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TRAINING
BACKGROUND AND STRATEGIES IN CLASSROOM MANAGEMENT IN PRIVATE NURSERY/PRIMARY
SCHOOLS
ABSTRACT
This study
examined the training background and classroom management strategies in nursery
and primary schools in District 2, Ikeja Local Government Area of Lagos State.
In this study, relevant literatures were reviewed under sub-headings.
The
descriptive research survey was used to assess the respondents’ opinions with
the use of the questionnaire and the sampling technique. A total of 150 (one
hundred and fifty) respondents were selected and used in this study. They
comprised (75 males and 75 females).
Six (6)
research questions which focused on the following: Is there any relationship
between professionally trained teachers and classroom management?; How can the
strategies adopted by teachers in private nursery/primary schools for classroom
management can be effective?; Are there gender differences in classroom
management style?; What mode/style of classroom management is predominant in
sampled schools? and What are the factors militating against good classroom
management in private schools? were raised in this study.
Four (4)
null hypotheses were formulated and tested in this study, using the Pearson
Product Moment Correlational Statistical tool, and the independent t-test tool
at 0.05 level of significance.
At the end
of the analyses, the following results emerged: a significant relationship
exists between professionally trained teachers and mode of classroom management
in schools, qualified teachers manage the classrooms better than the
non-qualified ones, no significant gender difference exists in classroom
management of teachers in private nursery and primary schools and no
significant difference exists in the strategies adopted by teachers in both
public and private schools.
CHAPTER ONE
INTRODUCTION
1.1Background
of the study
Although
there is no agreed-upon definition of classroom management, the framework
offered by Evertson and Weinstein (2006) represents a current and widely
accepted view. According to Evertson and Weinstein, classroom management has
two distinct purposes: “It not only seeks to establish and sustain an orderly
environment so students can engage in meaningful academic learning, it also
aims to enhance student social and moral growth”. Classroom management, often
called classroom discipline, has been a priority for teachers for nearly 40
years, or for as long as there have been opinion surveys of educational
priorities. For example, the Gallup Poll designed to assess perceptions of
public education (Rose & Gallup, 2006) has consistently cited classroom management/school
discipline as a major issue.
In a 2006
survey of Pre-K through 12th grade teachers conducted by the American
Psychological Association (APA), teachers identified help with classroom
management and instructional skills as their top need. Results from over 2300
responses showed that teachers wanted assistance with classroom management
because of their concerns about student safety and their desire for strategies
to deal effectively with students’ negative and/or disruptive behaviors.
Primary Education
is the initial stage of education and has as its basic aim to create, establish
and offer opportunities to all children, regardless of age, gender or country
of origin, to achieve a balanced cognitive, emotional and psychomotor
development.
Pre-Primary
Education is compulsory for all the children that have reached the age of four
years and eight months by the 1st of September of the year their tuition is due
to begin.
Attendance
of Primary Education is compulsory for all the children that have reached the
age of five years and eight months. Most preschools and kindergartens are
privately owned, but they register with the government and follow federal
guidelines. They are normally very expensive, so only the wealthy can afford to
send their children to preschools and kindergartens. The federal government
initiated an early Childhood Care Development Education (ECCDE) program in the
early 1990s, but rapid changes in political events prevented it from making
progress.
In 1991,
only 4.7 percent of preschool children had some preprimary education. The
program called for community –based children. In 2001, as support for the UBE
program, some communities began building their own nursery and preschool
facilities with federal money and international grants and loans.
A programme
was therefore designed with assistance from UNICEF, which focused on how the
Ministry could transfer those aspects of the nursery situation that enhanced
learning to the first level of the primary school. The main component of the
programme was thus the training of 100 Infant Field Officers (IFOs) in
classroom management, learning about the rights of a child, communication
skills, making classroom aids and items for supplementing reading skills. The
training was done in three batches and people were drawn from all the
administrative Regions in the country as well as Georgetown.
After the
training, the participants were responsible for going back to their schools and
conducting staff development sessions, not only within their school, but also
within the cluster of schools in their communities to achieve a multiplier
effect. This project is now to be evaluated to measure the impact of the
programme. UNICEF is one of the major sources of funding in the area of early
childhood development. UNICEF was also instrumental in the design and
introduction of the cumulative record cards, which will now move with children
from the nursery level to the primary level. Wall pictures for reading and
language development, curriculum guides and teachers’ manuals were also printed
and are now in all the schools. This has led to the introduction of a
standardized timetable for nursery schools throughout the country.
A perusal of
the data in the Ministry of Education’s statistical digests reveals that just
over thirty percent of nursery school teachers are trained. Sustained efforts
have been made to continue this training. Not only does the CPCE offer a
two-year programme in nursery teacher training but the University of Guyana
also offers a B.Ed. in Early Childhood Education. The Ministry of Education
also identified teachers to be trained as Nursery Field Officers (usually the
Heads of nursery schools) and weekly workshops were initiated. To date there
have been four (4) batches of Nursery Field Officers trained and the nursery
level boasts eighty-five (85) Field Officers spread throughout the Regions.
