivation, the ability to self-regulate, and application of self
control strategies. Other important factors related to social-emotional adjustment were the
quality of teacher and student interactions and the classroom environment.
The definition of education guiding mainstream schools today is that education is the
delivery of knowledge, skills, and information from teachers to students. While the above
metaphor—education as a delivery system—sounds reasonable, it misses what is most
important about education.
This mistaken idea of what true education is and how it can be achieved is the root
problem in mainstream education today. This conception of education contributes to harming
students and teachers by driving policy makers to insist on accounting for the "units" of
information that students demonstrate knowledge of on tests. The perceived need for mass
scale standardized outcomes leads to a kind of instructional bookkeeping that drives
administrators to control teachers' behavior, which in turn is directed to controlling students'
behavior in ways that increases symptoms of anxiety, depression, and other forms of
diminished psychological well-being. Student outcomes as measured by tests bear little
relationship to true education, and so the instructional book keeping scheme is a failure even
before the harm it causes is taken into consideration.
Providing a proper definition of education is complicated by the fact that there is not
a clear consensus about what is important about being and becoming educated. For many
people the importance of education lies in future job prospects, for others it's quality of
citizenship, and yet others just want literacy, critical thinking, and/or creativity. I propose
that behind all the differences of opinion about what it means to be educated is one very
basic idea: an educated person is someone who perceives accurately, thinks clearly, and acts
1
effectively on self-selected goals. A better understanding of what education is, one that
builds upon this idea, is crucial to enable people to reason about education productively. This
will lead to more effective school reform programs and improve the everyday lives of
students and teachers.
A better definition of education that aligns with how many psychologists and other
cognitive scientists talk about learning is "cognitive cartography," or mental mapmaking.
1.1 MEANING OF EDUCATION

The term education comes from Latin word ‘educare’ meaning ‘to educate’ meaning ‘to
educate’ ‘ to bring up’ or ‘to rise’ Probably from this explanation the term ‘education’ is
directly relived. It is again believed that the term education is derived from the Latin word
‘education’ which means the act of teaching and training. Thus we find that according to
Latin words ‘educate’ and ‘education’ education is external in nature. It is imposed on the
child from outside. But according to ‘educate’ education is making potential actual.
Education is both acquisition of knowledge or act of teaching and the development of

skills, attitudes, habits etc… The child should be trained through experience of his life so
that the best in his life can be achieved.
1.2 MEANING OF CLASSROOM MANAGEMENT

Classroom management is a term used by teachers to describe the process of
ensuring that classroom lessons run smoothly despite disruptive behavior by students. The
term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect
of teaching for many teachers; indeed experiencing problems in this area causes some to
leave teaching altogether.
Classroom management is closely linked to issues

of motivation, discipline and respect. Methodologies remain a matter of passionate debate
amongst teachers; approaches vary depending on the beliefs a teacher holds
regarding educational psychology.
A large part of traditional classroom management involves behavior

modification, although many teachers see using behavioral approaches alone as overly
simplistic. Many teachers establish rules and procedures at the beginning of the school year.
According to Gootman (2008), rules give students concrete direction to ensure that our
expectation becomes a reality.
2
Classroom management is intended to provide students with more
opportunities to learn all of the things that a teacher does to organize students, space, time,
and materials so that students´ learning can take place. Students should be able to carry out
their maximum potential, which allows students to develop appropriate behavior patterns.
Teachers must deal with unexpected events and have the ability to control student behavior,
using effective classroom management strategies. Effective classroom management and
positive classroom climate construction are essential goals for all teachers. Everything a
teacher does has implications for classroom management, including creating the setting,
decorating the room, arranging the chairs, speaking to children and handling their responses,
putting routines in place (and then executing, modifying, and reinstituting them), developing
rules, and communicating those rules to the students. These are all aspects of classroom
management.
1.3CLASSROOM TECHNIQUES
Classroom management includes five critical features: (a) maximize structure, (b) post,
teach, review, monitor and reinforce expectations, (c) actively engage students in observable
ways, (d) use a continuum of strategies for responding to appropriate behaviours, and (e) use
a continuum of strategies to respond to inappropriate behaviours.
Digital devices provide new opportunities to greatly enhance learning, however they
also introduce new classroom management challenges for teachers transitioning to online
learning based practices. Students are likewise being challenged by having to build the self-
discipline required to focus on learning related activities over the distraction of electronic
entertainment.
Linewize is focussed on building tools that help both teachers and students to thrive
in these modern learning environments and succeed with digital learning practices.
1.4INTERNET AND ITS USAGE IN CLASSROOM
The Internet is having a powerful impact on our society, but its role in education is
just beginning to be developed. Technology and Internet in the classroom have long been
debated topics among schools and educators. While it’s true that the world is becoming
more digital, some people have reservations about whether Internet use should be allowed in
the classroom.
3
Many believe that using the Internet in classrooms encourages a more creative and
engaging classroom environment. Instead of just listening to a teacher lecture students can
use the Internet to access information and explore the material more in depth. This can help
students to learn the information better and develop critical thinking skills over straight
memorization. 43% of students agree their school needs more technology.
1.5 IMPORTANCE OF CLASSROOM MANAGEMENT AND CLASSROOM

MANAGEMENT TECHNIQUES
Classroom management is important to the whole education process because it

offers students an ideal learning environment helps prevent teacher burnout and makes
students and teachers feel safer and happier. Classroom management involves more than just
discipline and rules. It also entails organization, routines with which students come to feel
comfortable, and positive attitudes on the part of teachers and students.
Discipline often comes to mind at the mention of classroom management, but the
crucial component of teaching is much more. Classroom management creates a set of
expectations used in an organized classroom environment. It includes routines, rules and
consequences. Effective classroom management paves the way for the teacher to engage the
students in learning.
Effective Classroom Management. Ensuring that your classroom lessons run smoothly,
establishing rules, motivating students to participate, maintaining discipline, and creating a
safe learning environment in which students can succeed are all factors that contribute
to effective classroom management.
However, many teachers and even students find that when students are being allowed
to bring their laptops to class and use the Internet, it goes from being a tool to a distraction.
Most students, when allowed to, use the Internet for surfing the web which takes away from
the what they should be learning and distracts those around them also. It also sets a bad
standard for people who use their laptops to take notes.
1.6 NEED OF CLASSROOM MANAGEMENT
Teachers with no structured classroom management skills contributed to negative

student outcomes. Poor classroom management skills often contributed to stigmatizing
students who internalized the labels "mean," "bad," or "crazy" and by misbehaving, reflected
back to the teacher and/or school the negative labels applied on them (Reglin et al., 2012)
4
Results of poor classroom management include: noisy talking, walking aimlessly, and
inappropriate use of classroom materials (Erdogan et al., 2010, p. 887).
Beyond the negatives impacts of poor classroom management, research has

continuously shown that one of the keys to success in teaching is the teacher's ability to
manage the classroom and to organize instruction. A meta-analysis of the past 50 years of
classroom research identified classroom management as the most important factor, even
above student aptitude, affecting student learning.
1.7 FACTORS AFFECTING CLASSROOM MANAGEMENT
The following factors affecting classroom management are described.
 Effective instruction. ...

 Setting and implementing rules. ...
 Managing intervention. ...
 Feedback on appropriate behavior. ...
 Classroom environment.
Effective instruction.
Well-planned instruction, which should include appropriate instructional activities like

guided practice, attention to individual students, providing immediate feedback, and similar
tasks tend to enhance order and effective learning. On the contrary, chaotic instructional
activities lead to disorder in the classroom.
Setting and implementing rules.
Classroom instruction should be undertaken in a business-like manner, such as

trying to achieve maximum amount of learning within minimum time without disruption of
other classroom activities. Teachers need to act accordingly when rules are broken, for
example.
Managing intervention.
The need for intervention increases when rules and instructional activities are not
properly implemented, and when varied forms of misbehavior such as mild verbal and
physical aggression are demonstrated in the classroom. These have to be dealt with
appropriately and immediately by the teacher. Based on experience, one who frequently
observes from the back of the classroom would encounter less classrooms misbehavior than
5
one who is clearly standing still in front of the room. It must be pointed out, however, that
many classroom interventions do not always lead to improved learning. Some are counter-
productive. Any intervention that tends to interrupt the flow of the lesson, for example, must
be terminated right away.
Feedback on appropriate behavior.
The student expects feedback, whether or not his behavior is acceptable. It is good
point to remember that praise of behavior would be more effective if done sparingly and
linked with good performance.
Classroom environment.
Students normally would not want to learn in very chaotic environment. Poorly
managed classrooms, for example, usually would not provide pleasant and supportive
learning environment.
Classroom environments are extremely important for students and for teachers.
Everything from the color of the walls to the arrangement of the desks sends impressions to
students and can affect the way a student learns. The emotional environment also will affect
the learning environment and how well a student receives instruction.
1.8 POSITIVE LEARNING ENVIRONMENT
Creating a positive classroom environment is an important aspect of effective teaching. By

creating positive classroom environments, teachers are provided the opportunity for better
classroom discipline and management. A positive classroom environment is essential in
keeping behavior problems to a minimum. It also provides the students with an opportunity
to think and behave in a positive manner. Positive classroom environments help to enhance,
promote, and encourage students’ learning in all academic settings. The classroom
environment can be defined in terms of the students’ and teachers’ shared perceptions in that
environment (Fraser & Pickett,2010).
Ms. Martin has learned over the years that the learning environment in her classroom is vital to
student success and impacts students in many ways. A negative learning environment, or setting
that adversely affects student learning, can affect Ms. Martin's students in many ways, such as low
student achievement, poor behavior, student anxiety, or depression. Ms. Martin works hard to
maintain a positive learning environment, or one that allows students to feel comfortable and
confident as learners. Her students are hard workers and have high achievement levels.
6
Classroom environment is one of the most important factors affecting student learning.
Simply put, students learn better when they view the learning environment as positive and
supportive (Dorman, Aldridge, & Fraser, 2006). A positive environment is one in which
students feel a sense of belonging, trust others, and feel encouraged to tackle challenges, take
risks, and ask questions (Bucholz & Sheffler, 2009). Such an environment provides relevant
content, clear learning goals and feedback, opportunities to build social skills, and strategies
to help students succeed (Weimer, 2009).
Emotional Environment
Creating a positive learning environment is essential for success in the classroom.
Teachers should create a welcoming atmosphere where student feel safe and willing to share.
Classrooms should represent the students equally and everyone should know each other's
name. Teachers who use humor in the classroom also create more positive environments.
Physical Environments
Structuring the physical environment of a classroom means strategically placing desks,
students, decorations, and playing music. Desks arranged in a circle give the impression of
sharing, while coupled desks work well as workstations. The color of the walls and the
decorations on the walls also send impressions. Light colors open up spaces and warm colors
are welcoming.
Respectful Environments
Classrooms should be a place where students feel respected and feel their contributions
matters. No student should be singled out or secluded in the classroom. Every student should
feel accepted, wanted and respected.
Classroom environment is one of the most important factors affecting student
learning. Simply put, students learn better when they view the learning environment as
positive and supportive (Dorman, Aldridge, & Fraser, 2006).
A positive environment is one in which students feel a sense of belonging, trust
others, and feel encouraged to tackle challenges, take risks, and ask questions (Bucholz &
Sheffler, 2009).
Such an environment provides relevant content, clear learning goals and feedback,
opportunities to build social skills, and strategies to help students succeed (Weimer, 2009).
7
1.9 NEED FOR THE STUDY
The findings from this study could be of vital importance to the schools in the quest
towards evolving a threat free classroom environment where effective teaching and learning
can be ensured for sustainable development. Need and Importance of the study is
considerable scrutiny of the professional skills of teachers. Today, teachers are expected to
manifest a high degree of professional competence, and therefore to be able to manage their
classes in such a way that students derive the maximum benefit from their schooling. A
growing body of evidence suggests that teachers can make a great difference in terms of
student outcome or achievement greater than students’ general intelligence, home
environment, motivation and socioeconomic status, and a substantial portion of that
difference is attributable to their classroom management beliefs.
1.10 SCOPE OF THE STUDY
Significance of the Study The research was needed for several reasons. Since the
education of children has changed due to NCLB and now, CCRPI, the question is what
approach of discipline, interventionist, noninterventionist, or interactionalist fosters more
success in the classroom? With programs like Race to the Top, developed by President
Obama, classroom management and student achievement are under a magnifying glass.
Programs like these, support new teacher pay scales to be based on student performance (i.e.,
standardized test) and teacher performance (i.e., classroom management) instead of pay
based on teaching experience and educational degrees (Clark, 2010). Even though higher
degrees obtained by teachers are not linked to student performance, educators (Hearn, 1999;
Bordoff & Furman, 2008), Clark (2010) and Ohanian (2010) propose that a variety of
classroom management aspects, such as behavioral and instructional management, should be
the basis for pay for performance since both are components for classroom management,
instead of paying teachers for higher degrees obtained. Along with the consideration of
performance pay, tools have been developed to address behavior concerns.
The Georgia Department of Education (GADOE) (2012), like most states,

