A STUDY OF CLASSROOM MANAGEMENT

PRACTICES OF TEACHERS AT EARLY

CHILDHOOD LEVEL IN PUNJAB

Lubna Mubarak
Ms150401095

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

REQUIREMENTS FOR THE DEGREE

OF

MASTER OF

PHILOSOPHY IN

EDUCATIONAL LEADERSHIP AND MANAGEMENT

VIRTUAL UNIVERISTY OF PAKISTAN

2018
I
 Originality Statement
(Student)

It is certified that this M.Phil Thesis titled “A Sudy of Classroom Management

Practices of teachers at early childhood level in Punjab” is an original research. Its

content was not already submitted as a whole or in parts for the requirement of any

other degree and is not currently being submitted for any other degree or qualification.

To the best of my knowledge, the thesis does not contain any material published or

written previously by another author, except where due references were made to the

source in the text of the thesis.

It is further certified that help received in developing the thesis, and all

resources used for the purpose, have been duly acknowledged at the appropriate

places.

Date: July 23, 2018)

Lubna Mubarak
Ms150401095
Department of Education
Virtual University of Pakistan.
 Originality Statement
(Supervisor)
It is to certify that the research work described in the M.Phil thesis is an

original work of the student. It has been carried out under my direct supervision. I

have personally gone through all its data, content and results reported in the

manuscript and certify its correctness and authenticity.

I further certify that the material included in the thesis has not been used

partially or fully, in any manuscript already submitted or in process of submission in

partial or complete fulfillment of the award of any other degree from any other

institution. I also certify that thesis has been developed under my supervision

according to the prescribed format. I therefore, endorse its worth for the award of

M.Phil degree in accordance with the prescribed procedure of the university.

Prof. Dr. Rafaqat Ali Akbar

Director, Institute of Education & Research

(IER) University of the Punjab,

Lahore, Pakistan.
 Approval Sheet

To,

The Controller of Examinations, Virtual University of

Pakistan,

It is to certify that the contents and form of the thesis, submitted by Miss Lubna

Mubarak, ms150401095 have been found satisfactory and recommend that it be

processed for the evaluation by the External Examiner(s) for the award of the degree.

SUPERVISOR

Co-Supervisor (If any)

Head of Department
 DEDICATION

I dedicate my thesis work to my supportive

family and respected teachers.

 ACKNOWLEDGEMENT
First and foremost, I am thankful to my Allah (SubhanaWataala) for endowing
me with health, patience, and knowledge to complete this work. Without His
blessings, I would not be able to do anything.
During this work, I have been fortunate to receive help, guidance and critical
advice from several experienced and kind people. First of all, I owe my gratitude and
sincere thanks to my supervisor Dr. Rafaqat Ali Akbar, Director and Professor,
Institute of Education Research, University of the Punjab, Lahore whose knowledge
and experience, I have freely utilized. I am deeply grateful for his vital instructions
and intellectual guidance in the accomplishment of proposed thesis work.
I want to acknowledge my co supervisor and research committee of Virtual
University of Pakistan for allowing me to conduct this research work and providing
me all the necessary facilities for undertaking the present work. I am very thankful to
my husband Dr. Muhammad Asim Raza Basra, Assistant Professor, Institute of
Chemistry, University of the Punjab, Lahore for his moral support. I am also thankful
to Miss Anum Noshaba PhD scholar, Institute of Education Research, University of
the Punjab, Lahore for her support and guidance regarding my research work.
Finally, I would like to thank my family for their constant support, unceasing
prayers, and dedication throughout my academic career. Without them, I would never
had made it this far. I am deeply indebted to them.

LUBNA MUBARAK

MS150401095
 Abstract

Classroom management practices at early childhood education (ECE) level are

different from higher levels of education. ECE is the base of whole life and effective

classroom management practices can play a vital role in all aspects of children

development. It is therefore, the aim of this study was to explore the classroom

management practices of early childhood teachers (ECT) working in Urban and rural

area of Punjab. The study was descriptive in nature and survey research method was

used to collect the data from ECT. District Gujranwala from the Punjab was selected

on the base of convenient sampling technique. For survey, 320 early childhood

teachers from urban and rural public schools of district Gujranwala were selected

randomly. The data were collected through questionnaire from ECE teachers. The

researcher personally visited respondents; response rate was 100 %. The questionnaire

was divided

in the three parts according to the classroom management practices. There was

significant difference found between urban and rural area teachers about students

learning performance and classroom (p<0.05). No significant difference was found

between urban and rural area teachers in case of structure and environment of

classroom management and behavior in classroom (p>0.05). It was concluded that

there is a need for empowerment of teachers for management of their classrooms.

Teachers should be given the opportunity to identify their own needs and should

explore innovative ideas and information. It is important for teachers to possess and

develop a set of skills to perform their task effectively. Furthermore, they should also

think about their classroom management practices. Finally, recommendations were

put forward based on the major findings to facilitate effective classroom management

practices.
 TABLE OF CONTENTS
SR. NO. PAGE NO.

