A STUDY OF THE EFFECT OF THE PROBLEMS AFFECTING CLASSROOM MANAGEMENT AND CONTROL IN SOME SELECTED SCHOOLS IN EGOR LOCAL GOVERNMENT AREA

ABSTRACT

This research (project work) has been designed to identify the problems affecting classroom management and control. Also to investigate and identify the solution facing the problem. This became so as to be able to suggest measures that would solve the problem affecting classroom management and control. Chapter one deals with the background to the study, statement of problems, purpose of the study and significance of the study. Chapter two, the researcher carried out the literature review by reading books and browsing work relating to the problems from various writers and researcher and their opinion. Chapter three deals with various techniques adopted in getting factors for the study. The use of questionnaires and interview method can be adopted to get the information required. The population of study is made up of one hundred and twenty students. Data collected from questionnaire were converted into figures and percentages which were arranged in tabular form. These were then discussed in chapter four and some recommendations were made by the researcher. 

TABLE OF CONTENT

Chapter One     

1.1    Background of the Study 

1.2    Statement of problems

1.3    Purpose of study

1.4    Significance of the study

1.5    Research Question

1.6    Scope of the study

1.7    Definition of terms

Chapter Two     

Literature review

Chapter Three  

3.1    Research Methodology

3.2    Sample Study

3.3    Sample and Sampling

3.4    Sample Techniques

3.5    Research Instrument

3.6    Population

3.7    Administration of instrument

3.8    Method of analysis

Chapter Four    

Data Presentation and Analysis

Chapter Five     

Summary

Recommendations

Conclusion

References                 

Questionnaire

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF STUDY

Classroom management refers to all of the things that a teacher does to organize student’s space, time and materials so that instruction in content and students learning can take place. In all that you communicate, no matter how insignificant or how innocuous it may seem, it can contribute to your status as a teacher and your ability to manage the classroom.

Ginoh (1972) states that “good classroom management like surgery requires precision no random cuts, no insults, no blistering language, his/her management plan is never sadistic. He/she lures by the law of compassion, even when challenged by children to defy it tells us. Harmg Ginoh tells us the amounts of time students are actively engaged in learning contribute strongly to their achievement. The amount of time available for learning is determined by the instructional and management skills of the teacher. This implies that teachers must plan and prepares well, be organized, maximize student time on task, keep students actively engaged, efficiently utilize time and the list question.

Look at yourself, be mindful of your self confidence, voice, attitude, enthusiasm, personal appearance, manners, values and most of all, composure and self control losing composure and shouting does ont enhance classroom management. The teacher sets the time and creates the learning environment in the classroom. Consequently, the classroom climates takes on the characteristics of the teachers personality and disposition on the first day of school, introduce written rules and procedures and post them. Above all, be generous with appreciative p[raise, encouragement and reward for achievement and positive behaviour. Have the student practice, learn and be able to plan classroom procedures (grade appropriate). The procedures need to become routine, students should be able to perform the procedures automatically.

How one teacher manages the classroom, is the primary determination of how well your students learn. Conversely, when students are successfully and actively engaged in their work, they tend to be well behaved. Therefore, keep students involved in their work, have students understand what is expected of them, maximize time on task, and prevent confusion by relaxed and pleasant classroom. According to Manus (1989) sensibly point out four rules of classroom management and these rules can be applied in a classroom. They are; 

Rules One: Get them in. the process of getting them in can be seen to involve three phases in greeting, seating, and starting.

Rule Two: Get them out. Here, the teacher needs to consider two phrases of concluding a lesson and dismissing a class.

Rule Three: Get on with it. This refers to the main point of the lesson, the nature of its content and the manner of its preservation.   

Rule Four: Get on with them. Here the teacher develops good personal relationship with their pupils by fostering mutual trust and respects. To do this effectively, the teacher needs to be aware of each child as an individual and to be sensitive to the mood of the class as a whole. This means knowing when and keeping track of what is going on.

        Adeyemo (1971) regards classroom management as the content of a large variety of straight forward activities such as simple clerical duties, ordering, maintaining and distributing materials and caring for students behaviours. Looniz (1980) sees classroom management as aiming a regulating the social behaviour of pupils liking directing, questions at an inattentive pupils using positive reinforcement or applying punishment as a remedial contain measure.   

1.2    STATEMENT OF THE PROBLEM

The growing rate of indiscipline and inability of teachers to manage and ensure peaceful and conducive atmosphere for teaching in today’s classroom is becoming alarming. This is critically a case that is prevalent in some selected secondary schools in Egor Local Government Area of Edo State.

The eminence of this condition and its effects string hold and stay has terminated the realization of educational objectives and make the general school system a place like reserve playground. Today, the case is intense and is called for in some selected secondary school in the local government area, were students are very delinquent, disrespectful etc. this has on t he long run militated against the effort or skills teachers and reduced educational administration efficiency.

However, it is hoped that the meaningful findings of this research work will do justice and bring the problem of classroom management and control in the selected secondary schools to a remedial place. 

1.3    RESEARCH QUESTIONS 

The research questions that will guide this study are as follows

i.             What are the problem of classroom management and control in selected schools?

ii.            What are the effects accompanying these problems?

iii.          What are the causes of these problems?

iv.          How can effective classroom management and control be ensured?

1.4    PURPOSE OF THE STUDY

        The study of the problem affecting classroom management and control in some selected secondary school at Egor Local Government Area is aimed to achieving discipline among students in that locality.

In line with this, the purpose of this research is to carry out a survey of the problems affecting classroom and control among secondary schools students in Egor Local Government of Edo State. This study will also seek possible way of preventing these management problems.

1.5    SIGNIFICANCE OF THE STUDY

The researcher intends to focus on the various aspects of management problem among students in some selected secondary schools in Egor Local Government Area of Edo State. The key to effective classroom management is teaching and practicing procedure, which is the teacher responsibility, is to supervise teaching practice, and be positive with students. During inappropriate behaviour, the teacher ask or suggest that the disrespective student reflect on the level of the chosen behaviour.

Also, this study would be of great help and immense benefit to the government and the ministry of education whose primary objective is to see students as the future leaders of tomorrow. It would also be of great significance to the ministry of education and teachers as well as their school authorities who deal directly with students on how to prevent classroom management problems among students in secondary schools, on the other hand, since continuous research in this field is not ruled out, the findings of this study would be used as a base for further investigation. 

1.6    SCOPE OF THE STUDY

The studies cover the various aspect of classroom management problem common to the students in some secondary schools in Egor Local Government Area. In this local government area, about four schools were selected for the study. Therefore, the teacher and students in these schools will constitute the subject of the research work.

1.8    DEFINITION OF TERMS     

DISCIPLINE: This refers to the bad conduct or behavior of students who does who does not obey the rules and regulation of a school.

INDISCIPLINE: It is a lack of control in the behaviour of pupils/student.  

Principal: This refers to the head of a secondary school whether public or private.

Management: This is the process of dealing with students in a successful way.

Classroom: A room where a class of pupils/student is taught.

UNTRAINED TEACHERS: They are teachers appointed to teach in a secondary school but have no formal education.

School: It is a place where pupils/students go, to be educated.

Effect: this is the way in which an event, action or person change someone in something that is influencing the life of students in the classroom.