developed a behavioral intervention pyramid to assist educators with addressing behavioral
issues within the classroom. The pyramid has four tiers, with the first tier addressing all of
8
the students within a school setting. As the pyramid progresses upward, the interventions
become more individualized. Students who cannot find success with 12 most behavioral
interventions in tiers one through three may be referred for special services. Many schools
and state education boards have developed tools, like the pyramid, to address behavioral
issues within the classroom setting. Even though these research-based tools exist for
addressing behavioral issues in the classroom, it is unclear which classroom management
approach work best for elementary school students seeking to pass statewide tests in
reading, ELA, and math.
1.11 STATEMENT OF THE PROBLEM
Based on the need and significance of the study, the investigator framed the research
title as ‘A comparative study on classroom management techniques among government
and private school teachers’.
1.12 OPERATIONAL DEFINITION
Definition:
Classroom management is the term educators use to describe methods of preventing

misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to
maintain control in the classroom.
Classroom management is one of the most feared parts of teaching for new
teachers. For the students, lack of effective classroom management can mean that learning is
reduced in the classroom. A narrow view of classroom management sees it primarily as
discipline and management of student misbehavior. However, successful teaching requires
more than controlling student behavior.
The teachers who are working in various types of schools which are administrated by
Central and State Government are known as Government School Teachers. These teachers
are basically selected on complimentary or seniority basis by various boards under the
Education Department of the Government.
9
The teachers who are working in the schools administrated by the persons other than
the Government organization are known as Private School teachers. Normally private schools
are functioned by the Educational trusts and these types of schools are self financing
category.
Classroom Management Techniques offers a huge range of down-to-earth, practical
techniques that will help teachers make the most of their teaching space and get students
working in more focused ways. The book helps teachers anticipate and avoid problems in the
classroom, allowing more time to be devoted to useful, meaningful activities.
One of the major aims of schools in various countries is to use effective management
techniques to increase the personal and communal responsibility of students, and to decrease
student misbehavior, and distraction from schoolwork.
Evertson and Harris (1999), “the meaning of the term classroom management has
changed from describing discipline practices and behavioral interventions to serving as a
more holistic descriptor of teachers’ actions in orchestrating supportive learning
environments and building community”.
1.13 OBJECTIVES OF THE STUDY

Objectives are the main areas where the investigator will be conducting the study
work. There are two main types of objectives undertaken by the investigator in this study
work.
GENERAL OBJECTIVES
 To find out the classroom management techniques of Government and Private

School Teachers.
SPECIFIC OBJECTIVES
 To find out the level of classroom management techniques of Government School
Teachers.
 To find out the level of classroom management techniques of Private School
Teachers.
 To compare the classroom management techniques of Government and Private
School Teachers.
10
 To find out the impact of independent variables like sex, age, gender, locality,
educational qualification, teaching experience and internet usage on classroom
management techniques of the Government School Teachers.
management techniques of the Private School Teachers.
1.14 VARIABLES OF THE STUDY
In research, this term refers to the measurable characteristics, qualities, traits, or

attributes of a particular individual, object or situation being studied. Nurses use the term
variable whether they are conducting, reading or using results of qualitative or quantitative
research. Researchers often refer to variables by the terms dependent or independent.
Dependent variables represent outcomes of interest, and they are affected by
independent (Iepredictor) variables. In this study the investigator will follow independent
variables and dependent variables.
 Independent variables
 Dependent variables
INDEPENDENT VARIABLES:
Independent variable is a variable that is expected to influence the dependent

variables. It’s value may be changed or altered independent of any other variables. In this
present study the
investigator treated the Emotional competency of school teachers as an independent variable.
Also the following demographic variables has been considered for the study
Gender
Age
Locality
Type of school
Teaching experience
Marital status
11
DEPENDENT VARIABLES:
Dependent variables are those events which are by hypothesized as dependent on the
changes in the dependent variable. In this study Class room management techniques of
school teachers has been treated as dependent variable.
1.15 METHODOLOGY
The system of collecting data for research projects is known as research

methodology.The data may be collected for either theoretical or practical research. Research
is a diligent and systematic inquiry or investigation into a subject in order to discover or
revise facts,theories, applications, etc.
Methodology is the system of methods followed by particular discipline. Thus research
methodology is the way how we conduct our research. The research plan deals with the tools,
frame, the pilot study and its implicated for the final study.
In this study investigator used randam sampling techniques. In the present study the
total number of sample selected by the invesertigator is 300 Higer secondary school teachers
from government and private schools in Coimbatore educational district for this study.
1.16 DELIMITATION
Even though every attempt was made the study as precise as possible certain following
limitations have to be considered in this study.
Since the study has been conducted as part of the course the investigator has to
complete it within the time limit and therefore she decided to collect the samples randomly in
a particular area only namely Coimbatore district.
This study has been restricted only to the higher secondary school teachers in
Government and private school. Only few teachers from each school are taken as project
sample. This study is carried out taking 300 teachers as sample.
In spite of these limitations, the investigator believes that the following findings of the
present study will be useful to classroom teachers and educators for developing new treads
and approaches in the teaching learning process.
12
1.17 CONCLUTION
The first chapter briefly concerned with the conceptual frame work of the problems
chosen for the study. This chapter briefly concerned with the conceptual frame work of the
classroom management techniques among government and private school teachers.
Classroom management is the ways teachers organize and structure their classrooms
for the purpose of maximizing student cooperation and engagement and minimizing
disruptive behaviour.
Classroom management is important to the whole education process because it offers
students an ideal learning environment, helps prevent teacher burnout and makes students
and teachers feel safer and happier. Classroom management involves more than just
discipline and rules. It also entails organization, routines with which students come to feel
comfortable, and positive attitudes on the part of teachers and students.
A well-organized classroom with routines and rituals helps students feel more
secure. Children need structure. The routines and rituals of a well-managed classroom allow
more time for learning. Teachers spend more time teaching and less time getting class
started. Students are more easily engaged and less distracted in an organized, well-managed
classroom, so the learning environment is greatly enhanced.
13
REVIEWS RELATED OF RELATED LITERATURE
2.0 INTRODUCTION
One of the most indispensable parts of the research is reviewing the literature. This
implies synthesizing and going into the words or researches that have been already done in
the field over a period of time. This helps an investigator in many ways like knowing
quantum of works done in the field, knowing how to tackle his own problem and avoiding
the risk involved in duplication of research. Besides, it gives an understanding of problem
related to this field. Essentially, review economizes time and energy of the investigator. Best
(1977) stresses that “a brief summary of previous research and writings of recognized experts
provide evidence that the researcher is familiar with what is already known, and with what is
still unknown and untested; this steps help to provide useful hypotheses and helpful
suggestions for significant investigation.” Goode and Hatt (1983) observe, “The survey of
related literature may provide guiding hypotheses, suggestive methods of investigation and
comparative data for interpretive purposes.” Sometimes text books and subjective critiques of
a problem area provide important insights and hypotheses that have a place in the summary
of the related literature.”
The review provides valuable suggestions about comparative data, good procedures,
likely methods and tried techniques. It is indispensable to get knowledge in methods,
concepts development, analysis and the inference employed by other researchers which in
turn makes the present investigation a successful one.
2.1 SOURCE AND TYPES OF LITERATURE:
Books, journals, reports, popular media, computer-based material, memos , minutes,

internal reports, letters, diaries, published and unpublished papers, contemporary and classic
works, introductory and overview texts, edited collections and literature review,
methodological and confessional writing, primary sources , secondary sources, tertiary
sources from the different sources and types of research literature.
In this chapter, an attempt is made to review the researches done in India and abroad.
In order to prepare a base for defining the problem previously, for making interpretation of
data meaningful and making comparisons among similar studies, the investigator studied
14
literature extensively. The review provided an insight into various dimensions of the problem
and related issues at different stages. In this attempt, the researcher was selectively and
reviewed researches which have direct bearing in his present study
2.2 REVIEWS RELATED TO CLASSROOM MANAGEMENT
2.2.1 INDIAN STUDIES
Anderson (2014), teachers may involve children’s opinions when establishing the
classroom rules. This will make rules become meaningful as it promotes ownerships of children
within classroom. The rules should be short, clear and use language that promotes positive
desired behaviours, such as “respect others”. Teacher also should assign appropriate rewards and
consequences for the class rules and be consistent in enforcing the rules (Carson, 1999-2014).
Good classroom management, is like doing a surgery, it requires precise which is

involuntary layoffs and not rambling comments (Brunette, 2014). Teachers need to demonstrate
self-discipline and good manners – do not get angry, do not insult, no blistering language. His or
her management plan is never sadist; he or she lives by the law of sympathy, even when
challenged by children to defy it (Brunette, 2014).
Other than talking with peers, children also like to put their hands or other body parts on
their friends to distract them (Martinez, 2014). Other than that, hitting, kicking, catching or
poking other peers are also common among children (Martinez, 2014). According to Morin
(2014), children frequently like to test limits and also to break the rules set out by teachers or
caregivers, to see how teachers or caregivers would respond to such behaviours. This was also
supported by Martinez (2014) who suggested that children sometimes walk far from their seats to
see how teachers will react upon that.
Furthermore, throwing tantrums and arguing also is the most common misbehaviour in the
classroom, especially in the preschool (Gaskell, 2014).
Overcoming children’s misbehaviours is crucial, as Hinkcs-Dellcrest (2014) stated that

it’s been shown that children who had been identified as hard to manage at young age have a 50
percent of chance to convert to severe behaviour problems when they go to adolescence stage.
Classroom management creates the sense of fairness in children environment. Teacher as a

