Abstract
It is an acknowledged fact that behavioural problems are constant threat to
student-learning and the classroom environment. Researchers have identified
empirically validated classroom management strategies to support teachers to
manage or deal with behavioural problems of students. As a result, it is very
significant to arrange and systematize classroom so that it’d be helpful for
student-learning. The aim of this research-study is to conduct a survey regarding
teachers’ perceptions about the use of classroom management strategies in order
to ameliorate students-learning by providing them an eloquent learning
environment in the classroom to overcome behavioural problems. A number of
80 secondary school teachers were taken as random sample to identify that what
kind of strategies they use for classroom-management. Questionnaire was used
as research tool containing two sections which gathered information regarding
teachers’ characteristics, classroom rules, culture of the classroom, teachers’
behavior, teaching style, sharing of responsibilities, shared decision making,
using reinforcement techniques, students’ contribution to the class. Main
findings were, that most school teachers used a wide school-discipline plan, lack
of physical resources, maximum teachers developed their own classroom rules
with inputs from students, teachers used reinforcement techniques to maximize
students learning in the classroom, they use multi-lingual approach for better
understanding of the apprentices, and kept students on task to prevent most
classrooms’ problems. It was recommended that opportunities may be provided
to teachers for participation in workshops and seminars,to learn manag their
classrooms for effective teaching -learning process.
Muhammad Nisar, Niaz Muhammad Aajiz, Iqbal Amin Khan. (2018) Teacher’s Use of Classroom Management Strategies for Enhancing Student Learning at the Secondary School Level in District Kohat, The Journal of Humanities & Social Sciences, Volume-26, Issue-2.
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