EDU 412- Organization and Management of Teaching and Learning Process

 Concept of Classroom Organization and Management

 Types of Classroom Organization
 Classroom Management
 Classroom Discipline and Students/learners’ Control

Concept of Classroom Organization and Management

Several definitions of Classroom management have been provided by authorities on
the subjects. For instance, Ezeocha (1990) defines classroom management as the organizing,
controlling, directing of the different variables in the class in order to achieve the objectives
of the child in the school. To him, this variables include the students, tutorial and some non-
tutorial staff, and materials resource (the seats, desks, tables, teaching aids) the Curriculum,
time-table, pieces of chalk, chalkboard, wash-hand basins and cups. Ogbonnaya (2007)
similarly defines the classroom management as the organization, utilization and control of the
resources and activities in the classroom for the achievement of the objectives of teaching and
learning. Also, Arikewuyo (2001) defines classroom management as the process of
efficiently and effectively organizing the classroom so that the teacher could achieve his
teaching objective.
From the above definitions, one can deduce that classroom management is the
management of classroom life so as to achieve the objective of teaching and learning. In fact,
classroom organization and management according to Akubue (1991) involve all the
following activities:
1. Planning curriculum
2. Organizing procedures and resources
3. Setting the tone of the class environment to maximize learning
4. Monitoring student progress
5. Anticipating potential problems.
Classroom management borders a large number of activities namely:
1. Arrangement of students desks and chairs
2. Placing of instructional materials of appropriate places and corners
3. Clerical duties
4. Distribution of classroom materials like textbooks, chalk, biros, pens and teaching
aids
5. Management or care of students’ behaviour.

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 One of the teacher’s basic responsibilities in the classroom is keeping a discipline and
orderly classroom. The reason is because many misbehaviours take place in the
classroom. These misbehaviours include fighting, noise-making, inattentiveness, truancy,
aggressiveness, failing to do assignment and lateness to class. For a teacher to be
successful, he should ensure that these misbehaviours are wiped out of the classroom. The
students should be made to know what is expected of them, what to do in specific
situations and when to seek help.

Types of Seating Arrangements for Classrooms

1. Pairs
Pair up students and let them work individual or together. It’s more fun with two but still
gives you a nice overview. In this way, students can get their heads together when needed. If
they have to work individually, let’s say they have a test, you can place a binding folder
between the students. Here, you can also easily divide your classroom into three columns of
pairs. Ask, for example, the first column to answer question A, the second column to answer
question B and the last column to answer question C. Go over the answers when they’ve
finished. That way, you can speed up the classical work.

2. Groups of Four
Use small groups of four when you want your students to put their heads together. You can
let them work on an assignment. You can also let them think about a question individually
and ask them to deliberate with the other students in the group. Of course, just individual
work is also possible. This seating arrangement just makes it a bit more social. When
working with “groups of four” students get to sit with others all the time. They get to know
each other better and make friends. This seating arrangement is a good idea to start the year.

3. Corner Work
When you’re working on a big project or teaching a comprehensive topic with different
aspects or themes, this seating arrangement will do just fine. Assign different tasks to each
corner. For example, a (digital) crossword riddle, a quiz, a video with questions, a whiteboard
exercise All the assignments complete each other. Let your students shuffle so they’ve been
to every corner and did every assignment. You can also use it to split up students with the
same learning level. One corner where students get more instructions, the other has expansion
exercises, one corner has noise-canceling headphones so students can concentrate, etc.

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4. Conference Small Classroom
Are you teaching a small group of students? In that case, the conference classroom
arrangement is a possibility. The “conference classroom” gives your students an “equal
voice” and a snapshot of a business meeting room. Use the conference seating arrangement
when making classroom rules, planning an event, for an intervention, a class discussion, etc.
You can also practice speech (foreign language) by letting the students facing each other talk
to each other. Let them switch places and move on to the next student in line and talk about
another topic.