role model should create the environment of fairness in a classroom that takes into account all
children and each one of them by paying attention to them and not being bias or having
15
favouritism. This also benefits the society because children who learn to be fair will also treat
everyone impartially. Peace is one of the benefits that relates to fairness. When children get the
sense of fairness then they will be calmer and comfortable with the environment that surrounding
them. This is because they know they will be treated fair and they can go through their day
without interruption, drama and tension. (Linsin, 2011)
Besides that, trust is also important for children. Classroom management can build trust
between children and teacher. When you really get to your word, your trust with students will
become more powerful every day. Teachers should think and stick to their words. When rules are
made, they should be implemented consistently. By doing this, children will be able to trust their
teachers as the teachers provide stable and consistent guidelines (Linsin, 2011).
In addition, classroom management also builds kindness and respect in the classroom
environment. In any way if a child misbehaves, teachers should be firm and correct the child’s
mistakes without scolding him or her.. This kind of attitudes will let the children know that
although they did wrong, they can still be forgiven and someone will help them do it correctly.
(Linsin, 2011). Effective classroom management will also leads to the attitude of respect by
children to their teachers as the teachers are dependable and consistent.
One of the important elements to be an effective manager is teachers need to be

knowledgeable on what triggers problem behaviours in children. Thompson (2011) found that
the most common children misbehaviour is that they do not follow directions from teacher or
caregiver. In the circle time for example, children like to talk constantly with their peers and do
not listen to teacher or caregiver. The reasons children behave such is because they cannot
understand what teachers are talking about and maybe the language used by teachers are not
understandable (Thompson, 2011).
Churchward (2009), also described that “Values are caught, not teach”, which indicates
that teacher should act as model to provide examples for children to follow. The way that “do as I
say, not as I do” will make children feel confuse and hence may cause misbehaviour. For
example, if a teacher wants children to be quiet in classroom when they work, then the teacher
also should be quiet when moving around in the classroom.
Recently a systematic best evidence review was conducted to identify evidence-

based practices in classroom management to inform research and practice (Simonsen,
Fairbanks, Briesch, Myers, & Sugai, 2008). These researchers initially reviewed ten
classroom management texts to identify typical practices described within texts and then
16
systematically searched the research literature to identify experimental studies that examined
these practices. The researchers used criteria for “evidence-based” similar to the What Works
Clearinghouse criteria to evaluate the evidence of each practice (Simonsen et al., 2008).
Results of the evaluation of 81 studies identified 20 general practices that met the criteria for
evidence-based. These 20 general practices fell into five broad categories: (1) maximize
structure and predictability; (2) post, teach, review, and provide feedback on expectations;
(3) actively engage students in observable ways; (4) use a continuum of strategies to
acknowledge appropriate behavior; and (5) use a continuum of strategies to respond to
inappropriate behavior (Simonsen et al., 2008). A range of two to six practices were
classified under each broad category and the empirical studies supporting each practice
ranged from three to eight studies per practice. Responding to inappropriate behavior had the
highest number of empirical studies while maximizing structure and predictability had the
fewest (Simonsen et al., 2008). The results of this review were an important first step in
identifying the evidence base for specific practices typically used in classroom management
approaches.
Although that review was more closely aligned to classroom-based practices as

opposed to school-based approaches, issues exist with how studies in the review were
categorized as classroom management. The researchers identified eligible studies based on
loose criteria for classroom management that included studies with as few as two students in
classroom or non-classroom settings and practices including instructional management
(Simonsen et al., 2008). For example, a study by Baker (1992) examined four different
methods for correcting oral reading errors with one 6th grade participant. The treatment was
provided in a one-on-one settingand specifically addressed academic error correction rather
than social behavior error correction. Another example is a study by White-Blackburn, Semb,
and Semb (1977). In that study, the authors examined the effects of behavioral contracts on
the disruptive behavior of four students in a general education classroom. This type of
intervention is typically regarded as an example of a small group or secondary intervention
rather than universal classroom management. The eligibility criteria used in the Simonsen
review allowed inclusion of studies that did not evaluate whole-class, classroom-based
management strategies. A practice used with as few as two students in a pull-out, small group
setting is typically not considered universal classroom management. Moreover, because the
purpose of that study was to identify evidence-based practices, an exhaustive review was not
conducted by the researchers omitting potentially important studies in the review.
17
The review by Simonsen and colleagues (2008) was an important first step in
examining classroom management; however, more systematic approaches using meta-
analysis are needed to determine the magnitude of the effects of classroom management.
However, most prior research syntheses on interventions targeting antisocial behavior have
examined school-based programs in general rather than classroom-based behavior
management. A meta-analysis by D. Wilson, Gottfredson, and Najaka (2001) examined the
effects of school-based prevention of crime, substance use, dropout, nonattendance, and other
conduct problems. A wide variety of interventions were considered in that study, including
individual counseling, behavior modification, and broader school procedures such as
environmental changes or changes to instructional practice. The authors‟ analysis found
differences in effects based on type of intervention, with cognitive-behavioral approaches
showing larger effects than non-cognitive-behavioral counseling, social work, or other
therapeutic interventions. Because the inclusion criteria were broad enough to cover any
school-based intervention, it was beyond the scope of classroom-based, teacher implemented
interventions.
Powell, Dunlap & Fox (2006), had stated that teacher also can interact with children in
ways that encourage positive behaviour and prevent misbehaviour. For example, teacher can give
positive attention and praise for children when they do appropriate behaviours which are
powerful in shaping children behaviour.
Although William Chandler Bagley wrote what may have been the first book on
classroom management in 1907, systematic research on the topic did not begin until the
1950s (Brophy, 2006).
Another meta-analysis by S. Wilson and Lipsey (2006) examined school-based

programs that targeted social information processing and found decreases in aggressive and
disruptive behavior for students in treatment conditions. Based on these reviews, school-
based programs are an important part of prevention efforts; however, these reviews do not
specifically address classroom management approaches. Classrooms are a primary context
for prevention efforts within school systems. Students spend the majority of their day within
the confines of the classroom; therefore determination of effective classroom behavioral
management procedures is required.
18
S. Wilson, Lipsey, and Derzon (2003) extended the work by D. Wilson and
colleagues (2001) on the effects of school-based intervention programs on aggressive
behavior. S. Wilson and colleagues (2003) found similar effects for school-based prevention
programs on problem behavior. However, nearly all of the studies were demonstration
projects rather than routine practice programs implemented in typical school-based
environments. Effective interventions need to be tested in typical school-based sites to
further shore up their levels of evidence (U.S. Department of Education Institute of
Education Sciences National Center for Educational Evaluation and Regional Assistance,
2003).
In addition, individual practices have been combined and determined by various

researchers to be effective classroom management procedures. Packaged interventions using
antecedent strategies (e.g., posting of rules, teacher movement, precision requests),
reinforcement strategies (e.g., token economy, mystery motivator), and punishment strategies
to respond to inappropriate behavior (e.g, response cost) have been used effectively to reduce
disruptive behavior (Di Martini-Scully, Bray, & Kehle, 2000; Kehle, Bray, Theodore, Jenson,
& Clark, 2000). This same classroom management package of strategies developed by Di
Martini and others also has been used to decrease disruptive behavior for students with
emotional and behavior disorders (Musser, Bray, Kehle, & Jenson, 2001).
Experimental studies have focused on a range of classroom management practices.

These studies range from the manipulation of single practices of teacher behavior to broader
based packages of practices including organization, structure, praise, and behavioral
contingencies (e.g., Kelshaw-Levering, Sterling-Turner, Henry, & Skinner, 2000;
Langland, Lewis-Palmer, & Sugai, 1998; Madsen, Becker, & Thomas, 1968). Most studies of
this nature use single subject methodology to manipulate various teacher classroom
management practices to establish functional relations with student behavior. Examples of
these experimental studies follow.
The early research addressed teachers‟ attitudes and concerns about classroom control.
Studies were prominent in the 1950s and 1960s describing the leadership styles of teachers
that were considered “better” classroom managers (e.g., Kounin, 1970; Ryans, 1952). With
the influence of behavioral research in education came more specific behavioral methods
(e.g., reinforcement and punishment) applied to classroom management (e.g, Hall, Panyan,
Rabon, & Broden, 1968; Strain, Lambert, Kerr, Stagg, & Lenkner, 1983). Researchers
19
also began identifying specific teacher behaviors and student-teacher interactions that
promoted appropriate behavior and reduced inappropriate behavior (e.g., Anderson,
Evertson, & Emmer, 1979; Shores, Jack, Gunter, Ellis, DeBriere, & Wehby, 1993).
Extensive theoretical and research bases exist for classroom management practices. In
general, classroom management practices historically have been identified by observing
effective teachers‟ behavior, or combining behavioral approaches that have been established
through research on effective behavior change procedures. Prior research falls into two broad
categories: (1) observation studies used to identify how effective teachers organize and
manage their classrooms; (2) experimental studies examining components of classroom
management in isolation or in various combinations.
In studies of classroom management, typical behaviors that are targeted for

intervention are disruptive, aggressive behaviors. Examples of these types of behaviors
include noncompliance, verbal disruption, teasing others, being out of one‟s seat, taking
others‟ property, damaging property, or attacking others; these are typically measured with
observations or teacher reports (Kellam, Ling, Merisca, Brown, & Ialongo, 1998).
Reductions in these types of individual student behaviors also reduce the overall classroom
level of aggression. Identifying changes in student behavior is important for determining the
effects of classroom management procedures. A review of this literature follows.
Much of the early research on classroom management began with classroom

observation to establish teacher behaviors that were observed in teachers considered highly
effective.
In one experimental study, an instructional approach to teaching rules in the

classroom using lesson plans was shown to decrease inappropriate behavior (Langland et
al., 1998). Teachers in the study designed lesson plans to teach classroom rules that
incorporated the following: examples and non-examples of the rule; teaching examples;
specific activities for students to practice the skill; and the use of precorrection, reminders,
and praise after the lesson to facilitate fluency and generalization (Langland et al., 1998).
Decreases in inappropriate behavior occurred when teachers taught classroom rules. Other
studies have also been conducted examining single practices of classroom management such
as classroom rules (Rosenberg 1986); structured classroom environments (Ahrentzen &
20
Evans, 1984; Colvin, 2002); and reinforcement, praise, and consequences (Becker, Madsen,
& Arnold, 1967; Conyers et al., 2004; Sutherland, Wehby, & Copeland, 2000).
In the final analysis, Anderson, Evertson, and Emmer (1979) reported the results
from the entire school year. Researchers found additional support for their initial findings
from the preliminary analysis. The seven most effective teachers in the sample were
compared with the seven least effective teachers. Again, teachers were considered effective
based on the academic progress of students in their class. As was previously reported, the
most effective teachers did not assume students would know the expectations of the
classroom (Anderson et al., 1979). These teachers took an instructional approach to behavior
and spent time teaching important discriminations between expected and unacceptable
behavior. Additionally, effective teachers applied preventive procedures such as re-teaching
the rules and routines of the classroom if there was a change to the typical routine or after
long breaks such as Christmas break (Anderson et al. 1979). Transitions between activities
were smooth and there were low levels of disruptive student behavior. Finally, the year-long
analysis of observations in effective teachers‟ classrooms further supported the use of
monitoring student behavior, consistent consequences, and behavior specific praise.
Although these studies provided a rich description of classroom management as