CHAPTER I..................................................................................................................1

Introduction..................................................................................................................1
1.1. Statement of the Problem.................................................................................4
1.2 Research Objectives...........................................................................................4
1.3 Research Questions............................................................................................5
1.4 Significance of the Study....................................................................................5

CHAPTER 2.................................................................................................................6

Literature Review.........................................................................................................6
2.1 Classroom Management....................................................................................6
2.2.1 Aspects of Classroom Management.............................................................10
2.2.2 Physical Condition of the Classroom...........................................................10
2.2.3 Lighting and Ventilation..............................................................................11
2.2.4 Sitting Plan...................................................................................................11
2.2.5 Instructional Materials.................................................................................12
2.2.6 Classroom Exercises and Schedule..............................................................12
2.2.7 Classroom Routine.......................................................................................13
2.3.1 Features of Early Childhood Education......................................................15
2.3.2 Importance of Classroom Management.......................................................15
2.3.3 Effective Teaching.......................................................................................16
2.3.4 Efficient Use of Time..................................................................................16
2.3.5 Consistency of Activities.............................................................................17
2.3.6 Behavior Management.................................................................................17
2.3.7 Arranging the Classroom.............................................................................18
2.3.8 Positive Classroom Environment.................................................................18
2.4.1 Practices of Classroom Management...........................................................19
2.4.2 Establishing Rules of Conduct.....................................................................21
2.4.3 Preventing Disruptions................................................................................21
2.5 Early Childhood Education.............................................................................23
2.6 Classroom Management Practices in Early Childhood Education.............25
2.7.1 Classroom Management in Urban Areas....................................................28
2.7.2 Urban School Environment and its Influence on Students..........................30
2.9 Classroom Management in Rural Areas........................................................31
CHAPTER 3...............................................................................................................35

Methodology...............................................................................................................35
3.1 Nature of Research...........................................................................................35
3.2 Research Tools/Instruments............................................................................35
3.3 Pilot Testing......................................................................................................36
3.4.1 Target Population..........................................................................................36
3.4.2 Accessible Population..................................................................................36
3.4.3 Limitation of the Study................................................................................36
3.4.2 Sample Size..................................................................................................36
3.4.3 Sampling Technique....................................................................................37
3.5 Method of Data Collection...............................................................................37
3.6 Research Ethics.................................................................................................37
3.7 Methods of Data Analysis................................................................................38

CHAPTER 4...............................................................................................................39

Data Analysis and Interpretation.............................................................................39

4.1.1 Presentation, Analysis, and Interpretation of Data....................................39
4.1.2 Demographic Information of Respondents..................................................39
4.2.1 Major Classroom Management Practices...................................................40
4.2.2 Maximum Structure and Environment of the Classroom............................40
4.2.3 Management of Behavior in the Classroom................................................42
4.2.4 Student’s Learning Performance and Classroom.........................................43

CHAPTER 5...............................................................................................................47

Summary, Findings, Discussions, Conclusion and Recommendations.................47

5.1 Findings and Discussion...................................................................................47
5.2 Conclusion.........................................................................................................48
5.3 Recommendations.............................................................................................50

References...................................................................................................................53

Questionnaire in English...........................................................................................61

Assessment of Classroom Management practices...................................................61

 List of Abbreviations

CMP Classroom Management Practices

CMPQ Classroom Management Practices questionnaire

CT Certificate of Teaching

EC Early Childhood

ECE Early Childhood Education

ECT Early Childhood Teacher

PTC Primary Teaching Certificate

 CHAPTER I

Introduction

Classroom management is creating an environment of the class in such a

manner, which is helpful in educational activities and every kind of student’s

development. It was mostly related to keep the disciplinary environment in the class

but with the passage of time as the setup of the classrooms is changed the term

classroom management has also many new aspects (Evertson & Harris, 1999).

Classroom management has changed from describing discipline practices and

behavioral interventions to serving as a more holistic descriptor of teachers’ actions in

orchestrating supportive learning environments and building community. Larrivee

(2008) and his coworkers illustrated that classroom management is a serious

ingredient in teaching strategies which includes meaningful content, effective

teaching strategies, and a logistic structure to support productive learning.

Successful teacher can manage the class for establishing the rules, procedures,

organizing groups, monitoring classroom events, and reduces the misbehavior of the

students. The classroom management is a multifaceted combination of skills. Practices

for classroom management are wide in term having many aspects related to the

classroom (Evertson & Neal, 2006). Actions of teacher are very imperative to make a

helpful environment for the academic and social emotional learning of kids. They are

some major kind of actions which can be used to achieve a best quality of classroom

management, the teachers must create caring, supportive associations with and among

students, the teachers should also organize and explain the instruction in such a way

that improve students’ interest to learning. The main importance of evolving favorable

teacher-student relationships is also expressed and sanctioned by Marzano in 2003.

