Staff Time Book, School Timetable, Class Attendance Register & Class management,

PROLOGUE

This document/article titled, Staff Time Book, School Timetable, Class Attendance Register & Class Management is a paper presentation by Mrs. Charity Abuadiye from Yandutse College on the 5th November, 2016 at Sensitization/Teacherpreneurship Seminar for teachers at Federal College of Agricultural Produce Technology organized by LeadinGuides Educational Technology (http://34.18.33.31) in partnership with Learnfast Academy.

There are many overwhelming duties of teachers. This is why some people believe they cannot be teachers. One of such overwhelming duty is Attendance Register; some (new) teachers feel there is no need for the attendance register because there is often “no time for it” and it is not included in the timetable. It is often seen as a little work that can be done “some other time” after the major work has been done. In the end, they end up not entering the register for that day, and sometimes, for two or three days!

Well, the attendance register is important as we will learn from our speaker soon.  The lapses that exist in prompt keeping of the register accrue from the problem of classroom and time management. When we fall behind our schedules, some things will definitely be left undone. And if a teacher cannot manage and direct his/her class to attain the lesson objective at the shortest time possible, s/he will definitely fall behind time.  Mrs. Charity will in this following discussion share her wealth of experience – how she has jugged things all along her teaching profession.

The Author

Mrs. Charity is a veteran teacher. She has long years of teaching experience at small, medium and large schools. She was one time a staff of St. Thomas Royal School, Airport Road Kano and Rainbow schools, Nassarawa G.R.A Kano. Added to classroom teaching, she has also acted in different capacities. She is currently of staff of Yandutse College

The Seminar

The program is aimed at enhancing or improving the overall work performance of teachers by acquainting them with professional standards. That is, teaching them how to do the right things (effectiveness) in the right way (efficiency).

It is a known fact that there are four common reasons why people do not perform the way they should:

• They do not know what they are supposed to do;
• They do not know how to do it;
• They do not know why they should; and
• There are obstacles beyond their control

John Maxwell identified the first three reasons to be associated with starting a job correctly while the fourth is associated with problems at work, at home, and in life in general. Consequently, the seminar is directed at equipping the trainees with the What, How and Why of teaching and tips on how to handle emotional problems at the place of work (their schools).

TRAINING OUTLINE

The training has four training modules. Each module is meant to address a particular issue.

• Standard practices in teaching – this module focuses on some primary tasks of a teacher in relation to general teaching methods and statutory records kept by teachers. The module include: Lesson Plan Preparation, Classroom Management, and the use of Scheme of Work, Report of Work (Diary) and Attendance Register.
• Teachers and ICT – this module acquaints teachers with available technological teaching aids (educational technologies), the method and the skills required of a teacher to effectively utilize these technologies. Participants will be offered discount in Computer Training Institutes across the state.
• Teacher Entrepreneurship – this module empowers teachers with entrepreneurial methods which may be adopted to enhance their work performance. Teachers’ entrepreneurship (teacherpreneurship) is of great benefit to the teacher, the school and the pupils/students.
• Developing Self confidence and Teachers Emotional Composure – invariably, one of the hardly-to-get quality among beginning teachers is self confidence and necessary ‘teachers’ emotional composure. Nonetheless, teachers ought to possess and be capable  of  meeting the  emotional,  physical, intellectual and social needs of the student/pupils

Mrs. Charity was invited to speak on what and how of part one of module one which include Class management, Staff Time Book, School timetable and Attendance Register. Mr. Samuel Utuedeye of Sankoree International School presented the part two of the module one which comprises Scheme of Work, Diary and Lesson Plan preparation. Click here to view the part two.

The seminar was primarily for (beginning) teachers who have not undergone a professional teachers’ training. They include secondary school leavers and graduates in fields other than education who has just been employed as a teacher in a school, seeking employment as a teacher or have interest in teaching. However, experienced teachers, school administrators and school proprietors were at the seminar. Consequently, the paper only served to spur and as reference for discussion. Similarly, the items of the title are not discussed in-depth in this paper. It is however adequate to serve its primary objective – to inform new teachers of their existence and encourage the use. The How-To was the center of discussion during the seminar.

TIMEBOOK

A time book is a mostly primeval accounting record that registers the hours worked by employees in a certain organization in a certain period. These records usually contain names of employees, type of work, hours worked and sometimes wage paid. This time book was used by the book keeper to determine the wages to be paid.