These Nursery Field Officers in turn carry out workshops within their own
Regions to upgrade the skills of their colleagues. In spite of these increased training
opportunities, the percentage of trained teachers has not shown significant
improvement. Once trained, some are lost to the primary level where promotional
opportunities may be seen to be better and some to the private sector.
1.2
Statement of problems
There is
some concern that the proportion of trained teachers, in particular trained
graduates, may fall in the future. Teachers’ salaries and working conditions
are not competitive with those offered by the private sector or by
opportunities outside of private sectors and in the last two decades the
education sector has lost many teachers by way of migration. The number leaving
had slowed considerably in the early years of the decade, but have increased
again as opportunities have opened in Africa and other parts of the Nigeria.
Notwithstanding
the emphasis that needs to be placed on primary education because of its
fundamental place in the acquisition of basic education, it is also essential
to realize the interdependence that necessarily exists among the various levels
of the educational system.
One level
feeds the other both up and down the system. Today's unqualified or
under-qualified teachers are the products of yesterday's classrooms. The nation
cannot wait ten years to see improvement in the functional literacy levels of
today's six-year-olds, while at the same time seeing its stock of functionally
illiterate out-of-school youth and adults increase. To break the cycle,
emphasis will be placed on securing appropriate literacy and numeracy skills
throughout the system. There will be an attack on illiteracy from multiple
points. This will include the testing for literacy levels and the building in
of remedial programmes well in advance of management of classroom.
1.3
Objectives of the study
The specific
objectives would include among others, the following:
Many people
would like to believe that the issues of classroom management do not impact on
children in the classroom but it is clear that they do. This project is aimed
at addressing these issues.
i. To provide all the necessary
knowledge to teachers on management of school children that will help their
development through physical, cognitive, language, social and emotional growth.
ii. To support training and development
techniques that will facilitate and creating opportunities for using skills in management classroom.
iii. To develop and train the trained
human resources and support them effectively to carry out their work in early
care and education of children.
iv. Teachers concerned with classroom
management typically is dealing with current discipline problems and preventing
it.
1.4 Research
hypotheses
The
following hypotheses will be tested
i. There is a significant relationship
between necessary knowledge of teachers on classroom management and student
development physically, cognitive, language, social and emotional growth.
ii. There is a significant relationship
between train the trained human resources and support effective work to carry
out in early education care of children
iii. There is a significant relationship
between s training/development techniques and opportunities to facilitate the
uses of skills in the management of classroom.
iv. Teachers concerned with classroom
management typically is dealing with current discipline problems and preventing
it.
1.5 Research
Questions
(i) Is there any necessary
knowledge for teachers on management of school that will help the children
development through physical, cognitive, language, social and emotional growth.
(ii) Do training and development
techniques that will facilitate and creating opportunities for using skills in
management classroom.
(iii) If train the trained human resources
and support them effectively to carry out their work in early care and
education of children.
(iv) If impact of Teachers concerned with
classroom management will typically with
problems and preventing it.
1.6
Significant of the study
(i) The study will help in will review the
techniques in management classroom curricula of the system, and its teaching
and learning materials, with respect to gender considerations, and appropriate revisions will be made.
(ii) Monitoring tools and mechanisms will be
developed by the Ministry of Education for following the treatment of gender
issues in the school system, and for providing corresponding feedback to school
administrators and teachers.
(iii). Improved baseline for policy makers and
planners on education on , systematic classroom management procedures
(iv) The study will be help in developed and
implemented policy that will improve classroom management for the benefit of effective teaching in the classroom
(v) Training programmes for school
administrators, central educational authorities and regional officials will be
strengthened and applied more broadly.
(vi) Special orientation and training
programmes will be instituted for newly appointed teaching officials.
(vii) Similarly, mechanisms will be developed for
the involvement of representatives of local communities and regions in overall
education planning and delivery, including issues related to the curriculum.
1.7 Definition of Terms
Training:
This means training somebody for something in order to be somebody or
something; the act of giving teaching and practice to an individual or a worker
in order to bring to a directed standard of behaviour, efficiency or physical
condition.
Large Class:
This is a situation where there is an over crowdedness in a given classroom
setting. It is the high teacher – pupil ratio in a classroom.
Small Class
Size: This refers to the classroom situation which is small and manageable by
the teacher. It represents low and moderate teacher – pupil ratio.
Teaching
Effectiveness: This means the teaching method in the school system that is
effective, one that serves its purpose and aim of the teaching and learning.
Teacher: A
trained person in the field of education who helps pupil, students or learners
to learn.
Teaching
Aids:- in this study, teaching aids is resources that are used to help transfer
information to the pupils. It is also called instructional material.
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