STRATEGIES AND TRAINING BACKGROUND IN CLASSROOM MANAGEMENT IN PRIVATE NURSERY/PRIMARY SCHOOLS

STRATEGIES AND TRAINING BACKGROUND IN CLASSROOM MANAGEMENT IN PRIVATE NURSERY/PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1Background of the study

The importance of teachers in students’ cognitive and social-emotional development cannot be overstated. Effective classroom management lays the foundation for this expansion. It has been discovered that virtually no learning occurs in unstructured and chaotic classes (Elias & Schwab, 2006). Students’ behavioral issues have been shown to pose long-term threats to their learning environment (Nasey, 2012). Numerous studies have been conducted to investigate the role of the instructor in the development of effective education. It is commonly assumed that secondary students’ outcomes are largely determined by the classroom practices of the relevant instructors with their students (Hattie, 2009). According to the study’s findings, teaching can only be effective if the entire teaching environment is made healthier and better. Excellent procedures in schools, but Poor management was not producing strong academic results. Marzano, Marzano, and Pickering (2003); Van de Grift, Van der Wal, and Torenbeek (2012) (2011) According to Kaliska (2002), there is an urgent need for effective class management strategies to help ensure strong academic results and learning at the secondary level. Establishing classroom rules will assist teachers in developing effective and efficient regulations to provide a favorable learning environment for students. Wilson (2006) discovered that primary school teachers thought positive classroom management approaches were useful for excellent classroom management and negative classroom management techniques were ineffective. Oliver, Wehby, and Reschly (2011) discovered in their study that instructors’ class management tasks and practices have a positive influence.

on reducing students’ hostile, negative, sluggish, and unfocused learning styles in the classroom. Teachers who employ effective classroom strategies can expect to achieve greater success in their classes.

Primary education is the first level of education, with the main goal of creating, establishing, and providing opportunities for all children to achieve a balanced cognitive, emotional, and psychomotor development, regardless of age, gender, or country of origin.

Pre-Primary Education is required for all children who are four years and eight months old by September 1st of the school year in which they will begin.

All children over the age of five years and eight months are required to attend primary school.

Despite the fact that the vast majority of preschools and kindergartens are

on reducing students’ hostile, negative, sluggish, and unfocused learning styles in the classroom. Teachers who employ effective classroom strategies can expect to achieve greater success in their classes.

Primary education is the first level of education, with the main goal of creating, establishing, and providing opportunities for all children to achieve a balanced cognitive, emotional, and psychomotor development, regardless of age, gender, or country of origin.

Pre-Primary Education is required for all children who are four years and eight months old by September 1st of the school year in which they will begin.

All children over the age of five years and eight months are required to attend primary school.

Despite the fact that the vast majority of preschools and kindergartens are

They must register with the government and follow federal rules if they are privately operated. Preschools and kindergartens are frequently quite expensive, so only the wealthy can afford to send their children there. The federal government launched an early childhood care and development education (ECCDE) program in the early 1990s, but rapid changes in political events stymied its growth.

In 1991, only 4.7 percent of preschool students had some preprimary education. The program was looking for kids from the neighborhood. Several towns began constructing their own nursery and preschool facilities in 2001 as part of their support for the UBE program, using federal funds as well as foreign grants and loans.

A program was developed with UNICEF assistance that focused on how the Ministry could transfer those features of

the nursery scenario, which accelerated learning to the first level of primary school. The main component of the program was thus the training of 100 Infant Field Officers (IFOs) in classroom management, learning about children’s rights, communication skills, and developing teaching aids and objects to supplement reading abilities. Participants were drawn from all of the country’s administrative regions as well as Georgetown for the training, which was held in three batches.

Participants were expected to return to their schools and conduct staff development workshops not only within their own school, but also among the cluster of schools in their communities, in order to create a multiplier effect. This initiative is currently being evaluated to determine the program’s impact. UNICEF is one of the most important organizations.

Sources of funding for early childhood development. UNICEF also played an important role in the development and implementation of cumulative record cards, which will now accompany children as they progress from nursery to primary school. Curriculum guides and instructor manuals, as well as reading and language development wall graphics, were printed and are now available in all schools. This has resulted in the implementation of a national timetable for nursery schools.

According to data from the Ministry of Education’s statistics digests, only about 30% of nursery school instructors are trained. Attempts have been made on a regular basis to keep this training going. Not only does the CPCE provide a two-year nursery teacher training program, but the University of Guyana also does.