SCHOOL TIME TABLE

A school timetable is a table for coordinating these four elements. Pupils, teachers, rooms, time slot (period) is a frame work to run the school properly. A time table is a powerful administrative tool.

TYPES OF SCHOOL TIMETABLE

A good timetable must be complete and comprehensive in every way.

There are seven types of school timetable:

• Master timetable
• Class-wise timetable
• Teacher-wise timetable
• Vacant-period timetable
• Game timetable
• Co-curricular timetable
• Homework timetable

CLASS ATTENDANCE REGISTER

A register is an official list of people who are present at an institution such as a school. It is mark morning and afternoon. Boys with blue ink while girls with red ink in the entering of names.

DESCRIPTION OF A REGISTER

Total attendance for term is the total for boys and girls present in term.

• TOTAL TIMES SCHOOL WAS OPEN IN A TERM: A week is 10, so if school opens for 12 weeks that means 120 or there about.
• AVERAGE ATTENDANCE OF BOYS AND GIRLS: Add total of boys and girls to get the total attendance for the term
• WEEK ENDING: At the top of the register, you write the date week end e.g. 4/11/16
• PERCENTAGE: The percentage of classes attended (calculated using present/total x 100)

CLASSROOM MANAGEMENT

Management connotes being in charge. It suggests the act of controlling, directing, supervising e.t.c. There is therefore no need to argue about the need for management for the classroom teacher. This is because, the classroom teacher does all theses and in his managerial role in the classroom. Besides, in line with the assertions of Coombs (1968) in Ejiogu (1990), “…any productive system, whatever its aims and technology, requires management. It must have leadership and direction, supervision and coordination, constant evaluation and adjustment”. Ejiogu goes on to suggest a cycle in which the functions of the management are exercised as: decision making, programming, communicating, controlling and reappraising. All these, a good teacher take in his stride as part of classroom management. We have five categories of classroom disturbing behaviour as shown in the list below:

• Physical Aggression – Pushing others, pulling at them, trickling, scuffing, bullying, dominating others (by words), arguing, and interrupting.
• Peer Affinity – Making exaggerated of affected gestures, moving without permission, wandering around.
• Attention Seeking – Making unnecessary noise (for example hitting pencil on desk, dropping books e.t.c.)
• Challenge of Authority – Talking aloud (contrary to class usage), creating a disturbance, disobeying authority (for example, refusing to move when told, chewing gum e.t.c.).
• Critical Dissension – Making critic or complaints that are unjust or not constructive, laughing so as to disturb others.

HOW THEN DOES HE PURSUE THIS VIGOROUS TASK OF CLASSROOM MANAGEMENT FOR EFFECTIVE AND PRODUCTIVE LEARNING?

LEADERSHIP

Leadership could be seen as the ability to direct the actions of others for the achievement of a common goal. The common goal of the teacher and his students is effective teaching/learning outcome. It is the desire of every teacher that his students should learn well and excel. However, it is a different thing to succeed in leading these students to accomplish this. It is common knowledge that children obey most, one whom they admire and respect. In his leadership role therefore the teacher need to carve out for himself an admirable personality which will command the respect of his students. This requires that he should be at home with his subject-matter, have good command of the language of communication, be neat and smart always, be morally upright, be calm, organized and always living up to what he teaches. The teacher as a leader should show sufficient interest and concern in the affairs of the students under him, give them opportunities to participate in the governance of the class.

PLANNING

The quality of any programme is often reflected in the quality of its planning. The teacher, therefore, plans for what he would teach on a particular day and at what particular time. He determines in advance how he is going to teach it and what materials would be required. The teacher plans for the classroom activities to teach on a particular date and time using the objective and goal.

ORGANIZATION

Management involves the utilization of available resources in the achievement of formulated objectives. The teacher arranges the students in the class to suit the different needs of the children. The smaller and shorter children may need to sit in the front of the class to be able to see the teacher. The ones with sight and auditory defects may also need to be near the teacher. The general arrangements will such that would be neat, orderly without being intimidating. However, “…no classroom arrangement is perfectly satisfactory for all activities and all class”.

DIRECTING

It is the duty of the teacher to direct the class activities directly or indirectly.