5. Conference Large Classroom

Don’t worry though, there’s a conference classroom layout for many students and a large
classroom as well. Use this just like mentioned above. The only thing that’s not possible is
letting students face each other and talk directly to them. Don’t use it for group work either.
Others include Grid, Presentation, U-shape, Double U-shape, U-shape Large
Classroom, Herringbone, Rows, Computer Combination, Butterfly, Eye, Circle, Large
groups, Horseshoes and Banquet

Characteristics of Effective Classroom Organization and Management

The characteristics of effective classrooms are the ones where;
1. Teachers combine knowledge of the learners, various methodologies and subject
matter to ensure effective teaching and learning
2. There is abundant evidence that teachers planned their subjects well.
3. Teachers create conducive conditions that facilitate teaching and learning and prevent
behaviours that will negatively affect teaching and learning.
4. Material resources are provided and are effectively managed. These include preparing
the time-table, bringing in instructional materials and preparing the chalk board.
5. There is opportunity or forum for students to share experiences together.
6. Students learn to accommodate likes and dislikes.
7. The class is disciplined. In other words, there is absence of absenteeism, noise-
making, fighting, chaos and truancy.
8. The teacher exhibits characteristics of good and successful facilitators of learning.
There is friendliness, sympathy and obviously students are actively interested in
classroom activities.

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Need for Classroom Management
The purpose of organizing and managing classroom effectively and appropriately include; To
1. Realize the objectives of the school:
2. Prevent wastage of available resources;
3. Ensure that students uses available resources in the classroom;
4. Enable the students to realize their potentials
5. Avoid wasting of time;
6. Coordinate classroom activities in the best possible manner;
7. Guide against disruptive behaviours in the classroom;
8. Encourage hard work among students;
9. Inculcate and encourage good relationship among students;
10. Develop in students the need to take responsibility for their action

Factors Associated with Effective Classroom Management

Successful teaching requires a degree of classroom order and control before effective
instruction can be achieved. The extent to which this can be achieved depends greatly on the
teacher. Thus, achieving order and control are skills that all teachers must learn to achieve
classroom management.
Tones & Jones (1989) listed five major factors or skill areas associated with effective
classroom management.
1. Classroom management should be based in a solid understanding of current research
and theory about classroom management and on student’s personal and psychological
needs.
2. Classroom management depends on establishing positive teacher-student and peer
relationship that help meet students’ basic psychological needs.
3. Classroom management involves using methods that enhance optimal learning by
responding to the academic needs of individual students and the classroom group.
4. Classroom management involves using organizational and group management
methods that maximize on-task students’ behaviours.
5. Classroom management involves the ability to use a wide range of counseling and
behavioural methods that involve students in examining and correcting their
inappropriate behaviour.
A well managed classroom therefore, is a pre-requisite to learning. Effective manager should
use all the skills and methods at his disposal to organize and conduct their classroom to
prevent management problems from occurring in the classroom.

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Effective Teacher
Effective teacher possesses a cheerful disposition, friendliness, emotional, security,
good mental health and a high degree of personal adjustment. According to Brophy& Putnam
(1979) effective teachers are those who are able to:
1. Remain calm in crises;
2. Listen actively without becoming defensive or authoritarian;
3. Avoid win-lose conflicts;
4. Maintain a problem-solving orientation rather than resorting to withdrawal, blaming,
or other emotional over reaction;
5. Respect each child as an individual
6. Impose firm but flexible limits and change these as needed (child’s development and
situation permit and require;
7. Emphasize positive rather than negative expectation;
8. Explain the rationale behind rulers;
9. Being consistent in stating and enforcing demands;
10. Being consistent in modeling ideal attributes

Classroom Discipline and Students/Learners’ Control

Discipline
The word ‘discipline can be a verb or noun. As a verb, discipline means to train, to
punish someone, to teach someone to behave in a controlled way, to control oneself or
someone, even in difficult situation. To maintain classroom discipline means to control
students. It is the first task of every teacher.
As a noun, discipline can be a particular area of study, especially in a subject studied
in a college or university (Cambridge online Dictionary). It is behaviour produced by
training. Discipline is training that make people more willing to obey or more able to control
themselves, often in the rules. Punishment ensures if the rules are broken. Discipline is the
practice of training people to obey rules or code of behaviour. It also involves using
punishment to correct misbehaviour. Discipline is developed through practice. According to
Adeshina (1981), discipline is a situation whereby students are taught to respect the school
authorities, to observe the school laws and registrations and to adhere to the ethical standards.