evidenced by behaviors of effective classroom teachers, these data were correlational and
therefore could not definitively determine if the differences in teacher behavior were
responsible for student academic progress. Differences in teacher behavior were observed,
but changes in student behavior were typically not documented due to the nature of the
research. As more descriptive studies of classroom behavior were conducted, a series of
experimental studies emerged examining the effects of teacher behavior on student behavior.
Effective teachers in these studies were defined as those who produced greater
learning gains in their students or had classrooms with lower rates of disruptive student
behavior and more on-task behavior (Anderson et al., 1979). By collecting narrative
descriptions of effective teacher behavior, researchers were interested in identifying practices
and behaviors across teachers that allowed them to make recommendations for effective
classroom management.
21
Studies by Kounin reported in his oft-cited book (1970) were some of the earliest
attempts to identify these practices. Kounin compared teachers‟ managerial behaviors in
smoothly functioning classrooms with teachers from classrooms that had high rates of
inattention and frequent disruptions. Based on observations of videotapes of teachers in both
types of classrooms, Kounin identified a set of teacher behaviors that corresponded to highly
managed classrooms. According to Kounin, effective classroom managers were aware of
student behaviors and activities at all times in order to prevent small issues from escalating, a
trait he termed “withitness” (p. 74). Effective classroom managers were also able to overlap
more than one classroom task at a time in order to monitor student behavior and structure
classroom activities that maintained high rates of student attention. These preventive
strategies were not observed in classrooms with high disruptions and low student attention.
Moreover, effective and ineffective teachers did not differ in how they responded to student
misbehavior. The difference that set the effective classroom managers apart from the less
effective classroom managers was in the preventive, organizational strategies used by the
effective teachers. Kounin‟s work was the impetus for influential observational studies
examining teachers‟ managerial practices during the 1970s and early 1980s.
Much of the discussion of effective classroom managers has been based on one
year-long study by Anderson, Evertson, and Emmer conducted in the late 1970s. Researchers
collected extensive narrative recordings of teacher behavior in 28 third grade classrooms over
the course of an entire school year and analyzed trends in management styles of effective
teachers (Anderson et al., 1979). In a preliminary report from this project (Anderson &
Evertson, 1978), researchers identified one effective and one ineffective teacher based on
student gains at the end of the school year. They then retrospectively compared those
teachers‟ management practices from the beginning of the school year and found large
differences in teacher behaviors between the effective teacher and the ineffective teacher.
The effective teacher had better classroom management. On the first day of school, the better
classroom manager had clear expectations about behavior and communicated them to
students effectively. Classroom rules and routines were explicitly taught to students using
examples and non-examples and students were acknowledged for appropriate behavior using
behavior-specific praise. Likewise, the effective classroom manager provided quick, prompt
responses to inappropriate behavior before the behaviors escalated. The teacher was
consistent with consequences to both appropriate and inappropriate behavior. Additionally,
the better organized classroom teacher monitored student behavior and remained sensitive to
22
the students‟ concerns and needs for information. The anecdotal information provided in this
study supplied teachers with specific examples of what an effective classroom manager does
and what poor classroom management looks like, specifically at the start of the year.
Group contingencies, another example of a package of teacher practices used for class-
wide behavior management, are well documented in research (e.g., Barrish, Saunders, &
Wolf, 1969; Crouch, Gresham, & Wright, 1985; Darveaux, 1984; Fishbein & Wasik, 1981;
Harris & Sherman, 1973; Kelshaw-Levering et al., 2000; Litow & Pomroy, 1975; Theodore,
Bray, Kehle, & Jenson, 2001). Group contingency interventions apply contingent
reinforcement to groups of students based on the behavior of one or more members of the
group (Litow & Pomroy, 1975). A meta-analysis by Stage and Quiroz (1997) found group
contingencies to have the greatest effect on reducing inappropriate behavior compared with
other behavioral strategies examined in the review. The reason that group contingencies have
been used for universal classroom management is due to the components of group
contingencies which mirror important classroom management procedures. Rules are
explicitly stated, and reinforcement and consequences delivered in the classroom are based
on student behavior.
The most researched group contingency program is “The Good Behavior Game”
based on the original study by Barrish et al. , (1969). In the original study, the authors
implemented group consequences contingent on individual disruptive behavior in the
classroom through the use of a game. The game was easy to implement and did not require
individualized plans. Winning the game was contingent on the behavior of each member of
the team. Rules for the game were outlined ahead of time as were the rewards or
reinforcement for winning. The teacher placed a mark on the board for any observed rule
infraction from any team member (e.g., out-of-seat, talking-out). Any team with five or fewer
marks won the game and the privilege of 30 extra minutes of free time at the end of the day.
If a team did not win, they continued working during those 30 minutes. It was possible for
both teams to win the game providing they met the established criteria. The researchers
applied this approach of group contingencies for individual behavior in math period and then
in reading. Results indicated a decrease in disruptive classroom behaviors by 84.3% over all
baseline and intervention phases (Barrish et al., 1969).
23
Brown and Phelps (1961), a teacher can minimize problems by his or her actions and
personality. Classroom discipline tends to be effective or ineffective depending on the impact
of the teacher’s personality. A student’s learning is rooted in the teacher’s personality and the
interrelationship between the student and teacher.
2.2.2 STUDIES ABROAD .
Shalaway (2013) points out that teachers should be sure to involve all students in first
day activities, offer them a lot of positive reinforcement and make them feel successful.
These ideas were incorporated into the first lesson plan and included an active getting to
know you icebreaking activity and also a team-building activity.
Thornbury (2010) suggests that teachers should create routines that students recognise
easily. Even though it may take some time to establish these routines, this act and also the
ability of teachers to give specific, clear and understandable instructions, may save a lot of
time by eliminating subsequent explanations, minimises confusion and may avoid inefficient
loss of lesson time (2010).
Yell & Rozalski (2008) also state however, that schools are responsible by law for
preserving a “safe, orderly and well-disciplined environment”(p.1). This poses a problem for
many who attempt to maintain order and consistency in their classrooms. When the rules are
not the same for everyone, what must educators do to provide consistency? According to
Yell & Rozalski, while students with disabilities are allowed many protections under the
People with Disabilities Act, the discipline of such individuals may not be that different from
that of other students. The main difference between the way that discipline is handled for
students with an IEP and students from the regular population regards the amount of due
process given to students with IEPs.
Gower, Phillips and Walters (2008) point out that too much movement from the
teacher might distract students (p. 25). An important point to remember is that students,
especially young learners, should also be allowed to move around in order to do more active
work and to enable cooperation with others.
24
Young learners “generally display an enthusiasm for learning and a curiosity about the
world around them” (Harmer, 2007). They are imaginative, keen, outspoken and inquisitive.
Young learners enjoy repetition of routines and activities and they love to be creative. They
are less inhibited than other age groups but their self-control is very poor. Since they have a
lot of physical energy, physical movement should be an essential part of their learning
(Brendon, 2012). However, these children are not only interested in the physical, but also the
tangible. They learn from everything around them and “their understanding comes through
eyes and ears and through hands”. Young learners learn by example and the most important
role for a teacher is to be their living example (Harmer, 2007). These children also have a
positive attitude to learning and learning new things is an adventure for them (“Motivating
Learning in Young Children”, 2007).
Harmer (2007) claims that young learners have different characteristics and they
learn differently from adolescents, adults and even from older children. Generally, young
learners have very limited attention and concentration spans, and therefore, “they can easily
get bored” and lose interest. These children are sensitive and dislike criticism.They look for
guidance and support, and for this reason, they require individual attention and approval from
their teachers (p.82). They tend to respond well to praising, and it is very important to praise
them for what they do. It is common sense that if children are praised, they are motivated and
feel successful. A child receiving the right sort of support and encouragement become
creative, 25 independent and adventurous learners (“Motivating Learning in Young
Children” 2007). Most experts agree that teaching a group of young learners is enormously
rewarding, but also demanding. Harmer highlights that teachers should be able to understand
“how their students think and operate” (2007, p.83). Since young learners have a very keen
sense of fairness, teachers should avoid playing favourites and they must treat each student
equally (Scott and Ytreberg, 1990, p.9). Teachers also need to pay attention to “their
students‟ current interests so that they can use them to motivate the children” (Harmer,
2007). It is generally agreed and as previously stated; teachers should not start a new task or
activity without getting the attention of all students in the class. Teachers can use 20 special
signals to begin a new task such as ringing a bell, dropping their voice, flicking the light
switch or clapping hands (Shelby, 2009). In young learners‟ classes, Gower, Phillips and
Walters advise being consistent and using “the same set of words for thesame instructions”
such as “Everybody, Listen, Look, Repeat, Stand up, Look at the board...” (2008, p. 40).
25
Duck (2007) attempted to find a solution to the high drop out rate of beginning
educators. His study concluded that teachers who left the profession did so because they did
not have a practical understanding of what effective classroom management practices were,
nor did they have a basis upon which to formulate a preference in teaching style. The
suggested solution was that educational institutions “begin teacher preparation with an
introductory foundations course that has a strong experience base embedded in case studies”.
Carter and Francis (2007) describe the importance of the mentoring process to
beginning teachers. They describe mentoring as “a workplace learning strategy…” that is,
“an interactive dynamic process of professional learning in contrast to the uni-dimensional
process implied by the transmission approach”(p.250) The transmission approach refers to
teachers learning through the transference of practitioner knowledge through indirect
observation while in the act of teaching. It is a one sided practice while mentoring allows the
experienced “veteran” to learn as much perhaps from the “rookie” as the “rookie” might
learn from the “veteran.” The process is dynamic and exposes “the potential of both
influences”.
Palumbo & Sanacore (2007) state that “No prescription or cure-all exists that will
guarantee success in the classroom”(p.70). However, through mentoring, early training,
knowledge of both your rights as a teacher and the rights of your students, and a positive
reflective outlook, a beginning teacher may be able to subtract some of the initial frustration
and difficulty out of their early years. Limitations Limitations found on the subject of
classroom management flow from the fact that many of the studies overlook the role of
parents in the lives of your students. I would also have liked to know more about classroom
management than how to prevent poor behavior and lost time. While I feel that the
approaches described will prevent many bad situations, most writing glosses over areas that I
believe are important, such as “What to do when all else fails?” As beginning teachers, we
will have to confront the fact that we will make mistakes. We must be taught how to fix
situations and not just how to hopefully prevent them from happening. As a youth I learned
to fly airplanes. I learned to recover from stalls and spins, not just to avoid stalling and
spinning. My instructors taught me how to recover because they thought that it might save
me one day. Why should teacher education be any different? Summary In summary, I found
that classroom management practices are far more about maximizing efficiency than about
the use of disciplinary procedures. While we have the duty to maintain order in a classroom,
26
we must use our best judgment to prevent misbehavior, through planning, and reflection.
Furthermore, if we must discipline a student we should do so in a manner that improves the
student’s character, and brings about order rather than further disruption. We must do so,
based upon the individualized needs and legal requirements of our students.
O’Reilly, Evans & Roberta (2007) state that the aim of punitive discipline in this
case should be to prevent further misbehavior, and improve character. Their study was in
response to the overwhelming of traditional practices of discipline on private campuses. The
aim of the study was to find which of the three models led to the least degree of recidivism.
Rather than abolish their “complex and time-consuming” system of discipline, the
institutions believed that their current system was extremely important because “calling a
student to accountability is affirming his or her dignity…if discipline is successful, then the
student regains self control”.
Scrivener (2005), teachers are required to have “certain organisational skills and
techniques” in managing multitude of tasks and situations that can occur at any time in the
classroom. Teachers are also presented as leaders who influence their students, and who need
“self-confidence, self-respect, status, and a controlled professional life and classroom
environment”. Scrivener makes a very valid point when he says that teachers have to “be able
to look at and read classroom events as they occur and think of possible options” (2005, p.
80). After finding these options, there is then time to make suitable decisions and “turn them
into effective and efficient actions” (Scrivener, 2005 ). Classroom management is
considered an essential part of the teaching and learning process. It refers to the methods,
strategies and skills teachers use to maintain a classroom environment that results in a
student‟s learning success. Classroom management is connected to a process of organizing
and conducting a class that includes time management, students‟ involvement, student
engagement, and classroom communication. Classroom management is also defined as the
process of creating a democratic community and managing a successful class (Lemlech
1999). Dewey claims the classroom represents a real life and that the child performs the
fundamental activities of our civilization. Individuals must share common aids, beliefs,
aspirations, and knowledge to form a community (as cited in Lemlech, 1990). In 1999,
Lemlech notes that, “the opposite of classroom order is anarchy, and neither students nor
teachers can accomplish goals in anarchistic environments”.
27
Cohen, Manion and Morrison (2005) recommend not spending too much time “on
easy or trivial points” (p. 285). McKenzie (2006) points out that teachers should keep in
mind hidden time demands such as administrative activities, setting up technical equipments
or rearranging seating.
Krashen(2005),concluded that students whose parents are educated score higer on

