Rajarata
University of Sri Lanka
Department of Languages
Faculty of Social Sciences
and Humanities
Online Lectures
|
Year and Semester
|
Year-3 Semester-2
|
|
Subject
|
Research Report-8
|
|
Subject Code
|
TEF 3224
|
|
Course Unit
|
Discussion on Research Methodology-3
|
|
Date
|
28.05.2020
|
|
Time
|
Practical: 9.00 am-11.00 am
|
|
Lecturer
|
D.N. Aloysius
|
|
Practical Hours
|
02 Total No
of Hours: 16
|
Research Methodology-3
According
to Doyle (1986), classroom management has two purposes. The first aim of
classroom management is to establish a quiet and calm environment in the
classroom so that the pupils can take part in meaningful learning in a subject.
The second aim is that classroom management contributes to the pupils’ social
and moral development, which means that it aims to develop the pupils
academically and socially. The American researchers Stronge et al (2011) state
that teachers have major influence on pupils’ learning, and use as the point of
departure for their study the question of what makes a teacher ‘good’. The
findings in the study, which also relates the teachers’ teaching to pupils’
learning, is that the manner in which the teacher manages the class, and the
teacher’s personal qualities and relations to the pupils, are the most
important factors in the work on learning in school. They conclude that the
crucial factor for improvement in school and for the pupils’ success is the
teacher. This is supported by several research findings (Nordenbo et al, 2008;
Hattie, 2009). Several studies also indicate that pupils in classes where the
teacher has good control of the class and also shows care for the pupils have
higher cognitive achievements and more positive attitudes to the subjects than
pupils who do not have such teachers (Brekelmans et al, 2000; Brok et al,
2004). Evertsen and Weinstein (2006, p. 11) use the construct ‘warm demanders’
when they speak of teachers who are warm, attentive, caring and supportive and
who also set demands on their pupils. Such teachers balance between supporting,
challenging and demanding effort from their pupils. May Britt Postholm 390
Behaviour problems in the classroom constitute one of the major reasons why
teachers do not feel comfortable in their work (Lewis et al, 2008). According
to Friedman (2006), the greatest frustration teachers experience is that they
may be unable to develop good enough relations with their pupils, and that this
may cause burnout. The perception some teachers have that they are unable to
live up to the ideals that led them to the teaching profession in the first
place often leads them to quit. A depersonalised school climate may also cause
teachers to see youths more as learners of content rather than as individuals.
For many pupils, lower secondary school is also the start of their declining
motivation for schoolwork (Walker, 2009). Bearing this in mind, we can see that
classroom management is a key and vital topic for teacher trainers and
teachers. The research question that is pursued in this article is: What does
recent research tell us about classroom management? The review is written in a
narrative form, and the intention is that the article will contribute knowledge
in this area and function as a thinking tool (Gudmundsdottir, 2001) for others
who want to develop their knowledge on classroom management. I will begin by
describing in the methodology section how I found and selected the articles I
highlight in this article before thematically presenting the studies and their
findings. The concept of classroom management is linked to the American
understanding of this term (Kreijsler & Moos, 2008). During an early phase
this tradition was focused on pupil behaviour and discipline, and was rooted in
a behaviourist understanding.
Practical: Comment on the facts you
find in the above text regarding the classroom management.
References: European
Educational Research Journal Volume 12 Number 3 2013 www.wwwords.eu/EERJ
No comments:
Post a Comment