SUPERVISION

Delegation of duty does not mean relegation. Supervision involves observation and guidance. The teacher supervises even his delegated duties. HE supervises all the activities of his students both inside and outside the classroom environment. He supervises their group discussion classes; experimental lessons, assignment s, (and depending on the class) even their note copying and break periods. He supervises their out-of-class activities like excursion trips, sports and games (again depending on the class) even their reading and eating habits and how they generally spend their time.

EVALUATION

Another managerial duty of teacher is to evaluate his students, and ensure that all the activities so performed have, yielded the desired result.

CONTROLLING

The word control most times conveys rulership, authority, restrain, e.t.c. In classroom management, it could be accepted as being used to restrain some of the excessive behaviour of the students, but not in the form of rulership strictly speaking. As earlier indicated, the best form of control is good relationship and a respectable personality. This is because children generally do not like to offend anyone they love/admire. The respectable and admirable personality, therefore, form the foundation for good class control. The pattern of direct equally differs from teacher, students and even familiarity with the students. As noted under leadership, the teacher while maintaining a friendly relationship with the students should not be too friendly as to be taken for granted. If he is new in the class, it is advisable to temper control with caution as he gradually comes to know the individual personality traits, and they too, get to know him better.

LeadinGuides Educational Technologies

LeadinGuides Educational Technologies is a limited-liability company (LLC) located in Sabon Fegi, Badawa Layout Kano.

If you have any question or comment concerning any of our products and services or this paper or any other, kindly forward it to: [email protected] or any of these mobile numbers: 08067689217, 07018660605, 07056053189, and 09091781523

PROLOGUE

This document/article titled, Staff Time Book, School Timetable, Class Attendance Register & Class Management is a paper presentation by Mrs. Charity Abuadiye from Yandutse College on the 5th November, 2016 at Sensitization/Teacherpreneurship Seminar for teachers at Federal College of Agricultural Produce Technology organized by LeadinGuides Educational Technology (http://34.18.33.31) in partnership with Learnfast Academy.

There are many overwhelming duties of teachers. This is why some people believe they cannot be teachers. One of such overwhelming duty is Attendance Register; some (new) teachers feel there is no need for the attendance register because there is often “no time for it” and it is not included in the timetable. It is often seen as a little work that can be done “some other time” after the major work has been done. In the end, they end up not entering the register for that day, and sometimes, for two or three days!

Well, the attendance register is important as we will learn from our speaker soon.  The lapses that exist in prompt keeping of the register accrue from the problem of classroom and time management. When we fall behind our schedules, some things will definitely be left undone. And if a teacher cannot manage and direct his/her class to attain the lesson objective at the shortest time possible, s/he will definitely fall behind time.  Mrs. Charity will in this following discussion share her wealth of experience – how she has jugged things all along her teaching profession.

The Author

Mrs. Charity is a veteran teacher. She has long years of teaching experience at small, medium and large schools. She was one time a staff of St. Thomas Royal School, Airport Road Kano and Rainbow schools, Nassarawa G.R.A Kano. Added to classroom teaching, she has also acted in different capacities. She is currently of staff of Yandutse College

The Seminar

The program is aimed at enhancing or improving the overall work performance of teachers by acquainting them with professional standards. That is, teaching them how to do the right things (effectiveness) in the right way (efficiency).

It is a known fact that there are four common reasons why people do not perform the way they should:

• They do not know what they are supposed to do;
• They do not know how to do it;
• They do not know why they should; and
• There are obstacles beyond their control

John Maxwell identified the first three reasons to be associated with starting a job correctly while the fourth is associated with problems at work, at home, and in life in general. Consequently, the seminar is directed at equipping the trainees with the What, How and Why of teaching and tips on how to handle emotional problems at the place of work (their schools).

TRAINING OUTLINE

The training has four training modules. Each module is meant to address a particular issue.