standardized tests than those parents were not educated. Educated parents can better
communicate with their children regarding the school work, Activities and the information
being taught at school. They can better assist their children in their work and participate at
school (Fantuzzo &Tighe,2000;Trusty,1999).
Wong & Wong, 2005), an effective classroom management style consists of creating
an environment and attitude towards the students that is task oriented, predictable, and
consistent. In a world that is constantly shifting away from a one size fits all approach to
education in favor of individualized standards of conduct and performance, we as educators
find ourselves faced with the duty of providing consistency in an environment that requires
us to teach people with different needs and problems in a multitude of ways.
Kuzma(2004) children needs positive attention. Criticism complaining and negative

comments are discouraging and often result in moremisbehavier. But encouragement,
optimism and positive strokes are to kids as fertilizer is to plants. It is the stuff that really
makes them flourish-as Rudolf Dreikers statement that “each child needs continuous
encouragement just as a plant needs water”.
Davies (2003), says that effective praise needs to be give sincerely and
enthusiastically and should focus on the students‟ effort rather than on what was actually
achieved.
Lemlech (1999),“students want and need to know what, how, and why.” It means
that students must understand what teachers want them to do (p. 11). To make instructions
effective, it isessential to get the students‟ attention. Teachers can use different signals to
draw attention; such as clapping their hands, raising their voice, ringing a bell or raising their
16 hand.
28
2.4 CRITICAL COMMENT
Alongside with the above mentioned ones, there are also a couple of studies that
investigate the relationship between the teachers students and classroom management
approaches. Yahyazadeh-Jeloudar et al. (2011) have studied the relationship between
secondary school teachers and students their classroom discipline strategies. The results
showed that there was a significant relationship between teachers and students their
classroom discipline strategies. Tunca (2010) too aimed at determining the effect of primary
school teachers and students levels on their classroom management skills. According to the
results of the study, primary school teachers general levels were at an average level, while
their classroom management skills were at a rather high level. The study also concluded that
primary school teachers levels affected their classroom management skills. Özmen (2009)
too determined the relationship between the teachers and students levels and their perception
of students’ undesired behavior and their methods to cope with these. While there is a limited
number of studies about teachers and students and their classroom discipline strategies,
classroom management skills, and their perception of undesirable behavior and their methods
to cope with these (Yahyazadeh-Jeloudar et al., 2011; Tunca, 2010; Özmen, 2009), there is
no study that investigates the relationship between teachersand classroom management
approaches. Research on classroom management has typically focused on the identification
of individual practices that have some level of evidence to support their adoption within
classrooms. These practices are then combined with the assumption that if individual
practices are effective, combining these practices into a package will be equally or more
effective. Textbooks are written and policies and guidelines are disseminated to school
personnel based on these assumptions. Without research that examines classroom
management as an efficient package of effective practices, a significant gap in our current
knowledge base still exists. Understanding what components make up the most effective and
efficient classroom management system as well as identifying the effects teachers and
administrators can expect from implementing effective classroom management strategies
represent some of these gaps. A meta-analysis of classroom management which identifies
more and less effective approaches to universal, whole-class, classroom management as a set
of practices is needed to provide the field with clear research-based standards.
29
2.5 CONCLUSION
The review of related literature presented here with enable the researcher to get an
idea that nothing worthwhile has been carried out in the area under investigation and realised
the magnitude of problems at hand. This observation has prompted the researcher to carry out
the study relating to the areas such as emotional competency and class room management
techniques.
30
3.0 INTRODUCTION:
The system of collecting data for research projects is known as research methodology. The
data may be collected for either theoretical or practical research. Research is a diligent and
systematic inquiry or investigation into a subject in order to discover or revise facts, theories,
applications, etc. Methodology is the system of methods followed by particular discipline.
Thus research methodology is the way how we conduct our research.
The research plan deals with the tools, frame, the pilot study and its implicated for the
final study. The materials used and the methods of test construction in this study presented
in this chapter.
3.1 OBJECTIVES OF THE STUDY:
work.
3.1.1 GENERAL OBJECTIVES:

School Teachers.
3.1.2 SPECIFIC OBJECTIVES
Teachers.
Teachers.
School Teachers.
31
3.2 RESEARCH QUESTIONS
 Is there any difference in the level of classroom management techniques among the
Government School Teachers?
Private School Teacher?
 Is there any significant mean score difference in the classroom management
techniques between selected male and female Government school teachers?
techniques between selected male and female Private school teachers?
techniques between selected Government school teachers based on their age?
techniques between selected Private school teachers based on their age?
techniques among the selected Government school teachers based on their locality?
techniques among the selected Private school teachers based on their locality?
techniques among the selected Government school teachers based on their
experience?
techniques among the selected Private school teachers based on their experience?
techniques among the selected Government school teachers based on their marital
status?
techniques among the selected Private school teachers based on their marital status?
3.3 HYPOTHESES:
 There will be a difference in the class room management techniques of the selected
school teachers.
 There will be a significant mean score difference in the class room management
techniques between male and female School teachers.
32
techniques of the selected School teachers based on their age.
techniques among the selected School teachers based on their locality.
techniques of selected School teachers based on the type of school.
 There will be a significant mean score difference in class room management
techniques of selected School teachers based on their teaching experience.
techniques of selected School teachers based on their marital status.
3.4 VARIABLES:
Dependent variables represent outcomes of interest, and they are affected by independent (I e
predictor) variables. In this study the investigator will follow independent variables and
dependent variables.
 Independent variables
 Dependent variables
3.4.1 INDEPENDENT VARIABLES:
Independent variable is a variable that is expected to influence the dependent variables.

It’s value may changed or altered independent of any other variables. In this present study
the investigator treated the classroom management of school teachers as an independent
variable.
 Gender
 Age
 Locality
 Type of school
33
 Teaching experience
 Marital status
3.4.2 DEPENDENT VARIABLES:
changes in the dependent variable.
In this study Class room management techniques of school teachers has been treated as
dependent variable.
3.5 OPERATIONAL DEFINITION
Definition:
Classroom management is the term educators use to describe methods of preventing

misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to
maintain control in the classroom.
Classroom management is one of the most feared parts of teaching for new
teachers. For the students, lack of effective classroom management can mean that learning is
reduced in the classroom. A narrow view of classroom management sees it primarily as
discipline and management of student misbehavior. However, successful teaching requires
more than controlling student behavior.
The teachers who are working in various types of schools which are administrated by
Central and State Government are known as Government School Teachers. These teachers
are basically selected on complimentary or seniority basis by various boards under the
Education Department of the Government.
The teachers who are working in the schools administrated by the persons other than
the Government organization are known as Private School teachers. Normally private schools
are functioned by the Educational trusts and these types of schools are self financing
category.
Classroom Management Techniques offers a huge range of down-to-earth, practical
techniques that will help teachers make the most of their teaching space and get students
34
working in more focused ways. The book helps teachers anticipate and avoid problems in the
classroom, allowing more time to be devoted to useful, meaningful activities.
One of the major aims of schools in various countries is to use effective management techniques to
increase the personal and communal responsibility of students, and to decrease student misbehavior,
and distraction from schoolwork.
Evertson and Harris (1999), “the meaning of the term classroom management has
changed from describing discipline practices and behavioral interventions to serving as a
more holistic descriptor of teachers’ actions in orchestrating supportive learning
environments and building community”.
3.6 DESIGN OF STUDY:
In the present study survey method was used. Survey refers to gather information by
individual samples so as to learn about the whole thing.
The survey is a non-experimental, descriptive research method. Surveys can be useful
when a researcher wants to collect data on phenomena that cannot be directly observed. Data
are usually collected through the use of questionnaires, although sometimes researchers
directly interview subjects. Surveys can use qualitative (e.g. ask open-ended questions) or
quantitative (e.g. use forced-choice questions) measures. There are two basic types of
surveys: cross-sectional surveys and longitudinal surveys.
The investigator adopted the survey method to for the research work ‘ A lation to class
room management techniques among school teachers’.
3.7 POPULATION AND STUDY:
Coimbatore District is one the district in Tamil Nadu. Coimbatore is one of the
educational districts of Tamil Nadu. It is the second largest city in Tamil Nadu and one of
the fastest growing cities in Tamil Nadu state. There is large number of schools in and
around Coimbatore district. For the present study the investigator selected only Six schools
from both government and private schools in and around Coimbatore. Investigator selected
only 300 school teachers in this area.
35
3.8 SAMPLING TECHNIQUES:
Sampling procedure is a definite plan determined before any data are actually
collected for obtaining a sample from a given population under the simple random sampling
technique. This sampling method is used for selecting samples. Simple random sampling is
method in which each and every element in the population has an equal chance of getting
selected. The study is based on primary data which is collected from 300 school teachers in
and around Coimbatore district.
The sample which was collected from various schools located in and around
Coimbatore is shown as below.
3.9 SAMPLE FOR THE FINAL STUDY AND ITS CLASSIFICATIONS
Sl Name of the school Location Medium Type of Gender Total

No. School
Male Female
1 Govt Boys Her Sec Urban Tamil Govt.

school, Sulur 25 10 35
2 MDN Future Urban English Private

school,sulur 31 17 48
3 Kennedy Matriculation, Urban English Private

Sulur 28 18 46
4 RVS Matric Her Sec Urban English Private

School 44 16 60
5 Government Higher Urban Tamil Government

Secondary
School,Erugur 29 20 49
6 Government Girls Urban Tamil Government

Higher Secondary
School,sulur 19 20 39
7 Kalaivani Matriculation Urban English Private

School,Sulur 8 15 23
36
3.9 RESEARCH TOOL:
Tools became another major consideration in an educational research. The

instrument employed for the collection of data required for the study of any problem is called
tool. “Tools employ distinction way of describing and qualifying the data” the important
tools of educational research include interview schedule, questionnaire, observation, rating
scale, achievement test, proficiency test, psychological tests and sociogram.
It is a system discovering or measuring facts. E.g: Questionnaires are an inexpensive

way to gather data from a potentially large number of respondents.
An adopted tool by Shanthi.M (2014) on attitude towards classroom management

technique is used for the present study.
3.10 PERSONAL DATA SHEET:

