| dc.description.abstract | Management problems are the most common difficulties a teacher will experience in the classroom. Many of these problems are the result of social and family problems, but school policies and procedures, sometimes a teacher's own management style, contribute to the problem (Edwards, 1993). In order to successfully manage a classroom, teachers need to determine for themselves the management approach they believe to be the most appropriate and then master its use. Various features of classrooms make them difficult places to manage without essential classroom management skills. At any time, a multitude of potential disruptions can develop that may interfere with teaching and obstruct students' learning (Edwards, 1993). Recent studies show that effective teachers create positive environments for learning by using management skills to organize time, space, materials, auxiliary personnel, and students (Strother, 1985). If teachers make a study of classroom management, they will be much better prepared to deal with problems and help students learn. It seems that effective managers are those who have positive attitudes and behaviors, understand the characteristics of students, plan well for lessons, provide a receptive classroom environment, use a variety of teaching techniques and materials, evaluate learning and teaching, and employ a variety ofmanagement strategies as needed. These teachers feel positive about teaching and have a rapport with students that encourages self-discipline and good behavior. This, in turn, promotes academic achievement and contributes to the overall development of young adolescents (Reed, achievement and contributes to the overall development of young adolescents (Reed, 1991). | |