• Standard practices in teaching – this module focuses on some primary tasks of a teacher in relation to general teaching methods and statutory records kept by teachers. The module include: Lesson Plan Preparation, Classroom Management, and the use of Scheme of Work, Report of Work (Diary) and Attendance Register.
• Teachers and ICT – this module acquaints teachers with available technological teaching aids (educational technologies), the method and the skills required of a teacher to effectively utilize these technologies. Participants will be offered discount in Computer Training Institutes across the state.
• Teacher Entrepreneurship – this module empowers teachers with entrepreneurial methods which may be adopted to enhance their work performance. Teachers’ entrepreneurship (teacherpreneurship) is of great benefit to the teacher, the school and the pupils/students.
• Developing Self confidence and Teachers Emotional Composure – invariably, one of the hardly-to-get quality among beginning teachers is self confidence and necessary ‘teachers’ emotional composure. Nonetheless, teachers ought to possess and be capable  of  meeting the  emotional,  physical, intellectual and social needs of the student/pupils

Mrs. Charity was invited to speak on what and how of part one of module one which include Class management, Staff Time Book, School timetable and Attendance Register. Mr. Samuel Utuedeye of Sankoree International School presented the part two of the module one which comprises Scheme of Work, Diary and Lesson Plan preparation. Click here to view the part two.

The seminar was primarily for (beginning) teachers who have not undergone a professional teachers’ training. They include secondary school leavers and graduates in fields other than education who has just been employed as a teacher in a school, seeking employment as a teacher or have interest in teaching. However, experienced teachers, school administrators and school proprietors were at the seminar. Consequently, the paper only served to spur and as reference for discussion. Similarly, the items of the title are not discussed in-depth in this paper. It is however adequate to serve its primary objective – to inform new teachers of their existence and encourage the use. The How-To was the center of discussion during the seminar.

TIMEBOOK

A time book is a mostly primeval accounting record that registers the hours worked by employees in a certain organization in a certain period. These records usually contain names of employees, type of work, hours worked and sometimes wage paid. This time book was used by the book keeper to determine the wages to be paid.

SCHOOL TIME TABLE

A school timetable is a table for coordinating these four elements. Pupils, teachers, rooms, time slot (period) is a frame work to run the school properly. A time table is a powerful administrative tool.

TYPES OF SCHOOL TIMETABLE

A good timetable must be complete and comprehensive in every way.

There are seven types of school timetable:

• Master timetable
• Class-wise timetable
• Teacher-wise timetable
• Vacant-period timetable
• Game timetable
• Co-curricular timetable
• Homework timetable

CLASS ATTENDANCE REGISTER

A register is an official list of people who are present at an institution such as a school. It is mark morning and afternoon. Boys with blue ink while girls with red ink in the entering of names.

DESCRIPTION OF A REGISTER

Total attendance for term is the total for boys and girls present in term.

• TOTAL TIMES SCHOOL WAS OPEN IN A TERM: A week is 10, so if school opens for 12 weeks that means 120 or there about.
• AVERAGE ATTENDANCE OF BOYS AND GIRLS: Add total of boys and girls to get the total attendance for the term
• WEEK ENDING: At the top of the register, you write the date week end e.g. 4/11/16
• PERCENTAGE: The percentage of classes attended (calculated using present/total x 100)

CLASSROOM MANAGEMENT

Management connotes being in charge. It suggests the act of controlling, directing, supervising e.t.c. There is therefore no need to argue about the need for management for the classroom teacher. This is because, the classroom teacher does all theses and in his managerial role in the classroom. Besides, in line with the assertions of Coombs (1968) in Ejiogu (1990), “…any productive system, whatever its aims and technology, requires management. It must have leadership and direction, supervision and coordination, constant evaluation and adjustment”. Ejiogu goes on to suggest a cycle in which the functions of the management are exercised as: decision making, programming, communicating, controlling and reappraising. All these, a good teacher take in his stride as part of classroom management. We have five categories of classroom disturbing behaviour as shown in the list below:

• Physical Aggression – Pushing others, pulling at them, trickling, scuffing, bullying, dominating others (by words), arguing, and interrupting.
• Peer Affinity – Making exaggerated of affected gestures, moving without permission, wandering around.
• Attention Seeking – Making unnecessary noise (for example hitting pencil on desk, dropping books e.t.c.)
• Challenge of Authority – Talking aloud (contrary to class usage), creating a disturbance, disobeying authority (for example, refusing to move when told, chewing gum e.t.c.).
• Critical Dissension – Making critic or complaints that are unjust or not constructive, laughing so as to disturb others.

HOW THEN DOES HE PURSUE THIS VIGOROUS TASK OF CLASSROOM MANAGEMENT FOR EFFECTIVE AND PRODUCTIVE LEARNING?

