The control of pupil behavior in the classroom is jointly controlled by the pupils ND the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupilsβ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: C] D Pupils participate confidently in classroom activities.
It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. Ρ Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management C] Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. CO Giving in or accommodating: teachers who badly want the pupils to accept them use this style.
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Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. O Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. CLC Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage.
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C] Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance beΡmen the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to rate a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management.The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacherβs management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: 0 Classroom atmosphere has a significant influence on pupil performance.
CLC Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important.D The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 AWAITED Ass no : 2 C] Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: CLC Put the pupils in the centre. Ρ Respect pupilsβ opinions and treat all pupils respectfully. D Give pupils a group feeling. 0 Help pupils to feel secure in school.
CLC Make sure that pupils understand their assignments.
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