The role of classroom management in teaching a foreign language | Статья в журнале «Молодой ученый»

Отправьте статью сегодня! Журнал выйдет 13 марта, печатный экземпляр отправим 17 марта.

Опубликовать статью в журнале

Автор:

Рубрика: Педагогика

Опубликовано в Молодой учёный №22 (156) июнь 2017 г.

Дата публикации: 05.06.2017

Статья просмотрена: 443 раза

Библиографическое описание:

Туланбаева, Ш. Ш. The role of classroom management in teaching a foreign language / Ш. Ш. Туланбаева. — Текст : непосредственный // Молодой ученый. — 2017. — № 22 (156). — С. 195-196. — URL: https://moluch.ru/archive/156/44213/ (дата обращения: 27.02.2021).



As we know that classroom management is one of the most important aspects to being a successful teacher. In this situation class management is one of the fundamental skills of teaching. It is the ability to control and inspire a class i.e the pupils. It is easy for the teachers if the learners are motivated and they have interest for learning. If the task is available for the learners they do it with interest and desire.

If we look at the term classroom management, it is usually used by teachers and served to organize teaching process. It describes the teaching process and also is used to prevent the disruptive behavior of the learners. If such behavior of the learners is missed at the lesson then lessons ran smoothly. But the problems in this area and disruptive behavior of the learners cause some teachers to give up this profession. According to the report of US National Educational Association which was made on the result of carried out tests among teachers in 1981 about 36 % of teachers expressed their wish that they would not go into teaching if they had been given a chance to decide again. The main reason of this was negative attitude of the student, the lack of motivation and discipline.

While analysing of different view points on this problem show that control the process of teaching, discipline at the lesson and classroom management play a very important role in achieving efficiency in teaching.

Moskowitz and Hayman stress that if a teacher loses control in the class then it will be more difficult for him to manage teaching process.

Studying the other specialists in this area we may pay attention to Berliner in 1988 and Brothy and Good in 1986 argue that the time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. Here it shows that if classroom management is effective then it involves the learners into active work and clear communication in classroom activities. In this point much depends on the teacher and how he/she is able to motivate the learners and the effective classroom management used by the teacher at the lesson because classroom management is closely linked to motivation, discipline and respect. If a teacher processes high authority in the class it will help the teacher to manage the teaching process. So, the authority of a teacher is also one of the main factors relating to classroom management.

The other effective criteria of classroom management is the teacher’s personal knowledge regarding to educational psychology. A large part of traditional classroom management involves behavior modification.

Some teachers prefer to establish special rules of behavior at the beginning of a school year.

According to Gootman such procedures and rules give the students concrete direction and guarantee discipline and effective classroom management and the teachers try to be consistent in enforcing these rules and procedures.

If I speak about creating good speech atmosphere (environment) in the class, it is also one of the main factors in classroom management. By creating such good speech atmosphere teacher gives the learners chance to express what they want to act freely without the fear of making mistakes and being laughed at their friends. This involves them into active conversation. In other words this transforms a classroom into a community of well-behaved and self directed learners.

In my mind in classroom management a main role is given to behavior games too. A classroom level approach to behavior management used by Barrish, Saunders and wolf in 1969. The game involves all learners in the class into active participation and engagement of some type of behavior. Behavior game can be used to increase desires behavior. Games are mostly used at preschool and elementary stages of teaching and very popular among adolescents.

So, in order to keep discipline punishment is needed. For many years corporal punishment has been used widely as a means of controlling disruptive behavior. But it is not used now any longer. Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. Teachers must emphasize the value of the behavior that is rewarded and also explain to the learners the specific skills they demonstrated. Teachers should encourage the learners in using the target language as freely and communicatively as they can. Here the objective for the learners is not to focus on language construction or practice specific bits of language as grammar patterns, particular vocabulary and etc but for them to use the language which is appropriate for a given situation. Here it is advisable to use activate exercises. They offer the learners a chance to try out real language use as a kind of rehearsal before using the target language in real life situations. These exercises include role-playing, advertisement design, debates, discussions, describe and draw exercises, story writing and etc.

And now take another viewpoint of the other common mistake made by the teachers in classroom management is that the teachers often become frustrated and negative when their approach is not working. During the lesson the teacher may raise his/her voice in an effort to make the approach to work. Instead of this it is better to simply try a new approach.

In conclusion, we can say that effective classroom strategies lead to control of your classroom where disruptions are likely to occur. Ineffective classroom strategies lead to a loss of control in your classroom and may lead to teacher burnout.

References:

  1. Alimov Sh.S. Zamonaviy o’qitish texnologiyalari fanidan ma’ruzalar kursi. — Andijon, 2009
  2. Alimov Sh. S. Intensiv metodlar, interfaol metodlar, noan’anaviy dars o’tish usullari, didaktik o’yinlar. — Andijon. 2010


Задать вопрос