Classroom Management Technique and Pupils Academic Achievement in English Language

 

CHAPTER ONE

INTRODUCTION

1.1   Background of the Study

Authority is involved in management, and management is the main expression of authority where a balance is struck between the radiator of authority and the recipient of authority a frictionless relationship is achieved. It can also mean the process of arranging directing and guiding resources in an organization to realize the established goals. In a typical classroom, according to Taiwo (2007) teacher is the radiator of at least, is supposed to be the radiator of authority and the pupils the recipient of authority.

Custodial classrooms exhibit the closed climate system, is autocratic and smacks of a military command, All powers are vested in the teacher, who sees himself as the “big boss man” He adopts the down-the-line communication” whereby he uses such words as “you should, ‘you must” or they should (Umoren, 2007).

Every classroom teacher must learn the techniques of rewarding the types of behaviour they would like to mange. Joseph (2009) stated that classroom management mean to handle or arrange a number of people, things or situation to bring about a desirable goal.

Humanistic classroom management emphasizes the need for pupils to be allowed the freedom to use their discretion and to accept responsibility for their actions. Self discipline is substituted for strict teacher’s control (Okorie, 2006). (Ogbolo, 2011) Observed that in humanistic classrooms pupils learn through co-operative interaction and experiences, and they learn to take control of their affairs.

The classroom provides the formal arena for the interaction between the teacher and the learner for the purpose of executing instructional objectives. Accordingly, Nwidecbuh (2013) outlines the component of the classroom to include the teaching task, the teacher, the pupils, the formal classroom organization and the classroom climate. In order to keep the four elements intact and facilitate learning, classroom management control become necessary. Formal classroom management techniques refer to classroom arrangements specifically created by the teacher to pro9mote the teaching and learning process. It involves the various techniques used by the teacher to prevent indiscipline in the classroom as well as the methods used to motivate pupils (Tawasi, 2011).

The issue of classroom control and discipline has never at any other time posed so much threat to educational system than now. Every day, around us and in our schools, there are complaints of serious misconduct by the pupils. There are alleged cases of teachers being threatened or attacked by their pupils in the course of discharging their lawful duties. In some cases, the attack have been violent.

There are rampant cases of disobedience, truancy, irregularity, fighting, refusal to do class work, noise making in the classrooms (Nicholish, 2009). Similarly punishments have been meted out, some of which have been administered harshly with little or no consideration for the age, Sex or state of health of the pupils.

In the midst of these problems, there is a growing debate over the declining standard of education and the attendant blame on teachers for their unproductively parent have also been accused of giving up from their responsibility, their natural role for rearing responsible children.

Whatever the debate, it is obvious that the indiscipline in our classrooms is a matter that should be of concern to every individual who has the interest of our children at heart. Because of the popular, belief that our schools (classrooms) are a reflection of life in the larger society, various governments have introduced policies that could facilitate and enhance a discipline society if the discipline which the society needs in order to produce an enabling school environment is lacking, there would be Chaos and destruction.

 The teacher is seen as the centre for the control of children’s behaviour especially as they interact with them mostly in the classroom. For any meaningful learning activity to go on in the classroom, the teacher must try to adopt the necessary classroom techniques in order to control and manage the classroom for effective learning to take place.

It was on the basis of the above observation that this study was carried out to determine the influence of classroom management techniques by the teacher on pupils’ achievement in the learning of English language among pupils in Uyo Local Government Area.

1.2   Statement of the problem

Effective teaching should obviously lead to a change in pupils’ behaviour. It is observed that classroom management is being greatly neglected in the primary schools. This is more so in public schools in Uyo Local Government Area of Akwa Ibom state.

 The managerial demands on the classroom teachers are by no means high, The keeping of records and reports,  requisition of self effort and provision of support and equipment as well as the necessary routine of classroom management, take much of the teacher’s time. The teacher sometimes gets trained in different cultural backgrounds, and later finds himself faced with pupils from varied cultural and socio-economic background, different adjustment capacities and social interaction abilities.

The problem today includes inequality of opportunity in the classroom, improper up liftmen of right of pupils, improper school rule and inconsistency of the classroom teacher, and poor level of preparedness on the part of the teacher to adequately pass on instruction and so on.

Today, the situation in the primary schools seems worst, if one walks into any of these schools during lesson periods. Many classes, if not all, may not be recognized, there may be no form of discipline in these classrooms, no form of motivation for these pupils to learn. There may be no monitor and control of activities of the pupils in the classes. Against this background, the major problem of this study put in question form is, how does classroom management relate with academic performance of pupils in Uyo Local Government Area.

1.3   Purpose of the study

The main purpose of this study was to examine the influence of classroom management technique and pupils academic achievement in English language among primary school pupils in Uyo local Government Area.

        In specific terms the study intends to:

(i)     Assess the influence of custodial classroom management technique on academic performance of pupils in English language.

(ii)    Examine the influence of humanistic classroom management technique on academic performance of pupils in English language.

1.4   Significance of the study

        The study will be significant in the following ways;

(i)     It would benefit mostly the teachers who form the centre of the teaching –learning process as it could provide a basic for the teachers to evaluate their classroom management techniques.

(ii)    It would also help the teacher to realize that each pupils has a certain learning capacity for learning which is definitely different from other members of the class.

(iii)    It would help school administrator and supervisor to design class management seminars and conferences as a means of making teaching and learning more meaningful.

(iv)   The result of the finding s will also be of immense benefit to the pupils themselves as it will help them to check understanding those indiscipline traits that may make or match their performances in the classroom.

15.   Research Questions

        The following research questions were formulated to guide the study.

(i)     Does teacher’s custodial technique of classroom management relate with pupils academic achievement in English language?

(ii)    How does teachers humanistic techniques of classroom management relate to pupils academic achievement in English Language?