The personal data sheet was prepared to collect the information on personal details of the
school teachers such as gender, locality, medium of teaching, type of school, internet usage.
1. Personal data developed by researcher.
2. Questionnaires’ developed by researcher.
Questionnaire is a system discovering or measuring facts. E.g: Questionnaires are an

inexpensive way to gather data from a potentially large number of respondents.
Number of questions allotted to positive and negative item

School teachers
Factors Positive items Negative Total
items
Class room 1-8,10,12,13,14 9,11 14
management
techniques
Total 14 2 14
37
The collected responses were scored with the help of scoring key. The
responders were asked to give their opinion on the following basis.
Class room management techniques Scoring key

S.NO Rating Positive score Negative score
1. Strongly Agree (SA) 5 1
2. Agree(A) 4 2
3. No opinion(NO) 3 3
4. Disagree(D) 2 4
5. Strongly 1 5
Disagree(SD)
3.11 PILOT STUDY:

The pilot study was conducted in Seven schools in Coimbatore district. From this
300 teachers were selected from the Coimbatore district. Proper instructions were given
before the administration of questionnaire. The subjects were responded to all statements and
no time limit was imposed.
The investigator made a test with a questionnaire and evaluated the results.
3.12 RELIABILITY OF THE TOOL:

The reliability of the class room management technique scale was found out
by split half method and obtained reliability co-efficient value is 0.759 Since the reliability
value 0.759 is above normal, the tool is said to have high reliability.
3.14 COLLECTION OF DATA:
The data was collected using a questionnaire which was adopted The study is
based on primary data which was collected from a sample of 300 teachers school in and
around Coimbatore district. Prior to the collection of data, the investigator got the
permission from the school authorities.
The data was collected from the selected sample by using questionnaire.
Totally the data was collected in 20 days. After the data collection the investigator employed
the SPSS.
38
3.15 STATISTICAL TECHNIQUES
In the present study the investigator employed the statistical techniques by

using SPSS package. Frequency and percentage differences in the level of emotional
competency and class room management technique were found using statistical technique
quartile deviation. T- test and F-test was carried out for analyzing the significant differences
based on the demographic variables.
3.16 CONCLUSION:
In the present chapter the researcher has made an attempt to furnish the details
regarding the objectives of the study, hypothesis, operational definition, population and
sampling procedure. In addition to these, the researcher has clearly mentioned about the tools
used for the study and also about the various statistical techniques to be employed for the
analysis and interpretation of data.
39
4.1 INTRODUCTION
“The analysis and interpretation of data is considered as the Heart of the Research
Reports” (Best, 1995). Analysis of data means studying the organized material in
order to discover the inherent meanings and the mass of data collected through the
administration of tools, however valid, reliable and adequate, does not serve any worth while
purpose unless it is carefully edited, systematically classified and tabulated, scientifically
analyzed, interpreted and have contributed greatly in gathering, organizing, analyzing and
interpreting numerical data.
In the present study normative survey method was adopted by the investigator.
Thestudy intends to study the following objectives as restated below:
 To find out the classroom management techniques of Government and Private School
Teachers.
 To find out the different level of classroom management techniques of Government
School Teachers.
 To find out the different level of classroom management techniques of Private School
Teachers.
 To compare the different level of classroom management techniques of Government and
Private School Teachers.
 To find out the impact of independent variables like sex, age, gender, locality,
4.2 DIFFERENT TYPES OF STATISTICAL ANALYSIS AND INFORMATION IN

THIS STUDY
Statistics is an inseparable tool of research. The statistical treatments give average

value and enable the investigator to interpret the nature of a particular group. The
relationship between variables of the study was subjected to compare for the total samples.
The statistical formula used for the present study is given below.
40
4.2.1 Arithmetic Mean
Arithmetic mean is a set of series grouped into a No. of Respondents distribution is
calculated using the formula (Garret, 1971)
f - No. of Respondents of each class
x - Mid value of each class
N - Total number of series (Garret, 1971)
4.2.2 Standard Deviation

This measure of variability of scores from, arithmetic mean was found by the formula
Where x represents each value in the population, μ is the mean value of the
population, Σ is the summation (or total), and N is the number of values in the population.
4.2.3 t- TEST
It is calculated using the following formula,
N1 and N2 - Number of samples in each group
X1 and X2 - Arithmetic mean of two groups
S1 and S2 - Standard Deviation of two groups.
41
4.2.4 F-TEST
It is calculated using the following formula,
𝑀𝑠𝑏
𝐹= 𝑀𝑆𝑊
MSb = Mean square between groups
MSw = Mean square within groups
Interpretation of r
Interpretation of ‘r’ value was done according to the following norms
(by Garret, 1971)
42
4.3DATA ANALYSIS AND INTERPERATATION:
HYPOTHESIS 1:
There is no significant difference among the teachers in their class room management
techniques with respect to their Gender
TABLE 4.3.1
“t” valueamong the teachers in their class room management techniques with respect to
their Gender
Gender Number Mean S.D df t-value Remarks
Male 69 2.1843 0.94 298 0.99 Not

Significant
Female 231 2.1837 0.80
At(0.05 significant level the table value of “t” is 1.98)
INFERENCE:
Since the calculated value (0.99) is less than the table value of‘t’ (1.98), the null
hypothesis is accepted. It is inferred from the above table that there is no significant
difference among the teachers in their class room management techniques with respect to
their Gender.
Arithmetic mean of male teachers is 2.1843 whereas the arithmetic mean of female
teachers is 2.1837. The higher mean value of male teachers indicates that they followed
better class room management techniques compared to female teachers.
43
FIGURE 4.3.1 MEAN VALUE BETWEEN GENDER TOWARDS CLASSROOM
MEAN VALUE BETWEEN GENDER TOWARDS CLASSROOM

2.1844
2.1843
2.1842
2.1841
2.184
2.1839
2.1843
2.1838
2.1837
2.1836
2.1837
2.1835
2.1834
Male Female
44
HYPOTHESIS 2:
techniques with respect to their medium of teaching
TABLE 4.3.2
“t” value among the teachers in their class room management techniques with respect to their
medium of teaching
Medium Number Mean S.D df t-value Remarks

of
Teaching
Tamil 115 2.183 0.851 298 Not
Significant
English 185 2.184 0.814 0.997
INFERENCE:
their medium of teaching.
Arithmetic mean of Tamil medium teachers is 2.183 whereas the arithmetic mean of
English medium teachers is 2.184. The higher mean value of English medium teachers
indicates that they followed better class room management techniques compared to Tamil
medium teachers.
45
FIGURE 4.3.2 MEAN VALUE BETWEEN MEDIUM OF TEACHING TOWARDS
CLASSROOM MANAGEMENT TECHNIQUES
MEAN VALUE BETWEEN MEDIUM OF TEACHING TOWARDS

2.1842
2.184
2.1838
2.1836
2.1834
2.1832 2.184
2.183
2.1828
2.183
2.1826
2.1824
Tamil English
46
HYPOTHESIS 3:
techniques with respect to their Locality of the Schools
TABLE 4.3.3
Locality of the Schools
Locality Number Mean S.D df t-value Remarks
Urban 162 2.18 0.88 298 0.96 Not

Significant
Rural 138 2.19 0.77
INFERENCE:
their locality of the schools.
Arithmetic mean of Urban school teachers is 2.18 whereas the arithmetic mean of
Rural school teachers is 2.19. The higher mean value of rural school teachers indicates that
they followed better class room management techniques compared to urban school teachers.
47
FIGURE 4.3.3MEAN VALUE BETWEEN LOCALITY TOWARDS CLASSROOM
MEAN VALUE BETWEEN LOCALITY TOWARDS CLASSROOM

2.192
2.19
2.188
2.186
2.184
2.182 2.19
2.18
2.178
2.18
2.176
2.174
Urban Rural
48
HYPOTHESIS 4:
techniques with respect to their Marital status
TABLE 4.3.4
Marital Status
Marital Number Mean S.D df t-value Remarks

Status
Married 233 2.19 0.77 298 0.98 Not
Significant
Unmarried 67 2.20 0.85
INFERENCE:
their marital status.
Arithmetic mean of married teachers is 2.19whereas the arithmetic mean of

unmarried teachersis 2.20. The higher mean value of unmarried teachers indicates that they
followed better class room management techniques compared to married teachers.
49
FIGURE 4.4MEAN VALUE BETWEEN MARITAL STATUS TOWARDS
MEAN VALUE BETWEEN MARITAL STATUS TOWARDS

2.202
2.2
2.198
2.196
2.194
2.192 2.2
2.19
2.188
2.19
2.186
2.184
Married Unmarried
50
HYPOTHESIS 5:
techniques with respect to their Type of School
TABLE 4.10
Type of School
Type of Number Mean S.D df t-value Remarks

School
Government 116 2.17 0.94 298 0.96 Not
Significant
Private 184 2.19 0.77
INFERENCE:
their type of school.
Arithmetic mean of Government School teacheris 2.17whereas the arithmetic mean of

Private School teacheris 2.19. The higher mean value of Private School teachers indicates
that they followed better class room management techniques compared to Government
School teachers.
51
FIGURE 4.5MEAN VALUE BETWEEN TYPE OF SCHOOL TOWARDS
MEAN VALUE BETWEEN TYPE OF SCHOOL TOWARDS

2.195
2.19
2.185
2.18
2.175 2.19
2.17
2.165 2.17
2.16
Government Private
52
HYPOTHESIS 6:
techniques with respect to their Internet Usage
TABLE 4.13
Means score difference among the teachers in their class room management techniques
with respect to their Internet Usage
Variable Internet Usage N Mean Std. Deviation
Classroom Frequently 12 2.66 0.49

Management Sometimes 74 2.82 0.38
Never 214 2.81 0.38
Total 300 2.81 0.39
The above table conclude that the mean value of frequently using internet users is
2.66 whereas the mean value of using internet ‘Sometimes’is 2.82and the mean value of
using internet ‘Never’is 2.81. The result inferred that the mean value of using internet
‘Sometimes’ is 2.82.
53
Table.No:4.14
“F” Valueamong the teachers in their class room management techniques with respect to their
Internet Usage
Source of variance df Sum square Mean square F Remarks
Between Group 2 8.71 4.35 7.37 Not

Significant
With in group 297 176.42 0.59
INFERENCE:
Since the calculated value of “F” (7.37) is greater than the table value of “F” (0.05)
which holds 3.04, the Null hypothesis is rejected .It is inferred from the above table that there
is a significant difference among the teachers in their class room management techniques
with respect to their Internet Usage.
54
CHART:MEANS SCORE DIFFERENCE AMONG THE TEACHERS IN THEIR
CLASS ROOM MANAGEMENT TECHNIQUES WITH RESPECT TO THEIR
INTERNATE USING
Mean Score Difference

2.85
2.82
2.81 2.81
2.8
2.75
2.7
2.66
2.65
2.6
2.55
Frequently Sometimes Never Total
55
HYPOTHESIS 7:
techniques with respect to their Teaching Experience
TABLE 4.11
Means score difference among the teachers in their class room management
techniques with respect to their Teaching Experience
Variable Teaching Experience N Mean Std. Deviation
Classroom Less than 5 years 157 2.7580 .42969

