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Management Strategies in Crowded Classes
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  • 1. Research topic: A SURVEY OF STRATEGIES ADOPTED BY THE TEACHERS FOR THE MANAGEMENT OF CROWDED CLASSROOMS IN SECONDARY SCHOOLS OF PUNJAB
  • 2.
    • Researcher: Muhammad Musaud Asdaque
    • M. NAQEEB UL KHALIL SHAHEEN
    • Supervisor: DR ASAD ABBAS RIZVI
    • Department of Education
    • Faculty of Social Sciences
    • International Islamic University Islamabad
    • Pakistan
  • 3. Introduction
    • Management refers to ‘Designing and carry out plans, getting things done, and working effectively with people’ (Louis and Miles, 1992)
    • “ Each manager … needs a pocket theory of management.” (Law and Golver: 2000)
    • According to Bruce Kelley strategy is how to achieve an objective, goal (or even a mission).
  • 4. Contd..
    • Now a day we have very condensed and crowded classes and a teacher has to manage them.
    • Dollase (1992) and Gordon (1991) contend that this is the biggest challenge student teachers face. (Law and Golver, 2000)
    • Applying classroom management strategies the teacher can manage his/ her class effectively.
  • 5. Statement of the problem :
    • 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.
  • 6. Objectives of the study:
    • To enlist the strategies applied by the teachers to manage the crowded classrooms.
    • To find out the preferable strategies of the heads of the schools for the teachers to meet the needs of the classroom objectives.
    • To analyze the concepts of the teachers and the heads of the schools about the strategies of management of crowded classroom.
  • 7. Research questions:
    • What are the most frequent strategies applied by the teachers to manage the crowded classrooms?
    • What are the preferable strategies of the heads of the schools for the teachers to meet the needs of the classroom objectives?
    • What are the concepts of the teachers and the heads of the schools about the strategies of crowded classroom management?
  • 8. Delimitations:
    • The study will be delimited to the male public high schools class of district Hafizabad.
    • The study will be delimited to the secondary classes (9th, 10th)
    • Only male teachers, students and the heads of the schools will be included in the study.
    • Only crowded classes (a class of more than 50 students) will be included in the study.
  • 9. Significance of the study:
    • The study will be significant for the teachers of secondary schools to manage their crowded classrooms.
    • The study will also be helpful for the heads of the schools in assessing their teachers’ effective management strategies.
    • This study will be very fruitful for the departments of education for the betterment of teacher training programs.
  • 10. Contd..
    • This study will be helpful for the management committees of the schools for planning, good strategies of classroom management.
    • This study will also helpful for those personals who want to do further research in the field of classroom management.
  • 11. Methodology
    • Nature of the study:
    • The study will be descriptive in nature. The over all strategy will be survey.
    • Population :
    • All the students, teachers and heads/principals of public high schools of district Hafizabad will be the population of the study.
  • 12. Contd..
    • Sample :
    • 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.
  • 13. 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
  • 14. Contd..
    • 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.
  • 15. 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
  • 16. Contd….
    • Research instrument:
    • Questionnaire for the teacher
    • Questionnaire for the students
    • Check list
    • Interview of the head teacher
  • 17. Contd..
    • Data collection procedure
    • Data will be collected through personal visit of the sample schools. A survey will be conducted for the collection of data.
    • Data analysis instrument
    • Data will be analyzed by using one-way chi-square for independent sample. For checklist percentage will be used. Interview will be analyzed critically.
  • 18. Terminology:
    • Management:
    • According to Louis and Miles (1992) management refers to ‘Designing and carry out plans, getting things done, and working effectively with people.
    • Manager:
    • According to Oxford Advanced Learners Dictionary (1997), it is ‘a person who controls a business or similar organization.
  • 19. Contd..
    • Manager:
    • According to Oxford Advanced Learners Dictionary (1997), it is ‘a person who controls a business or similar organization.
    • Class:
    • According to Oxford Advanced Learners Dictionary (1997) it is ‘A group of students taught together.’
    • Classroom:
    • According to Oxford Advanced Learners Dictionary (1997), it is ‘a room where a class of pupils or students is taught.’
  • 20. Contd..
    • Crowded classrooms/ large classrooms:
    • 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 .
  • 21. Contd..
    • Classroom management:
    • According to Law and Golver (2000), the ‘classroom management work of a class teacher is material development.’
    • Strategy:
    • According to Oxford Advanced Learners Dictionary (1997), it refers to ‘A plan designed for a particular work’
  • 22. Contd..
    • Strategist:
    • According to Oxford Advanced Learners Dictionary (1997), a person skilled in planning things is called a Strategist.
    • Strategic planning:
    • According to Oxford Advanced Learners Dictionary (1997), it refers to ‘a part of a plan or an aim to achieve a specific purpose.
  • 23. Contd..
    • Public Schools:
    • According to Oxford Advanced Learners Dictionary (2005), a free local school paid by the government is called a public school.
  • 24. References
    • Louis, K. S. and Miles, M. B. (1992), Improving the Urban High School: What Works and Why, London: Cassel.
    • Sue Law and Darek Golver (2000), Educational Leadership and Learning , Open University Press, Buckingum.
    • Oxford Advanced Learners Dictionary (1997), Oxford University Press, New York, USA.
  • 25. Contd..
    • Oxford Advanced Learners Dictionary (2005), (7th ed.) Oxford University Press, New York, USA.
    • http://66.102.9.132/search?q=cache:FLoplPSGUbwJ:www.teachereducation.net.pk/Manuals/Manual1.pdf+crowded+classrooms&cd=9&hl=en&ct=clnk&gl=pk
  • 26. Thank you