Table of Contents
- Abstract
- Introduction of Classroom Arrangement
- Method regarding Classroom Arrangement
- Results and Discussion about Classroom Arrangement
- Conclusion
- References
Abstract
Classroom arrangement through computer is new approach in teaching-learning process. In the classroom,computers can be used for its better learning arrangements. Computers can be used either by the teacher or the learner but whatever way it is used, it is an important tool in the teaching-learning environment. Without proper classroom arrangement and management, it becomes difficult to create a proper environment for learning. It can also affect the learning behaviors of students.
Student may learn more effectively and efficiently in a cool environment. Different educationalists from the education field put in a lot of effort in this respect, suggesting many different methods for solving learning problems. In this paper an attempt has been made to demonstrate how computers may assist in the classroom arrangement for better learning environments.
Methodology/Technique – Different perspectives are investigated by collecting data from both students and teachers with different levels of familiarity with the use of computers in the learning environment.
Findings – Based on the analysed results,different techniques and strategies are proposed for use in the classroom to achieve better learning environments.
Introduction of Classroom Arrangement
Class room management is used as a process by the teacher to ensure that the class room study environment runs smoothly,even where the behavior of some students may disturb the class. Class management tools are also used to prevent these kinds of student disturbance; this is one of the hardest things to learn as a teacher. In 1981, the United States Association of the National Education estimated that 36% of the teaching staff surveyed suggested that if they were given a second chance to choose their career, they would not choose teaching a second time.This was predominantly due to the misbehaviour of students(Charles&Carl, 1986). Moskowitz and Hayman believe that when a teacher loses control of their classroom,it becomes very difficult for them to regain that control (Moskowitz & Hayman,1976).
Read More: Instructional Technology A Tool of Effective Learning
Method regarding Classroom Arrangement
Corporal Punishment
For control of a class, corporal punishment is widely used by some organizers. However, despite being
legal in some schools, most of the community frown upon such punishment.
Rote Discipline
This method is also known as “lines,” and uses negative sanction to manage the classroom environment.
In this approach, students are assigned rules to write again and again.
Preventive Techniques
In these approaches a community of self respect among teachers and the students is developed. Here,
teachers use the preventive techniques, offering love and support without any condition whilst transparent rules and penalties are established. The students are given very fair and consistent feedback about their attitude and behavior (Bear, 2008). This may be obtained by a classroom agreement and this technique has to be created by both student and teachers. They must decide that how to deal with each other in the classroom.
The High-quality Behaviour Game
In this approach a reward is given for good behavior and then taken away for undesired behavior. This
approach may be used with pre-schoolers and also their elders however it is usually used for developing
students (Tingstrom et al., 2006).
Organized Approaches
CRCM (Culturally Responsive Class Room Management) is an approach involving setting up classrooms
with students who all possess the same behavioural problems, so as to implement the same rules and procedures for every student in that class.
Regulation with no stress, punishment or reward
The students who obey rules and regulations most likely do not affect the teachers ability to manage the
classroom. In this approach the young people are preparing for an environment where they know about the values and norms. They will be responsible for themselves and must maintain a self-disciplined society. This method produces a motivation in the young to achieve a high level of self-discipline (Marvin, M. 2001).
General Mistakes in Classroom Organization
To maintain good classroom management, it is necessary to keep an eye on the entire situation because the situation may become worse without the teacher knowing as a result of not defining what constitutes problem behavior (Charles, 1968). In addition, in some situations where two or more students misbehave, they may need to be punished differently. It must be understood that not every type of behaviour management strategy used by teachers will be effective for every child. Teachers must be flexible in order to effectively manage the classroom and they must be willing to take alternative measures to achieve the desired results (Charles, 1968). To make an approach workable, the teacher must work for it.
Teachers must also be consistent with their approaches to ensure classroom management by guiding and telling the student that rules must be followed and obeyed. The student has to be convinced that the rules are for their betterment of the class so that they do not ignore the rules. In this respect, approval of good behaviour is a good technique for classroom management. In the same way, it is important for teachers to give students opportunities to correct their behaviour when needed, rather than punishing them for even insignificant deviations from the established norm.
Read More: Classroom Arrangement through Computer
Results and Discussion about Classroom Arrangement
The methods of data collection used were observation, interview and questionnaire. Both structured and
unstructured interview methods were used to collect the data. From the results, it is observed that computers can help with classroom management. Students can use computers to learn by using it for different classroom tasks like thesis writing, assignment preparation etc. It also helps teachers deliver and prepare for lectures by using the Internet and programs such as Microsoft Power Point. The results also show that rewarding good behaviour and ignoring smaller behavioural inconsistencies by students who are usually….
Conclusion
From the results it is clear that computers may help both teachers and students thus assisting classroom
arrangement and management in a new and modern way. It has been shown that by applying different techniques, effective classroom arrangement and management can be achieved. The results also show that teachers must be versatile in their nature and their techniques. The techniques must be flexible to adopt and treat different students differently according to their nature.
In future this research may be extended to provide further clarification of the results. Sample sizes may also be increased according to the situation. A lot of research can be performed as it is a very broad area to work. More research may be conducted on how to make classroom management techniques more flexible with the aim of making classroom arrangements act like a community. Also teachers may be given more technique options to make the community more self-responsible.
References
Bear, G. G. (2008). Best Practices in Classroom Discipline. Best Practices in School Psychology, National Association of School Psychologists.
Bear, G. G., Cavalier, A. and Manning, M. (2005). Developing Self-discipline and Preventing and Correcting
Misbehaviour. Boston: Allyn & Bacon.
Berliner, D. C. (1988). Effective Classroom Management and Instruction: A Knowledge base for Consultation, Handbook of Research on Teaching. (3rd ed., pp. 328–375). New York: Macmillan.
Brooks, D. M. (1985). The First Day of School. Educational Leadership, 42(8), 76-78
Charles, M. (1968). Rules, Praise and Ignoring: Elements of Elementary Classroom Control. Applied Behavior Analysis
Charles, W. H. and Carl, G. D. (1986). Solving Discipline Problems. Allyn and Bacon. ISBN 0205086306.
Charles, W. H. and Carl, G. D. (1986). Solving Discipline Problems. Allyn and Bacon. ISBN 0205086306.
Culturally Responsive Classroom Management Strategies. Metropolitan Centre for Urban Education. Retrieved from www.steinhardt.nyu.edu/metrocenter.
Marilyn, G. E. (2008). The Caring Teacher’s Guide to Discipline: Helping Students Learn Self-control, Responsibility and Respect, K-6. p. 36. ISBN 1412962846.
Marvin, M. (2001). Discipline without Stress, Punishments or Rewards. Los Alamitos: Piper Press. ISBN 0-9700606-1-0.
Moskowitz, G. & Hayman, J. L. (1976). Success Strategies of Inner-city Teachers: A Year-long Study. Journal of Educational Research 69(8): 283–289.
Pintrich, P. R. & Groot, E. V. (1990). Motivational and Self-regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40.
Tingstrom, D. H., Sterling-Turner, H. E. & Wilczynski, S. M. (2006). The Good Behavior Game. Behavior Modification, 30 (2), 225-253.