Management 5 to 15 years 120 2.8583 .35017
Above 15 years 23 2.9565 .20851
Total 300 2.8133 .39029
The above table conclude that the mean value of Less than 5 years teaching
experience is 2.75 whereas the mean value of teaching experience between 5 years to 15
years is 2.85and the mean value of ‘Above 15 years’ teaching experience is 2.95. The result
inferred that the mean value for ‘Above 15 years’ teaching experience is high compare to
others.
56
Table.No.4.12
“F” Value among the teachers in their class room management techniques with
respect to their Teaching Experience
Source of variance df Sum square Mean square F Remarks
Between Group 2 3.47 1.73 2.84 Not

Significant
With in group 297 181.66 0.61
INFERENCE:
Since the calculated value of “F” (2.84) is less than the table value of “F” (0.05)
which holds 3.04, the Null hypothesis is accepted .It is inferred from the above table that
there is no significant difference among the teachers in their class room management
techniques with respect to their Teaching Experience.
57
CHART:MEANS SCORE DIFFERENCE AMONG THE TEACHERS IN THEIR
CLASS ROOM MANAGEMENT TECHNIQUES WITH RESPECT TO THEIR
TEACHING EXPERIENCE
MEAN SCORE DIFFERENCE

3
2.9565
2.95
2.9
2.8583
2.85
2.8133
2.8
2.758
2.75
2.7
2.65
LESS THAN 5 YEARS 5 TO 15 YEARS ABOVE 15 YEARS TOTAL
58
HYPOTHESIS:8
There is a significant difference between Government and Private School teachers

among Classroom management techniques
TABLE NO:4.15
Correlation(r) value between Government and Private School among Classroom management
techniques
correlation
S.No Variable N Mean SD r- value Sig.
1 Government 116 1.20 0.41 0.010 Significant
School At 0.05
2 Private School 184 1.28 0.45 level
Inference :
From the above table, it is noted that the calculated r -value 0.010 is less than the
tabulated r-value 0.811 at 0.05 level.Hence the correlation is not significant. So it cannot be
confident that Government and Private School among Classroom management techniques are
positively correlated in the sample of study.
Hence the Null hypothesis “There will be a significant difference between

Government and Private School among Classroom management techniques”.
There is a significant relationship difference between Government and Private

School with their among Classroom management techniques.
4.5 CONCLUSION
The chapter, statistical analysis and interpretation of data, gives major findings
and conclusions for the present study. Analysis and interpretation done on the basis of
statistical techniques and method.
59
SUMMARY, FINDINGS AND CONCLUSION
5.1 INTRODUCTION:
The finding of the present research work is consolidated and presented in this section.
A conclusion is arrived out of the discussion made in the previous chapters.
A brief report of the result of the data analysis and the findings are presented and
interlinked in this chapter. All the hypotheses were verified and only the relevant hypothesis
are retained.
5.2 NEED AND SIGNIFICANCE OF PRESENT STUDY:
Positive outcomes from classroom management can be categorized into three main
areas: attitudes, behavior, and performance (Zins, Payton, Weissberg, & O’Brian, 2007).
Changes in student attitudes include improvement in students’ motivation and commitment
toward school and stronger feelings of belongingness and safety in the school and
community (Zins et al., 2007). There is considerable literature to support the importance in
the quality of the relationship and interaction between students and teachers to student
outcomes (e.g., Wang et al., 1997). A teacher’s ability to listen and support students’ feelings
and ideas has been shown to have an impact on student attention, learning, and brain
development (Kusche & Greenberg, 2006). A supportive teacher-student relationship is also
important because having more positive social interactions creates a learning environment
that facilitates student displays of appropriate behaviors in the classroom and allows for
better acquisition of academic concepts
Teachers should possess for the effective classroom management techniques. Hence the
need for doing a research in the concerned area is considered.
5.3. STATEMENT OF THE PROBLEM
The study analyzes a utilization of resources available in school and its effect on
achievements. Finally the present problem reads as “A Comparative Study on Classroom
Management Techniques among Government and Private School Teachers”.
60
5.4. OBJECTIVES OF THE STUDY:
work.
5.4.1 GENERAL OBJECTIVES:

School Teachers.
5.4.2 SPECIFIC OBJECTIVES
Teachers.
Teachers.
School Teachers.
5.5 RESEARCH QUESTIONS
Government School Teachers?
Private School Teacher?
techniques between selected male and female Government school teachers?
techniques between selected male and female Private school teachers?
techniques between selected Government school teachers based on their age?
61
techniques between selected Private school teachers based on their age?
techniques among the selected Government school teachers based on their locality?
techniques among the selected Private school teachers based on their locality?
techniques among the selected Government school teachers based on their
experience?
techniques among the selected Private school teachers based on their experience?
techniques among the selected Government school teachers based on their marital
status?
techniques among the selected Private school teachers based on their marital status?
5. 6 HYPOTHESES:
 There will be a difference in the class room management techniques of the selected
school teachers.
techniques between male and female School teachers.
techniques of the selected School teachers based on their age.
techniques among the selected School teachers based on their locality.
techniques of selected School teachers based on the type of school.
techniques of selected School teachers based on their teaching experience.
techniques of selected School teachers based on their marital status.
62
5.7 VARIABLES:
Dependent variables represent outcomes of interest, and they are affected by independent (I e
predictor) variables. In this study the investigator will follow independent variables and
dependent variables.
 Independent variables
 Dependent variables
5.7.1 INDEPENDENT VARIABLES:
Independent variable is a variable that is expected to influence the dependent variables. It’s
value may changed or altered independent of any other variables. In this present study the
investigator treated the classroom management of school teachers as an independent variable.
 Gender
 Age
 Locality
 Type of school
 Teaching experience
 Marital status
5.7.2 DEPENDENT VARIABLES:
changes in the dependent variable.
In this study Class room management techniques of school teachers has been treated as
dependent variable.
63
5.8. FINDINGS OF THE PRESENT STUDY
The calculated value (0.99) is less than the table value of‘t’ (1.98), the null hypothesis
is accepted. It is inferred from the above table that there is no significant difference among
the teachers in their class room management techniques with respect to their Gender.
The calculated value (0.997) is less than the table value of‘t’ (1.98), the null
their medium of teaching
the teachers in their class room management techniques with respect to their locality of the
schools.
the teachers in their class room management techniques with respect to their marital status.
the teachers in their class room management techniques with respect to their type of school.
The calculated value of “F” (7.37) is greater than the table value of “F” (0.05) which
holds 3.04, the Null hypothesis is rejected .It is inferred from the above table that there is a
significant difference among the teachers in their class room management techniques with
respect to their Internet Usage
The calculated value of “F” (2.84) is less than the table value of “F” (0.05) which
holds 3.04, the Null hypothesis is accepted .It is inferred from the above table that there is no
significant difference among the teachers in their class room management techniques with
respect to their Teaching Experience.
The calculated r -value 0.010 is less than the tabulated r-value 0.811 at 0.05
Level.Hence thecorrelation is not significant. So it cannot be confident that Government and
Private School among Classroom management techniques are positively correlated in the
sample of study.
64
5.9. SUMMARY OF THE FINDINGS:
 No impact of demographic variables were found class room management
techniques among government and private school teachers
 There was a significant relationship between class room management techniques
among government and private school teachers
5.10. EDUCATIONAL IMPLICATIONS

Based on the study, it is found that the class room management techniques are
important for teachers in the field of education to attain the educational goals. Hence steps
should be taken to develop the class room management techniques among school teachers.
The building of relationships between the teacher and students, between
students as peers, and connecting the students to the larger community are an important
aspect of the role of the teacher. Districts, States and even nations have begun to work
toward the establishment and requirement of attention to the social and classroom
management development of children within the efforts and time constraints of the school
days. . Emotional Competencies are predictive of children’s ability to learn and solve
problems peacefully. The majority of children can learn to become more socially and
emotionally competent when the teacher is emotionally component and has better
classroom techniques.
5.11. LIMITATIONS OF THIS STUDY
 Even though the present study gives an overall finding regarding emotional
competency and class room management techniques among school teachers. Its
effects has some limitation also.
 There are so many other factors, variables and concepts that has to be considered
which has not been considered in the present study.
 The present study has considered only a few demographic variables.
Hence an overall conclusion may not be arrived out of this research work.
65
5.12. SCOPE FOR FURTURE WORK:
1. Impact of classroom management techniques among government school

teachers.
2. Relation between classroom management techniques and Teaching
competency of higer secondary school teachers.
3. Relation between classroom management techniques and professional
development of secondary school teachers.
4. Impact of classroom management techniques among B.Ed trainers.
5. Relation between classroom management techniques and Lessonplan writing
among B.Ed trainers.
5.13. CONCLUSION:
This study recommend professional development towards classroom management

techniques through participating various academic activities and innovative teaching
techniques like team teaching and co-operative learn classroom management techniques skill
may develop.
66
APPENDIX
PERSONAL PROFORMA
Teacher Name :
Age : Below 30/ 30 to 35 / Above 35
Gender : Male / Female
Medium of Teaching : Tamil/ English
Teaching Experience : Less than 5 years/ 5to 15 years/ Above 15 years
Subject Taught. :
Locality : Urban/ Rural
Marital Status : Married/ Unmarried
Internet Usage : Frequently/Sometimes/Never
Type of school : Govt / Private
INSTRUCTION :
There are some statements below. Each statement is followed by multiple choices, (i.e) '
Always, Sometimes, Never. Read each statement carefully. After reading each statement,
mark your response in the appropriate column by putting a tick mark. Feel free to respond to
the questionnaire spontaneously without any hesitation. All the given statement are to be
answered without any omission.
67
CLASS ROOM MANAGEMENT TECHNIQUES
S.NO STATEMENTS SA A N SD D
1 I encourage students to solve their problems

between each other independently when doing
group work.
2 I often use group works since they are necessary

for students' social and cognitive development.
3 I encourage students to propose and negotiate new

classroom rules if the current ones are not
working.
4 In order to foster sense of responsibility it is

important to give students chance to decide on and
agree with the rules.
5 If a student is off-task, I try to understand the

reason of it.
6 I function like a learner and a companion for the

students in the classroom.
7 I think students should evaluate their works by

themselves.
8 I ask students to come up with the suggestions for

the class rules during the first weeks of the class.
9 I do not interfere with the class-discussions in

order that they can progress in the control of
students.
10 I think that students should have the chance of

pursuing their own interests.
11 I do not limit the time of activities since the

students pass from one learning activity to
another in different times according to their own
rate.
12 I provide opportunity for students to solve the

problems between each others by themselves.
13 If the students are still wandering around when I

enter the class, this is not a problem for me.
14 I assign students to specific seats in the classroom