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School Discipline
Education of learners occurs in schools and classrooms specifically, and so discipline
is enforced in the school as well as in the classroom. School discipline refers to the
procedures of regulating the learners’ behaviours through laid down rules, punishments and
behavioural strategies. It involves maintenance of order in the school. School discipline helps
to create a conducive and safe school environment. Teaching and learning are haphazardly
implemented in a school which lacks discipline. It is through school discipline that students
are trained to be respectful, obedient, of good conduct, orderly, and of good behaviour. Both
intellectual and moral behaviours are involved

Class Discipline
Class discipline is the training of the child in the class to obey the rules and
regulations, through orderly behaviour so as to attain the goals of education.
Classroom discipline refers to the strategies a teacher uses to manage student behaviours and
attitudes during instructional time. A teacher who uses consistent discipline exhibits more
effective classroom management than an inconsistent teacher. Classroom Discipline is the
business of enforcing classroom standards and building patterns of cooperation in order to
minimize disruptions and maximize learning

A disciplined student adheres to rules and acceptable behaviours in the school. The
rules are made to define the acceptable standards that must be respected and obeyed by the
students to maintain discipline. Each school operates rules regarding dressing, time keeping,
social behaviour and work ethics. The essence of discipline in schools is to inculcate in the
learners the right knowledge, skills, attitudes and values, which they internalize to form their
character. The teacher is at the centre of character formation of the learners, and so must
provide some stimuli to the learners for positive response. Inculcation of discipline follows
the stages of development of the effective behaviour which include: receiving, responding,
valuing, organization and characterization. These terminologies have been explained in
chapter four of this book.

Types of Discipline
There are six types of discipline:
1. Intrinsic (Self-imposed)
2. Societal-imposed
3. Teacher-imposed

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 4. Group-imposed
5. Task-imposed
6. Punishment
Intrinsic discipline is self-imposed. The student is motivated to do something without being
forced, or manipulated, because he/she wants to achieve certain goals within a specific
period. If the student values the behaviour, he/she is motivated to imbibe the behaviour. Self-
imposed discipline promotes academic excellence.

Societal-imposed discipline is the discipline that comes from the societal rules and
regulations aimed at maintaining peace and order. This type of discipline is useful in training
children in the norms of the society, which when imbibed enhances respect and learning.

Teacher-imposed discipline is used by the teacher to ensure conductive classroom

environment. The teacher must know the content, use appropriate teaching and learning
methods, respect the individual differences of the learners, and create a good rapport with the
students. The teacher must be fair and firm in dealing with the students.

Group-imposed discipline relates to the influence of peer behaviours on the group. It is said
that bird of the same feather flock together. Thos applies peer influence. Peer groups have
their norms and each member obeys the rules. This is why peer influence is one of the
sources of data collection for effective curriculum planning.

Task-imposed discipline is the discipline derived from the type of tasks students undertake.
Such tasks keep the students busy and prevent them from unwholesome behaviour. A leaner
who deviates from there led-down rules is punished.

Punishment is removal of pleasure from an individual. It is a corrective as well as deterrent

behaviour. Punishment is given to a student who does not conform to the rules and
regulations of the school, or whose behaviour is unacceptable by the school.
There are two major reasons for punishing a student: to correct and reform the
student; to deter others from repeating a similar behaviour. Details on punishment are
discussed in chapter nine of this book.

