- : Ms Word, Ms Word Format
- : 60 Pages
- : ₦5,000
- : 1-5 Chapters
- Click to DOWNLOAD Materials
STRATEGIES ADOPTED BY TEACHERS IN THE MANAGEMENT OF CLASSROOM UNDESIRABLE BEHAVIOURS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Effective classroom management is vital for creating a positive learning environment. One of the challenges that teachers often face is managing undesirable behaviors exhibited by students in the classroom. This abstract highlights strategies adopted by teachers to effectively manage and address such behaviors.
This research examines various strategies employed by teachers to address undesirable behaviors in the classroom setting. The study explores both preventive and responsive strategies used by teachers to promote a conducive and productive learning atmosphere.
Preventive strategies focus on proactively preventing undesirable behaviors from occurring in the first place. These strategies include establishing clear expectations and rules, creating a positive classroom climate, and fostering positive relationships with students. By setting clear expectations, teachers can communicate the desired behavior standards to students, reducing the likelihood of misbehavior. Creating a positive classroom climate by incorporating engaging activities, cooperative learning, and student involvement can also contribute to minimizing undesirable behaviors. Additionally, building positive relationships with students through effective communication, empathy, and understanding can foster a sense of belonging and minimize disruptive behaviors.
Responsive strategies are implemented when undesirable behaviors occur in the classroom. These strategies involve addressing the behaviors promptly and effectively. Some common responsive strategies include using non-verbal cues, providing immediate feedback, employing redirection techniques, and implementing consequences. Non-verbal cues, such as eye contact or hand signals, can be used to discreetly communicate with students and redirect their attention. Providing immediate feedback, both positive and corrective, can help students understand the impact of their behavior and make appropriate adjustments. Redirection techniques involve redirecting students' focus from disruptive behavior to the task at hand. Finally, consequences, such as loss of privileges or time-out, can be used to discourage repeated undesirable behaviors and promote accountability.
It is important to note that effective management of undesirable behaviors requires a combination of preventive and responsive strategies tailored to the specific needs and characteristics of the classroom and students. Moreover, ongoing professional development and collaboration among teachers can enhance their ability to manage classroom behaviors effectively.
In conclusion, managing undesirable behaviors in the classroom is a complex task that requires a multifaceted approach. Teachers employ various strategies to prevent and respond to such behaviors, aiming to create a positive and productive learning environment. By implementing proactive measures and responding promptly and appropriately to disruptive behaviors, teachers can foster a conducive atmosphere for learning and promote students' overall development.
STRATEGIES ADOPTED BY TEACHERS IN THE MANAGEMENT OF CLASSROOM UNDESIRABLE BEHAVIOURS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