Early Childhood Education B.Ed. In addition, the Ministry of Education nominated teachers to be trained as Nursery Field Officers (often nursery school heads), and weekly seminars were launched. So far, four (4) batches of Nursery Field Officers have been trained, with eighty-five (85) Field Officers spread across the Regions. These Nursery Field Officers, in turn, hold seminars within their respective Regions to assist their colleagues in improving their skills. Despite these additional training options, the percentage of trained instructors has not increased significantly. Some are lost to the primary level, where promotional opportunities may be perceived to be greater, while others are lost to the private sector.

1.2 Problem Statement

Increasing classroom management practices is critical for students to achieve at a high level. Practices in the classroom have a direct relationship with academic achievement of students (Gage, Scott, Hirn & MacSugaGage, 2018). Classroom management by teachers is clearly linked to student outcomes. It was discovered that effective classroom management increases students’ academic achievement while decreasing their behavioral problems (Korpershoek et al, 2016). Some worry that the proportion of educated instructors, particularly trained graduates, will decrease in the future. Teachers’ salaries and working conditions are not comparable with those provided by the private sector or with opportunities available outside of the private sector, and the education sector has lost many teachers due to migration over the last two decades. The number of people leaving had slowed slightly in the early years of the decade, but has since increased as opportunities in Africa and elsewhere have become available.

other regions of Nigeria have opened up.

Regardless of how important elementary education is in the acquisition of basic education, it is equally important to recognize the interdependence that must exist across the various levels of the educational system.

One level feeds the next up and down the system. Today’s untrained or under-qualified instructors are the result of outdated classrooms. The country cannot afford to wait ten years to see improvements in the functional literacy skills of today’s six-year-olds while increasing its stock of functionally illiterate out-of-school teens and adults. To break the cycle, the system will focus on ensuring adequate reading and numeracy abilities. Illiteracy will be attacked from various angles.

angles. This will entail assessing reading levels and developing remedial programs well ahead of the start of class.

1.3 The study’s objectives

The study’s overarching goal is to investigate classroom management strategies and training backgrounds in private nursery/primary schools. Among the specific objectives would be the following:

i. Determine whether teachers have the necessary classroom management knowledge.

ii. To learn about primary school teachers’ classroom management practices.

iii. Determine whether training/development techniques and opportunities exist to facilitate the use of skills in classroom management.

1.4 Research Issues

i. Do teachers have the necessary knowledge of classroom management skills?

ii. What is the level of primary school teachers’ classroom management practices?

iii. Does training/development take place?

Techniques and opportunities facilitate the application of skills in classroom management.

1.5 The study’s significance

The research will aid in the review of the system’s management classroom curricula, as well as its teaching and learning materials, with regard to gender considerations, and appropriate revisions will be made. The Ministry of Education will create monitoring tools and mechanisms to track the treatment of gender issues in the school system and provide feedback to school administrators and teachers. Improved baseline education for policymakers and planners on systematic classroom management procedure. The study will aid in the development and implementation of policies that will improve classroom management for the benefit of effective classroom teaching. Programs of instruction for

School administrators, central educational authorities, and regional officials will be reinforced and expanded. For newly appointed teaching officials, special orientation and training programs will be implemented. Similarly, mechanisms will be developed to involve representatives from local communities and regions in overall education planning and delivery, including curriculum issues.

1. 6 The Study’s Scope

The scope of this study is limited to investigating classroom management strategies and training backgrounds in private nursery/primary schools.

The study, however, was limited to private schools in Nigeria’s Bwari Area Council, FCT, Abuja.

1.7 Study Restrictions

The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant limitation was the paucity of literature on the subject.

because it is a new discourse, the researcher incurred more financial expenses and much time was required in sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size covering private schools in Bwari Area council, FCT, Abuja in Nigeria. As a result, the findings of this study cannot be generalized to women in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research successful.

1.9 Terminology Definition

This is what training entails.

Training someone to be someone or something; the act of teaching and practicing an individual or a worker in order to bring them to a specific standard of behavior, efficiency, or physical condition.

A large class is one in which there is an overcrowding in a given classroom setting. It is the high teacher-to-student ratio in the classroom.

Small Class Size: This refers to a small and manageable classroom situation for the teacher. It represents a low to moderate teacher-to-student ratio.

Teaching Effectiveness: This refers to an effective teaching method in the school system, one that serves the purpose and goal of teaching and learning.

A teacher is a trained professional in the field of education.

who assists pupils, students, or learners in their learning.

Teaching Aids: In this study, teaching aids are resources that are used to help students transfer information. It is also referred to as instructional material.