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Conditions for Punishment in the School
The following are the three conditions for punishing students. There must be evidence
that the offender committed the offence. Punishment must be given by someone in authority.
Punishment given must be commensurate to the offence committed.

Forms of Punishment
Punishment comes in different forms and it is given according to the magnitude of the
offence. Examples of punishment are:
 Corporal punishment
 Detention after school
 Threats
 Issuing of written or verbal warning
 Grass cutting
 Fines
 Suspension
 Expulsion or dismissal
School administrators suggest that the teacher’s mild expression of displeasure when
an offence is committed by a student is preferred to punishment, because it helps to maintain
order in the classroom; check bad behaviour; serve as deterrent to others.
The following precautions must be taken when deciding to punish a student:
 It must be legal, the teacher has the right to punish a student who deserve punishment.
 Punishment should not be regular, otherwise, it will be abused. The teacher may lose the
class respect.
 It must be prompt, appropriate, impersonal, just and fair, and mild.

Causes of Indiscipline in School

Indiscipline in school has been categorized into six by Adesina (1980). These classes or
sources of indiscipline are: School management, School administration, Staff, Students,
Society and Parents.

School Management
Indiscipline emanates from the school management as a result of the following:
1. Lack of or inadequate school facilities and equipment
2. Lack of or inadequate motivated quality staff

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3. Lack of or inadequate motivation of teachers
4. Admission of students who are academically of poor quality
5. Automatic promotion of learners
6. Lack of insufficient moral and religious instruction
7. Restricted powers of principals.

School Administration
The following are causes of indiscipline from the school administration.
1. Principal’s failure to create a good rapport with the staff
2. Existence of communication gap among the principal, teachers and students
3. A laissez-faire principal,(who does not have integrity, and who is not firm and fair).

Staff
Staff can be source of indiscipline when:
1. They are disobedient to the principal
2. They are insincere and not dedicated and committed to duty
3. They are morally weak
4. They are incompetent
5. They are unduly familiar with the students.

Students
Students can be a source of indiscipline in school by their:
1. Negative or poor attitude to learning.
2. Lack of good home training.
3. Setting unachievable goals.
4. Unwholesome behaviour.
5. Misuse of powers of seniority or of a prefect.

Principles for Effective Classroom Management

 Begin your lesson well (set induce the learners, and sustain their attention and motivation
in the class)
 Know the school policies (learn the school policies, the norms and the school climate)
 Establish rules (Let the students know the rules, paste them at a strategic position in the
class where the students will always see them; adhere to the rules)
 Plan your lessons (show the students that you are organized and focused)
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 Know the students’ names (Students feel that they belong to the class if the teacher calls
them by their names. Students are happy that the teacher knows them by name)
 Be consistent (The teacher should be fair and consistent in dealing with the students)

Summary
Success in school is mainly dependent on the school tone or climate, which is
developed through the combined efforts of the school administration, principal, teachers,
students and parents. Teachers must bear in mind that they are character moulders and have a
greater share in the success or failure of the students. It should be noted that architect’s
mistakes are covered with flowers, medical doctors’ mistakes are buried six feet in the
ground; but teachers’ mistakes live with generations.

Recommendations
From our discussions, we have learnt that the teacher’s task is multi-faceted. This
calls for adequate training of the teacher to empower him/her to effectively implement the
school programmes. The teacher is the implementer of the curriculum, but he/she needs the
support of other stake holders to succeed.
Therefore, the following recommendations are proffered:
1. School administrators must ensure adequate record keeping of all the transactions in the
school.
2. Teachers must be knowledgeable, dedicated and committed to their responsibilities.
3. Teachers must prepare their lessons very well before teaching.
4. School administrators must motivate the teachers to promote their optimum performance.
5. Examination procedures must be strictly followed to ensure that valid and reliable data are
supplied to the system.
6. Teachers must evaluate their daily class activities as immediate feedback is a source of
motivation.

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