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    Classroom management as a contributing factor towards learning at secondary school
    (UMT, Lahore, 2013) Ali Abbas
    Education has ever been a concern of societies with a touch of quality, equality, equity and sustainability of the same. The processes of education contribute towards the promotion of functions and elevation of the products of education. One of the processes that gains prominence is the classroom management. In classroom management it is not only the seating rather it is the attitude that develops in students the urge for education. In normal practice the big towns attract the attention of educators, decision makers and planners, but the little towns like chiniot does not catch the attention of the concerned to develop the school in general. There were only four male schools in chiniot three in government sector and one in private sector. All the four were approached for the conduct of research; the permission to this effect was obtained from the authorities of the schools. Two questionnaires were developed for the furtherance of research; one was meant for students studying in the class ten of the schools for the session 2012-13 and another was meant for the teachers working in those schools and were the teachers of the students selected as the subjects of study. There were 56 items in the questionnaire meant for the students and 53 in the questionnaire meant for the teachers. The face validity was got determined by the experts and the same questionnaires were administered to the class IX students of the sample schools chronebach alpha was computed as .79 and .73 for the questionnaires meant for the teachers and the students as well respectively. As per permission the researcher turned up gave a briefing session to the students in their respective classes and the teachers in the staffroom about the filling in of the questionnaire as per intents of the research. The intent of research laid down as objectives was as; identifying the practices followed by teachers and their impact at secondary level achievement of the students, isolating the good classroom managers. The study being restricted to the topic, “Classroom management as a contributing factor towards learning at secondary school” was expected to surrender following divide dents; • Classroom management, often called classroom discipline, the opinion surveys of educational priorities were mostly divulged through such surveys, (Rose & Gallup, 2006) the study would help excavate that how discipline problem is being controlled through classroom management. • 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 this study would help us know the realities on ground. • Educators have consistently rated discipline as one of the most serious obstacles to promoting effective teaching. In addition:classroom management has been cited as one of the most prevalent reasons for job burnout and attrition of first-year teachers,teachers’ concerns over their own safety directly relate to the use of effective classroom management programs. • It would be made known that how much students feel unsafe due to lack of effective disciplinary procedures and potential for violence. • 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” (p. 4). The authors identify five specific tasks that show classroom management as a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. Specifically, they note that teachers should do the following: • Develop caring, supportive relationships with and among students; • Organize and implement instruction in ways that optimize students’ access to learning; • Use group management methods that encourage student engagement with academic tasks,Promote the development of student social skills and self-regulation; and • Use appropriate interventions to assist students who have behavior problems. • Multi-level model of interventions can be explored begining with (1) school-wide systems of support (called universal or primary prevention), (2) small group or more focused interventions (called selected or secondary intervention) for students who have similar problems such as aggression, and (3) individualized interventions (called indicated or tertiary intervention) for students who need very focused and more intense services for problematic and disruptive behavior. • Tertiary interventions may typically be used with students who have a more severe range of disruptive behaviors. These interventions begin with a functional assessment of the problematic behaviors. • At the universal level, schools establish expectations for behavior; students, staff, and families state these expectations to ensure that they are understood; schools operationalize positive behaviors and teach them to students; teachers have pro-social contacts with students; teachers receive formal training in behavior management; the school establishes a school-wide leadership team; and the school implements a systematic system of recording student behavior to facilitate decision-making regarding students behavior. • At the secondary level of intervention, an evidence-based program such as First Steps to Success (Walker, Stiller, Bolly, Kavanagh, Steverson, &Feil, 1997) can be implemented with groups of students in need of this level of support. At the tertiary level, schools can establish individualized programs for some students based on an analysis of what function the problematic behavior may be serving for the student. • Because most classroom teachers have not been trained in functional assessment of behavior, it is important that they consult with their colleagues who have expertise in this area. Detailed information on establishing systems of positive behavioral support can be obtained from this study • “Schooolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior” in the Handbook of Classroom Management Lewis, Newcomer, Trussell, and Richter (2006). • In contrast to PBS, which is based on a multitiered risk model of prevention, SEL focuses on building life skills and social competence. Further information on SEL can be found through several sources (e.g., Devaney, Utne O’Brien, Resnik, Keister, &Weissberg, 2006; Elias, Zins, Weissberg, Frey, Greenberg, Haynes, Kessler, Schwab-Stone, & Shriver, 1997; Zins, Weissberg, Wang, & Walberg, 2004). • As an example of establishing social and emotional skills in the classroom, a teacher may hold class meetings or sharing circles where students are encouraged to share their thoughts and feelings about school and community events. These activities promote social interactions and build a sense of community in the classroom. The study has been designed to achieve the objectives like;identification of the practices, extent of their use, their impact and isolating good practices of classroom management from the bad. Research under question was a descriptive survey of the opinions of teachers and students at Government and private Boys High Schools of class IX session 2012-13. Study was intended to find out the classroom management ways at the four schools. Two questionnaires were developed one for the teachers and the other for the students. Data were collected by the researcher himself by administering the instruments.Only three available government high schools and one private boys high school was selected as the sample spot. 100 students each from three government schools and 100 students from one private school could be selected as sample because of the maximum number of available students. Four science teachers teaching to the science students were selected as the sample from each of the government and private boys high schools which were selected as sample. Two teachers whose classroom management was to be evaluated were one each from government and private boys high school, were also supposed to act as sample. No categorization could be made as rural/urban etc. Two questionnaires were developed one for the teachers and the other for the students. The face validity of the instruments was got determined by the experts where as the reliability was determined through pilot test and computing of Chronbach Alpa. The reliability of the questionnaire for students was .73 and that of teachers it was Lists bearing the name and roll numbers were obtained from the class teachers. Permission to administer the questionnaires was sought from the school principals. Data time and venue was settled with the teachers concerned. Researcher turned up earlier got the seats adjusted before the start students were told the intent of research. Each of the questions was translated in Urdu written on the black board, on attempting the item passed on to the next. Regarding teachers their convenient schedule was asked for and time date and venue was fixed with each teacher individually. The study made us recommend; developing caring, supporting relationships with and among students. In addition to it organizing implementing instruction in ways that optimize students’ access to learning, go for the use of group management methods that encourage student engagement with academic tasks, promote the development of student social skills and self-regulation; and use appropriate interventions to assist students who have behavior problems.