Commonly observation is that the teachers spend countless time distressing about how to manage their classes well.
Lacking effective classroom management strategies the teachers cannot convey the program of study effectively.
Keeping the above assumptions in view the researcher will try to conduct a study of the survey of strategies adopted by the teachers for the management of crowded classrooms in secondary schools of Punjab, as it is commonly observed that the teachers of this area are facing difficulty to manage their classrooms.
There are 36 high schools in two Tehsils of District Hafizabad. Tehsil Pindi Bhattian has13 high schools whereas Tehsil Hafizabad has 23 high schools. So, stratified sampling technique for the selection of the schools form the two Tehsils will be used.
Contd.. Name of Tehsil Total number of schools Sample schools (50% of the population) Hafizabad Pindi 23 12 Pindi Bhattian 13 07 Total 36 19
The sample schools will be selected randomly from each district. From each 19 sample schools all the heads/ principals will be included in the study. Randomly selected 3 teachers (40% of the population) and 13 students (10% of the population) from each sample school will be included in the study. So the sample will comprise of 19 heads of Schools, 57 teachers and 250 students.
Contd.. Name of Tehsil Total number of estimated SSTs Sample teachers (40% of the population) Total number of estimated SSC students Sample students (10% of the population) Hafizabad 92 36 1610 160 Pindi Bhattian 52 21 910 90 Total 144 57 2520 250
Actually, though, a large class has no “exact size.” Usually it is measured in terms of the number of students per teacher (student-teacher ratio). In some countries, 25-30 students per one teacher is considered large, while in other countries this is seen to be normal or even quite small. From a teacher’s perspective, though, a class is “large” whenever it feels large. While a class of more than 50 students is usually considered a large class .