I've made some research on the things I want to study and so here is my background of the study. It's quite tough but lucky I managed.
Classroom management and organization
are topics that have been looked thoroughly among the school administrators
and have recently attracted more
attention from teacher educators and researchers because a teacher’s ability to
effectively manage the classroom and to organize instruction are basic components
of teaching (Evertson, Emmer, Sanford & Clements, 1983). Moreover, classroom
management strategies have a strong potential to positively influence student
achievement and learning. There are also outstanding amount of concern for many
teachers, especially new incomers and teachers who are using or applying a new
instructional approaches for the first time (Delong & Winter, 1998).
There are many studies and research
showing that classroom management is one of the main factors that influence
learning. For example, in their study, Wang, Heartel and Walberg (1993)
identified that classroom management as being the first in a list of important
factors that influence school learning. Also, Marzano and Marzano (2003) got
the same results with Wang and his colleagues (1993) by identifying that
classroom management is the most important factor which could influence the
school learning. Other than that, Ben (2006) also states that effective
classroom management strategies are significant to a successful teacher’s delivery
of instruction. Effective classroom management prepares the classroom for an
effective instruction which is important for the learning process.
Throughout the years, various
researchers and educators have defined the terms classroom management
differently according to their research or ideas. Generally, classroom
management refers to the actions and strategies that teachers or educators use
to maintain order (Doyle, 1986). Martin, Yin and Baldwin (1998) define
classroom management as a larger and complete ways that describes all teachers’
effort to oversee a big number of activities in the classroom including
learning, social interaction and students behaviours. Classroom management
constitutes three broad dimensions; person, instruction and discipline. (Martin
& Baldwin, 1992)
Trickett and Moos (1974) examined the
relationship between the classroom environment and students’ satisfaction and
mood. They found that different dimensions of classroom environment related
differentially to students’ satisfaction and mood. For example, students give a
good feedback which shows that greater satisfaction and security in the classroom
which emphasized high student involvement, personal student-teacher
relationship, and teacher’s support. Students were less satisfied in classrooms
which were low in teacher’s support.
Student needs, interests, experiences,
and personalization into learning activities could be fulfilled by a good
classroom organization. The purpose of the classroom activities is to manage
students’ self-expression, encourage consideration of others’ opinion, to develop
good listening skills and to encourage critical thinking. Students learning
environments may be in various forms. Bereiter and Scardamalia (cited in Elen
et al., 2007, p. 1) for instance, distinguish between ‘messing around’,
‘hands-on learning or guided discovery’, ‘learning through problem solving’,
‘curiosity driven inquiry’, and ‘theory improvement inquiry’. Although students
learning environments and different in form and purpose, they also share common
basic features. In most so-called students learning environments, students are given
certain difficult task so that they could learn through the experiences. For
instance, rather than presenting information on a good listening skills, students
are asked to make a short play or their own presentation in showing ways of how
a good listener should react in different circumstances.