LEADERSHIP

Leadership could be seen as the ability to direct the actions of others for the achievement of a common goal. The common goal of the teacher and his students is effective teaching/learning outcome. It is the desire of every teacher that his students should learn well and excel. However, it is a different thing to succeed in leading these students to accomplish this. It is common knowledge that children obey most, one whom they admire and respect. In his leadership role therefore the teacher need to carve out for himself an admirable personality which will command the respect of his students. This requires that he should be at home with his subject-matter, have good command of the language of communication, be neat and smart always, be morally upright, be calm, organized and always living up to what he teaches. The teacher as a leader should show sufficient interest and concern in the affairs of the students under him, give them opportunities to participate in the governance of the class.

PLANNING

The quality of any programme is often reflected in the quality of its planning. The teacher, therefore, plans for what he would teach on a particular day and at what particular time. He determines in advance how he is going to teach it and what materials would be required. The teacher plans for the classroom activities to teach on a particular date and time using the objective and goal.

ORGANIZATION

Management involves the utilization of available resources in the achievement of formulated objectives. The teacher arranges the students in the class to suit the different needs of the children. The smaller and shorter children may need to sit in the front of the class to be able to see the teacher. The ones with sight and auditory defects may also need to be near the teacher. The general arrangements will such that would be neat, orderly without being intimidating. However, “…no classroom arrangement is perfectly satisfactory for all activities and all class”.

DIRECTING

It is the duty of the teacher to direct the class activities directly or indirectly.

SUPERVISION

Delegation of duty does not mean relegation. Supervision involves observation and guidance. The teacher supervises even his delegated duties. HE supervises all the activities of his students both inside and outside the classroom environment. He supervises their group discussion classes; experimental lessons, assignment s, (and depending on the class) even their note copying and break periods. He supervises their out-of-class activities like excursion trips, sports and games (again depending on the class) even their reading and eating habits and how they generally spend their time.

EVALUATION

Another managerial duty of teacher is to evaluate his students, and ensure that all the activities so performed have, yielded the desired result.

CONTROLLING

The word control most times conveys rulership, authority, restrain, e.t.c. In classroom management, it could be accepted as being used to restrain some of the excessive behaviour of the students, but not in the form of rulership strictly speaking. As earlier indicated, the best form of control is good relationship and a respectable personality. This is because children generally do not like to offend anyone they love/admire. The respectable and admirable personality, therefore, form the foundation for good class control. The pattern of direct equally differs from teacher, students and even familiarity with the students. As noted under leadership, the teacher while maintaining a friendly relationship with the students should not be too friendly as to be taken for granted. If he is new in the class, it is advisable to temper control with caution as he gradually comes to know the individual personality traits, and they too, get to know him better.

LeadinGuides Educational Technologies

LeadinGuides Educational Technologies is a limited-liability company (LLC) located in Sabon Fegi, Badawa Layout Kano.

If you have any question or comment concerning any of our products and services or this paper or any other, kindly forward it to: [email protected] or any of these mobile numbers: 08067689217, 07018660605, 07056053189, and 09091781523

PROLOGUE

This document/article titled, Staff Time Book, School Timetable, Class Attendance Register & Class Management is a paper presentation by Mrs. Charity Abuadiye from Yandutse College on the 5th November, 2016 at Sensitization/Teacherpreneurship Seminar for teachers at Federal College of Agricultural Produce Technology organized by LeadinGuides Educational Technology (http://34.18.33.31) in partnership with Learnfast Academy.

There are many overwhelming duties of teachers. This is why some people believe they cannot be teachers. One of such overwhelming duty is Attendance Register; some (new) teachers feel there is no need for the attendance register because there is often “no time for it” and it is not included in the timetable. It is often seen as a little work that can be done “some other time” after the major work has been done. In the end, they end up not entering the register for that day, and sometimes, for two or three days!

Well, the attendance register is important as we will learn from our speaker soon.  The lapses that exist in prompt keeping of the register accrue from the problem of classroom and time management. When we fall behind our schedules, some things will definitely be left undone. And if a teacher cannot manage and direct his/her class to attain the lesson objective at the shortest time possible, s/he will definitely fall behind time.  Mrs. Charity will in this following discussion share her wealth of experience – how she has jugged things all along her teaching profession.

