This study's objective is to determine the impact of classroom management in secondary schools in Ikpoba Okha Local Government Area, Edo State. In order to conduct this study, questionnaires were sent to secondary school students and teachers. The collection of data was based on a random sample. The statistical method used for analysis was the straightforward percentage technique.
The study of the questionnaire responses revealed the following findings: (1) a teacher's personality influences his or her instruction. The lack of instructional infrastructure and an atmosphere that is not favorable to learning is a classroom management issue.
A child from a disciplined household will not demonstrate deviant behavior in class. (4) Trained teachers are superior to unqualified teachers in classroom management. (5) An efficient classroom structure will facilitate successful classroom management.
The researcher concluded with the following recommendations: (1) the government should strive to address the scarcity of skilled teachers and avoid depending on instructors with little classroom management training.
(2) The government should construct classrooms that are conducive to learning and ensure that adequate facilities and instructional materials are provided in all schools, and supervisors from the ministry of education should visit schools frequently to ensure proper instruction and classroom management.
BACKGROUND OF STUDY
It is the exclusive responsibility of the instructor to provide an effective and stimulating working environment in the classroom. Supportive, unthreatening and beneficial for all present in classroom. Most sensitive is the heart of management, for example, and it is crucial that the works displayed in the classroom represent the best that all students are capable of achieving.
Many teachers utilize projects as a tool for ambitious learning experiences. Depending on the capabilities of the group or class, the impact of a group or class project will vary, but great care must be taken to ensure true and rewarding accomplishment for everybody.
A regular occurrence is for a teacher to devise an engaging and current class project, such as space flight. When youngsters are assisted in their search for information and ideas by supportive, enthusiastic parents, they are typically the most stable.
Such excitement and support must be viewed as a vital addition to the classroom; it must never be disregarded or discounted. Yet, relying on these children to produce a remarkable result with just minimal contributions from less capable children, although with the assistance of a teacher, perpetuates disparities and reflects them.
The situation is exacerbated when the project concludes and many children's assignments remain incomplete. It is especially discouraging for children when their unfinished work or partially comprehended project constitutes a major barrier to mastery learning, yet these effects of what looks on the surface to be a suitable teaching technique are frequently overlooked.
Numerous methods create the same effects; language use, questioning, and seating arrangement, among others, are essential classroom management features. They may appear insignificant in compared to the main concerns involved in the school's internal organization because they are the features that assure successful curriculum delivery, maximum student accomplishment, and the best possible outcome for all assessed behavior. In contrast to the majority of other professions, every teacher is a manager and is likely to continue to be one.
EXPRESSION OF THE PROBLEM
The manner in which a teacher speaks a class reflects an attitude and delivers a message not only through what is said, but also by the manner in which it is displayed. Prior to addressing the class, it is crucial that pupils stop working and listen attentively.
Therefore, any information presented in this manner must be of sufficient importance to warrant the unavoidable disruption to the lecture. Expressions on the face and the tone of the voice are as essential to communicating as being heard.
If a persistent frown or scary scowl is likely to indicate anxiety as well as discontent, and if an angry shout can clumsily transform into a screech that is more indicative of hysteria than confident control, then these facial expressions and tones of voice are indicative of anxiety.
The old adage quiet teacher addresses a class is sound advice, but it should be taken with caution, as the converse may also be true: audible teacher, intolerable class. A clear and sufficient volume is required to accommodate the likelihood that at least one child in each class has some degree of hearing loss, but speech should be delivered, as Fontana (1986) suggests, in a voice that children enjoy listening to and that the teacher can use all day without undue strain.
OBJECTIVE OF THE STUDY
It is essential for effective classroom management that teachers understand the causes of student misbehavior. This knowledge is crucial for instructors to employ a scientific and compassionate approach to classroom management.
Gnagey (1968) outlined four elements that may contribute to the misbehavior of kids. These are;
Unawareness Conflicting rules
It is often believed that the majority of pupils misbehave because they are unaware of the standards guiding classroom conduct. Gnagey (1968) describes it as such. Undoubtedly, ignorance of the rules is one of the causes of a child's deviant behavior.
This is particularly true for his initial meeting with a teacher. Even if a student is presented with a well-organized collection of bylaws, he will never know which statuses are active, and as any teacher knows, there is a very practical solution to this issue. This means that the teacher must make clear the rules and regulations he wants his students to follow.
Students may also engage in deviant behavior as a result of societal rules that are incompatible. In light of the fact that a number of students may become deviants because they fail to distinguish between the laws of the home and school, it is crucial that the instructor be aware of the possibility so that he can find a way to minimize conflict areas for students.
Psychologists feel that frustration frequently manifests itself in the classroom as aberrant behavior. There are three fundamental drivers of classroom frustration. This may have an impact on any student, his teacher, his peers, and his activities. It is considered that the teacher, as the person in command of the classroom, is sometimes pressed into the role as the pupils' major frustrator.
Displacement: It is now understood that the misbehavior of some students/pupils is due to their displaced emotions. In the same way that wrong actions may be transmitted into the classroom from the outside world, inappropriate emotions are frequently projected onto the people and items within the school. According to a research referenced by Gnagy (1968), several of the following variables recurred in the home environments of children who were chronic classroom deviants.
The father's discipline is neither excessively rigorous nor inconsistent.
The supervisor by the other is, at best, distant, and, at worst, insufficient.
The family members are engaged in a variety of activities and operate as a unit minimally or not at all.
The parents find it challenging to communicate about their child.
The following questions will lead the research:
THE IMPORTANCE OF THE STUDY
The significance of classroom management and control cannot be overstated, as this study has made clear to every reader the negative effects of poor classroom management, as well as the possible means of improving classroom management, particularly in the Ikpoba Okha Local Government Area of Edo State, and the need for effective classroom management, as a well-trained teacher has stated.
SCOPE OF THE RESEARCH
This research is limited to the Ikpoba Okha Local Government Area of Edo State; it will be conducted there.
OPERATIONAL DEFINITION OF TERMS
This is the location where students receive their instruction.
As utilized in this study, management refers to determining how an individual, specifically a teacher, may manage her class.
THE IMPACT OF CLASSROOM AND MANAGEMENT ON SENIOR HIGH SCHOOL