CLASSROOM MANAGEMENT APPROACHES OF FEMALE TEACHERS IN PRIMARY SCHOOLS

Abstract

Classroom management is one of the most essential skills of every teacher. It is an art how teacher teaches, manages, and solves classroom problems during teaching and learning process in the classroom. A teacher cannot conduct the class in an effective way in absence of effective classroom management skills. Thus, in order to explore and investigate female teachers' classroom management approaches I probed four research questions. All research questions attempts to explore and investigate on how female teachers conduct the classroom during their respective subjects. Female teacher's and stakeholders' perceptions, pedagogical skills, classroom environment, and teacher's professional development of female teacher's were explored to provide an in-depth knowledge on female teachers' classroom management approaches. I followed qualitative research design for my study with interpretive paradigm to uncover meanings. The study is based on epistemological, ontological and methodological premises. Ontologically, my study relies on multiple realities of classroom management, and epistemologically meanings are interpreted, created, and constructed. So, two government schools were purposively selected from two ii different districts i.e. Bhaktapur and Kavre districts for my research. I have generated knowledge from research participants and from extensive literature study through observations, in-depth interviews, case studies, and focused interactions. Besides, social learning theory, interactionism theory, and, various modals on classroom management approaches were reviewed and linked up while analyzing the data. During the research process, I was also aware that ultimate truth do not exists in the real world. So, my research participant's feelings, ideas, values, ethics, reality and their thoughts were best incorporated through interactions and interviews to maintain trustworthiness in the study. Major findings of my study focused that an effective classroom is the one who can teach students with engaged pedagogy. In traditional classroom students often get distracted because students find themselves very much boring. So, a teacher's job in the classroom is not only to teach but to make sure students learn and know. It is essential for teachers to understand, know and to execute content knowledge, pedagogical content knowledge, and curriculum knowledge in a proper way. Understanding student's psychology, creating child centered learning environment, more learning activities, students' participations, student centered teaching methods, time on tasks, more interactive approaches in the classroom, use of more educational materials etc. are the major principals to female teachers for creating effective classroom management while teaching. My study concluded that experienced teachers can teach in a better way as compared to novice teachers. Teacher's professional excellence comes with the number of teaching experience than having higher level of education. A sense of withitness, attachment, pedagogical skills, appropriate classroom environment and caring to students' needs etc. leads towards successful classrooms which were found iii in experienced teachers' classrooms. To the contrary, students were often found misbehaving, rude, indiscipline that turns the classroom in a chaotic situation due to inattentive practices of novice teachers' towards student's activities while teaching. Classrooms are multidimensional in nature and every classroom was found different. For creating an effective classroom management teachers need to be proactive; she has to play the role of a leader, facilitator, a friend, and a mother.