The Author

Mrs. Charity is a veteran teacher. She has long years of teaching experience at small, medium and large schools. She was one time a staff of St. Thomas Royal School, Airport Road Kano and Rainbow schools, Nassarawa G.R.A Kano. Added to classroom teaching, she has also acted in different capacities. She is currently of staff of Yandutse College

The Seminar

The program is aimed at enhancing or improving the overall work performance of teachers by acquainting them with professional standards. That is, teaching them how to do the right things (effectiveness) in the right way (efficiency).

It is a known fact that there are four common reasons why people do not perform the way they should:

• They do not know what they are supposed to do;
• They do not know how to do it;
• They do not know why they should; and
• There are obstacles beyond their control

John Maxwell identified the first three reasons to be associated with starting a job correctly while the fourth is associated with problems at work, at home, and in life in general. Consequently, the seminar is directed at equipping the trainees with the What, How and Why of teaching and tips on how to handle emotional problems at the place of work (their schools).

TRAINING OUTLINE

The training has four training modules. Each module is meant to address a particular issue.

• Standard practices in teaching – this module focuses on some primary tasks of a teacher in relation to general teaching methods and statutory records kept by teachers. The module include: Lesson Plan Preparation, Classroom Management, and the use of Scheme of Work, Report of Work (Diary) and Attendance Register.
• Teachers and ICT – this module acquaints teachers with available technological teaching aids (educational technologies), the method and the skills required of a teacher to effectively utilize these technologies. Participants will be offered discount in Computer Training Institutes across the state.
• Teacher Entrepreneurship – this module empowers teachers with entrepreneurial methods which may be adopted to enhance their work performance. Teachers’ entrepreneurship (teacherpreneurship) is of great benefit to the teacher, the school and the pupils/students.
• Developing Self confidence and Teachers Emotional Composure – invariably, one of the hardly-to-get quality among beginning teachers is self confidence and necessary ‘teachers’ emotional composure. Nonetheless, teachers ought to possess and be capable  of  meeting the  emotional,  physical, intellectual and social needs of the student/pupils

Mrs. Charity was invited to speak on what and how of part one of module one which include Class management, Staff Time Book, School timetable and Attendance Register. Mr. Samuel Utuedeye of Sankoree International School presented the part two of the module one which comprises Scheme of Work, Diary and Lesson Plan preparation. Click here to view the part two.

The seminar was primarily for (beginning) teachers who have not undergone a professional teachers’ training. They include secondary school leavers and graduates in fields other than education who has just been employed as a teacher in a school, seeking employment as a teacher or have interest in teaching. However, experienced teachers, school administrators and school proprietors were at the seminar. Consequently, the paper only served to spur and as reference for discussion. Similarly, the items of the title are not discussed in-depth in this paper. It is however adequate to serve its primary objective – to inform new teachers of their existence and encourage the use. The How-To was the center of discussion during the seminar.

TIMEBOOK

A time book is a mostly primeval accounting record that registers the hours worked by employees in a certain organization in a certain period. These records usually contain names of employees, type of work, hours worked and sometimes wage paid. This time book was used by the book keeper to determine the wages to be paid.

SCHOOL TIME TABLE

A school timetable is a table for coordinating these four elements. Pupils, teachers, rooms, time slot (period) is a frame work to run the school properly. A time table is a powerful administrative tool.

TYPES OF SCHOOL TIMETABLE

A good timetable must be complete and comprehensive in every way.

There are seven types of school timetable:

• Master timetable
• Class-wise timetable
• Teacher-wise timetable
• Vacant-period timetable
• Game timetable
• Co-curricular timetable
• Homework timetable

CLASS ATTENDANCE REGISTER

A register is an official list of people who are present at an institution such as a school. It is mark morning and afternoon. Boys with blue ink while girls with red ink in the entering of names.

DESCRIPTION OF A REGISTER

Total attendance for term is the total for boys and girls present in term.

