Exploring Effective Classroom Management Strategies in Secondary Schools of Punjab

Abstract

Role of effective classroom management strategies have been a topic of discussion among different stake holders such as educationists, teachers and principals. The answer to this question is still needed in various contexts, so the aim of the present study was to explore Effective Classroom Management Strategies in Secondary Schools of Punjab. In this qualitative study, twenty teachers from ten public secondary schools in district Okara were selected using purposive sampling technique. Data were collected through a self-developed semi-structured interview. Qualitative thematic analysis was done with the help of software, Nvivo-11. Analysis revealed that teachers have to face a large number of classroom management issues such as noise, overcrowded classrooms, STR, unsupportive seating arrangements, lack of teaching facilities, and disruptive behavior of students, latecomers, and improper uniform, less attention toward lesson, family background and conveyance problem for rural students. Findings suggested different classroom management strategies to tackle classroom management issues such as students’ academic engagement, content related questioning, activity base learning, proper seating arrangements, group work, observation, suitable teaching method, developing supportive classroom rules and finally teacher attitude towards students. Moreover, analysis revealed that most of the teachers used lecture method with different pedagogical practices such as questioning, discussion, diagramming and use of whiteboard as an effective visual aid. Less interaction was observed while teachers were busy in writing on whiteboard. Front students were seemed engaged but back benchers were passive. Group work, activity based teaching, storytelling and demonstration teaching methods were found most effective to maintain the discipline in the classroom. It was suggested that teaching methods should be according to the nature of content, learner, time and available resources. The present study recommended top-down change as teachers’ trainings, improving teacher education programs, providing basic facilities in the school, balancing students’ teacher ratio and conveyance especially for rural students.