during the first weeks of the class.
68
REFERENCE
 Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the
fabric of school improvement. Journal of Educational and Psychological
Consultation,11, 7-36.
 Aelterman, A., Engels, N., Petegem, K.V., & Verhaeghe, J.P. (2007). The well-
being of teachers in Flanders: The importance of a supportive school culture.
Educational Studies, 33(3), 285-297.
 American Psychiatric Association. (2000). Diagnostic and statistical manual of
mental disorders disorders (4th ed., text revision). Washington, DC: Author.
 Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle
River, NJ: Prentice Hall.
 Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship
as a developmental context for children with internalizing or externalizing
behavior problems. School Psychology Quarterly, 23(1), 3-15.
 Battistich, V., Solomon, D., Kim, D., Watson, K., & Schaps, E. (1995).
Schools as communities, poverty levels of student populations, and student
attitudes, motives, and performance: A multilevel analysis. American
Educational Research Journal, 32(3), 627-658.
 Billingsley, B. S. (1993). Teacher retention and attrition in special and general
education: A critical review of the literature. The Journal of Special Education,
27(2), 137-174.
 Billingsley, B.S. (2004). Special education teacher retention and attrition: A
critical analysis of the research literature. Journal of Special Education, 38(1),
39-55.
 Bland, J.M. & Altman, D.G. (1997). Cronbach’s alpha. British Medical
Journal, 314, 572.
 Bloom, Lisa A. Classroom Management: Creating Positive Outcomes for All
Students. Upper Saddle River, NJ: Merrill/Pearson, 2009.
 Boe, E. E., Bobbitt, S. A., & Cook, L. H. (1997). The journal of special
education. The Journal of Special Education, 30(4), 371-389.
 Brackett, M.A., & Mayer, J.D. (2003). Convergent, discriminant, and
incremental validity of competing measures of emotional intelligence. Personality
69
and Social Psychology School Bulletin, 29(9), 1147-1158.
 Brackett, M. A., Patti, J., Stern, R., Rivers, S. E., Elbertson, N., Chisholm, C., &
Salovey, P. (2009). A sustainable, skill-based approach to building emotionally
literate schools. In M. Hughes, H. L. Thompson, & J. B. Terrell (Eds), The handbook
for developing emotional and social intelligence: Best practices, case studies, and
strategies (pp. 329-358). New York, NY: Pfeiffer.
 Bronfenbrenner, U. (1979).The ecology of human development. Cambridge, MA:
Harvard University Press.
 Bru, E., Stephens, P., & Torsheim, T. (2002). Students’ perceptions of class
management and reports of their own misbehavior. Journal of School Psychology,
40(4), 287-307.
 Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social
and emotional learning in classrooms: A survey of teachers’ knowledge,
perceptions, and practices. Journal of Applied School Psychology, 25, 1-17.
 Buss, M. T. (2007). The role of teachers’ positive attitude toward emotions in
implementation of a social-emotional intervention (Doctoral dissertation, Texas
A&M University). Retrieved from
http://repository.tamu.edu/bitstream/handle/1969.1/ETD-TAMU-
1967/BUSSDISSERTATION.pdf?sequence=1
 Campbell, D.T. & Fiske, D.W. (1959). Convergent and discriminant validation
by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105.
 CASEL (2011). Skills and Competencies. Retrieved from
http://casel.org/why-it-matters/what-issel/skills-competencies/.
 Cherniss, C., & Goleman, D. (2006). From school to work: Social and emotional
learning as the vital connection. In M. J. Elias & H. Arnold (Eds.)The educator's
guide to emotional intelligence and academic achievement (pp. 58-61). Thousand
Oaks, CA: Corwin Press.
 Cohen, J. (1992). “ A power primer.” Psychological Bulletin, 112, 155-159.
 Conduct Problems Prevention Research Group. (1999). Initial impact of the FAST
Track prevention trial for conduct problems: II. Classroom effects. Journal of
Counseling and Clinical Psychology, 67, 648–657.
 Conduct Problems Prevention Research Group. (2010). The effects of a
multiyear universal social-emotional learning program: The role of student and
70
school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-
168.
 Cornelius-White, J. (2007). Learner-centered teacher-student relationships are
effective: A meta analysis. Review of Educational Research, 77(1), 113-143.
 Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor
analysis: Four recommendations for getting the most from your analysis.
Practical Assessment, Research and Evaluation, 10(7), 1-9.
 DeVellis, R.F. (2003). Scale Development. Thousand Oaks, CA: Sage Publications,
Inc.
 Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health
programs for children and adolescents: A meta-analytic review. American
Journal of Community Psychology, 25, 115-153.
 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). The impact of enhancing students’ social and emotional learning: A
meta - analysis of school based universal interventions. Child Development, 82,
405-432.
 Elias, M. J. (2006). The connection between academic and social-emotional learning.
In M. J. Elias & H. Arnold (Eds.), The educators guide to emotional intelligence and
academic achievement: Social-emotional learning in the classroom (pp. 4-14).
Thousand Oaks, CA: Corwin Press.
 Elbertson, N. A., Brackett, M. A., & Weissberg, R. P. (2010). School-based
social and emotional learning (SEL) programming: Current perspectives. In A.
Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (1st Eds.), The second
international handbook of educational change (pp. 1017 -1032). New York, NY:
Springer.
 Farmer, E. M. Z., & Farmer, T. W. (1999). The role of schools in outcomes for
youth: Implications for children’s mental health services research. Journal of Child
and Family Students, 8(4), 377-396.
 Floyd, F. J. & Widaman, K. F. (1995). Factor analysis in the development and
refinement of clinical assessment instruments, 7(3), 286-299.
 Fore, C. Martin, C., Bender, W. N. (2002). Teacher burnout in special
education: The causes and the recommended solutions. High School Journal,
86(1), 36-44.
71
 Forehand, R., Jones, D. J., Brody, G. H., & Armistead, L. (2002). African
American children’s adjustment: The roles of maternal and teacher depressive
symptoms. Journal of Marriage and Family, 64, 1012-1023.
 Franco, C., Manas, I., Cangas, A. J., Moreno, E., & Gallego, J. (2010).
Reducing teachers’ psychological distress through a mindfulness training
program . The Spanish Journal of Psychology, 13(2), 655-666.
 Garner, P. W. (2010). Emotional competence and its influences on teaching and
learning.
 Educational Psychology Review, 22, 297-321.
 Glass, G. V., & Hopkins, K. D. (1996). Statistical Method in Education and
Psychology.
 Needham Heights, MA: Allyn & Bacon.
 Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010).
Mindfulness-based stress reduction (MBSR) for primary school teachers. Journal of
Child and Family Studies,19, 184-189.
 Govern, J. M., & Marsch, L. A. (2001). Development and validation of the
situational self awareness scale. Consciousness and Cognition, 10(3), 366-378.
 Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of
mental disorders in school-aged children: Current state of the field. Prevention and
Treatment,4(1), 1 – 64.
 Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L.,
Resnik, H., & Elias, M. J. (2003).Enhancing school-based prevention and youth
development through coordinated social, emotional, and academic
learning.American Psychologist, 58(6/7), 466-474.
 Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines,
MN: American Guidance Service.
 Griffith, J., Steptoe, A., & Cropley, M. (1999). An investigation of coping
strategies associated with job stress in teachers. British Journal of Educational
Psychology, 69, 517-531.
 Grossman, D. C., Neckerman, H. J., Koepseli, T. D., Liu, P. Y., Asher, K. N.,
Beland, K., Frey, K., & Rivara, F. P. (1997). Effectiveness of a violence prevention
curriculum among children in elementary school. Violence Prevention Among
72
Children, 277 (20), 1605-1611.
 Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the
trajectory of children’s school outcomes through eighth grade. Child Development,
72(2), 625-638.
 Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial
caregivers: Prevalence and associations with caregiver behavior in child-care settings.
Early Childhood Research Quarterly, 19, 297-318.
 Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support
in the first-grade classroom make a difference for children at risk of school
failure?Child Development, 76(5), 949-967.
 Hamre, B.K., Pianta, R.C., Downer, J.T., & Mashburn (2007). Teachers’
perceptions of conflict with young students: Looking beyond problem behaviors.
Social Development 17(1), 115-136.
 Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-
based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-
679.
 Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California
Press.
 Toben, Carolyn W., and Gary L. Sapp. "Student-Centered Classroom
Management." (1972): ERIC. Web. 17 Nov. 2013.
 Wickersham, Julia, Clint Van Nagel, and Jacksonville, Florida Learning
Resources System/Crown. Behavior Management: for the Identified Exceptional
Student in Your Classroom. 9 Out Of 10 Kids Need It. n.p.: 1976. ERIC. Web. 17
Nov. 2013.
 Yisrael, Sean B. Classroom Management: A Guide for Urban Schools Teachers.
Lanham, MD: Rowman & Littlefield, 2012.
73

Effective Classroom Management Framework

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Effective Classroom Management Framework

Enviado por

Direitos autorais:

Formatos disponíveis

INTRODUCTION AND CONCEPTUAL FRAMEWORK

1.1 MEANING OF EDUCATION

Education is both acquisition of knowledge or act of teaching and the development of

1.2 MEANING OF CLASSROOM MANAGEMENT

Classroom management is closely linked to issues

A large part of traditional classroom management involves behavior

1.4INTERNET AND ITS USAGE IN CLASSROOM

1.5 IMPORTANCE OF CLASSROOM MANAGEMENT AND CLASSROOM

Classroom management is important to the whole education process because it

1.6 NEED OF CLASSROOM MANAGEMENT

Teachers with no structured classroom management skills contributed to negative

Beyond the negatives impacts of poor classroom management, research has

1.7 FACTORS AFFECTING CLASSROOM MANAGEMENT

The following factors affecting classroom management are described.

 Effective instruction. ...

Well-planned instruction, which should include appropriate instructional activities like

Setting and implementing rules.

Classroom instruction should be undertaken in a business-like manner, such as

Feedback on appropriate behavior.

1.8 POSITIVE LEARNING ENVIRONMENT

Creating a positive classroom environment is an important aspect of effective teaching. By

1.10 SCOPE OF THE STUDY

The Georgia Department of Education (GADOE) (2012), like most states,

1.11 STATEMENT OF THE PROBLEM

1.12 OPERATIONAL DEFINITION

Classroom management is the term educators use to describe methods of preventing

1.13 OBJECTIVES OF THE STUDY

 To find out the classroom management techniques of Government and Private

1.14 VARIABLES OF THE STUDY

In research, this term refers to the measurable characteristics, qualities, traits, or

Independent variable is a variable that is expected to influence the dependent

The system of collecting data for research projects is known as research

2.1 SOURCE AND TYPES OF LITERATURE:

Books, journals, reports, popular media, computer-based material, memos , minutes,

2.2 REVIEWS RELATED TO CLASSROOM MANAGEMENT

2.2.1 INDIAN STUDIES

Good classroom management, is like doing a surgery, it requires precise which is

Overcoming children’s misbehaviours is crucial, as Hinkcs-Dellcrest (2014) stated that

Classroom management creates the sense of fairness in children environment. Teacher as a

One of the important elements to be an effective manager is teachers need to be

Recently a systematic best evidence review was conducted to identify evidence-

Although that review was more closely aligned to classroom-based practices as

Another meta-analysis by S. Wilson and Lipsey (2006) examined school-based

In addition, individual practices have been combined and determined by various

Experimental studies have focused on a range of classroom management practices.

In studies of classroom management, typical behaviors that are targeted for

Much of the early research on classroom management began with classroom

In one experimental study, an instructional approach to teaching rules in the

Although these studies provided a rich description of classroom management as

2.2.2 STUDIES ABROAD .

Krashen(2005),concluded that students whose parents are educated score higer on

Kuzma(2004) children needs positive attention. Criticism complaining and negative

3.1 OBJECTIVES OF THE STUDY:

3.1.1 GENERAL OBJECTIVES:

 To find out the classroom management techniques of Government and Private

3.4.1 INDEPENDENT VARIABLES:

Independent variable is a variable that is expected to influence the dependent variables.

3.4.2 DEPENDENT VARIABLES:

3.5 OPERATIONAL DEFINITION

Classroom management is the term educators use to describe methods of preventing

3.6 DESIGN OF STUDY:

3.7 POPULATION AND STUDY:

3.9 SAMPLE FOR THE FINAL STUDY AND ITS CLASSIFICATIONS