• TOTAL TIMES SCHOOL WAS OPEN IN A TERM: A week is 10, so if school opens for 12 weeks that means 120 or there about.
• AVERAGE ATTENDANCE OF BOYS AND GIRLS: Add total of boys and girls to get the total attendance for the term
• WEEK ENDING: At the top of the register, you write the date week end e.g. 4/11/16
• PERCENTAGE: The percentage of classes attended (calculated using present/total x 100)

CLASSROOM MANAGEMENT

Management connotes being in charge. It suggests the act of controlling, directing, supervising e.t.c. There is therefore no need to argue about the need for management for the classroom teacher. This is because, the classroom teacher does all theses and in his managerial role in the classroom. Besides, in line with the assertions of Coombs (1968) in Ejiogu (1990), “…any productive system, whatever its aims and technology, requires management. It must have leadership and direction, supervision and coordination, constant evaluation and adjustment”. Ejiogu goes on to suggest a cycle in which the functions of the management are exercised as: decision making, programming, communicating, controlling and reappraising. All these, a good teacher take in his stride as part of classroom management. We have five categories of classroom disturbing behaviour as shown in the list below:

• Physical Aggression – Pushing others, pulling at them, trickling, scuffing, bullying, dominating others (by words), arguing, and interrupting.
• Peer Affinity – Making exaggerated of affected gestures, moving without permission, wandering around.
• Attention Seeking – Making unnecessary noise (for example hitting pencil on desk, dropping books e.t.c.)
• Challenge of Authority – Talking aloud (contrary to class usage), creating a disturbance, disobeying authority (for example, refusing to move when told, chewing gum e.t.c.).
• Critical Dissension – Making critic or complaints that are unjust or not constructive, laughing so as to disturb others.

HOW THEN DOES HE PURSUE THIS VIGOROUS TASK OF CLASSROOM MANAGEMENT FOR EFFECTIVE AND PRODUCTIVE LEARNING?

LEADERSHIP

Leadership could be seen as the ability to direct the actions of others for the achievement of a common goal. The common goal of the teacher and his students is effective teaching/learning outcome. It is the desire of every teacher that his students should learn well and excel. However, it is a different thing to succeed in leading these students to accomplish this. It is common knowledge that children obey most, one whom they admire and respect. In his leadership role therefore the teacher need to carve out for himself an admirable personality which will command the respect of his students. This requires that he should be at home with his subject-matter, have good command of the language of communication, be neat and smart always, be morally upright, be calm, organized and always living up to what he teaches. The teacher as a leader should show sufficient interest and concern in the affairs of the students under him, give them opportunities to participate in the governance of the class.

PLANNING

The quality of any programme is often reflected in the quality of its planning. The teacher, therefore, plans for what he would teach on a particular day and at what particular time. He determines in advance how he is going to teach it and what materials would be required. The teacher plans for the classroom activities to teach on a particular date and time using the objective and goal.

ORGANIZATION

Management involves the utilization of available resources in the achievement of formulated objectives. The teacher arranges the students in the class to suit the different needs of the children. The smaller and shorter children may need to sit in the front of the class to be able to see the teacher. The ones with sight and auditory defects may also need to be near the teacher. The general arrangements will such that would be neat, orderly without being intimidating. However, “…no classroom arrangement is perfectly satisfactory for all activities and all class”.

DIRECTING

It is the duty of the teacher to direct the class activities directly or indirectly.

SUPERVISION

Delegation of duty does not mean relegation. Supervision involves observation and guidance. The teacher supervises even his delegated duties. HE supervises all the activities of his students both inside and outside the classroom environment. He supervises their group discussion classes; experimental lessons, assignment s, (and depending on the class) even their note copying and break periods. He supervises their out-of-class activities like excursion trips, sports and games (again depending on the class) even their reading and eating habits and how they generally spend their time.

EVALUATION

Another managerial duty of teacher is to evaluate his students, and ensure that all the activities so performed have, yielded the desired result.

CONTROLLING

The word control most times conveys rulership, authority, restrain, e.t.c. In classroom management, it could be accepted as being used to restrain some of the excessive behaviour of the students, but not in the form of rulership strictly speaking. As earlier indicated, the best form of control is good relationship and a respectable personality. This is because children generally do not like to offend anyone they love/admire. The respectable and admirable personality, therefore, form the foundation for good class control. The pattern of direct equally differs from teacher, students and even familiarity with the students. As noted under leadership, the teacher while maintaining a friendly relationship with the students should not be too friendly as to be taken for granted. If he is new in the class, it is advisable to temper control with caution as he gradually comes to know the individual personality traits, and they too, get to know him better.

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