1
The

2
proper management in the class by teacher encourages students’ participation in

academic tasks, which can be done by using group management methods such as

creating rules and classroom events in standard manner. Teachers must promote the

development of student’s social skills, emotional, physical and self-regulation. The

teacher is most important person who makes students responsible for their behavior.

In the classroom teachers should use suitable interventions to support students with

respect to behavior problems because actual classroom management improves student

behavior (Evertson & Weinstein, 2013). The classroom management is really a

continuous interaction between teachers and the students. Classroom management

related to create and maintain a learning environment which is favorable to successful

teaching, arranging the physical environment of the classroom, it’s also related to the

creating rules and procedures, maintaining students' attention to lessons and

involvement in activities.

An individual teacher can produce powerful gains in student learning.

Effective learning cannot possible in unmanaged classrooms (Marzano, Marzano, &

Pickering,

2003; Grift, Wal, & Torenbeek, 2011). Effective classroom management practices

facilitate effective teaching and learning. Classroom management is commonly based

on the value of creating a positive classroom environment encompassing effective

teacher-student relationships (Admiraal, Wubbels, & Korthagen, 1996). Classroom

management was defined as "the actions teachers take to create an environment that

supports and facilitates both academic and social-emotional learning". The above

mention statement indicates that it’s the responsibility of the teachers to manage

classroom effectively for achieving the multiple learning goals ( Evertson & Neal,

2006).
 The early childhood (EC) education years are critical years of children for

later success in their life. It is therefore, EC teachers play an important and crucial

role in social, emotional, cognitive, spiritual and physical development of the

children. Research substantiated that healthy social development of all aspects is an

essential

ingredient for future academic success. Management of the classroom should be

positive and according to the level of the students when teach the children social and

emotional skills. Identification of skills, learning and behaviors problems related

challenges at the early age of children is the major responsibility of EC teachers. They

can also prevent many challenging behaviors from occurring by developing effective

classroom management practices (CMP) such as encourage the children to follow the

rules. Poorly managed classrooms cannot show effective results of teaching and

learning which is the major problem in developing countries including Pakistan

(Marzano et al., 2003; Grift et al., 2011). Effective classroom management practices

support and facilitate effective teaching and learning and it’s based on establishing a

positive classroom environment encompassing actual teacher-student relationships

(Wubbels, Brekelmans,Tartwijk, & Admiraal, 1999).

The effective management practices are related to the classroom environment,

managing student’s behavior and effective learning. The teaching method of a teacher

will be more effective if the classroom is well managed and organized and then he can

be good classroom manager. The teacher should have these specific skills and abilities

to manage effectively. Research has consistently shown that poor classroom

management in urban school environments negatively impacts students and good

classroom management is critical for students’ learning. Whether it is the direct result

of inconsistent teachers or a chaotic environment with teachers who remain, students

suffer because poor behavior directly affects their ability to learn. Alternatively,
teachers who employ good classroom management promote positive student behavior

and high academic achievement while instilling in students both self–control and self–

responsibility. The study will be helpful to describe the classroom management

practices of the urban and rural area of the Punjab. Pakistan is known as an

agricultural

country and the rural population of Pakistan is 80 % of its people. The classroom

management practices at rural and urban area’s schools are different due to the

different environment and lack of many facilities as trained teachers, building,

furniture etc.

(Arnold, Newman, Gaddy, & Dean, 2005).

1.1. Statement of the Problem

Early Childhood Education (ECE) is the base of education system and the

development of all aspects of children which can be possible only in well managed

classrooms by the teachers. Unfortunately, in developing countries including Pakistan,

the classroom management practices of the teachers at ECE level are not meeting the

international standard which affects the learning, behavior and environment of the

students in the class. The students are not finding positive learning environment

which effects their whole life. The need of the hour was to know the classroom

management practices of early childhood teachers in Punjab.

1.2 Research Objectives

The objectives of the study are:

1. To explore the classroom management practices of early childhood teachers in

Punjab.

2. To describe the classroom management practices of early childhood teachers

in rural and urban areas of the Punjab.
 1.3 Research Questions

The research questions of the present research are appended bellow:

1. Do the teachers of rural and urban areas of Punjab have awareness about the

ECE classroom management?

2. Which classroom management practices ECE teachers are applying in their

classes?

3. How they manage their classroom at ECE level?

4. What is the difference in the classroom management practices of EC teachers

in rural and urban area of Punjab?

1.4 Significance of the Study

The classroom management practices have vital role at ECE level, as the

children of this level must do so many activities in the classroom. So, there is too

much difference in the setup of their classes than any other level. The teacher can face

many problems if the classrooms are not well managed.

The present study is related to explore the classroom management practices of

the teachers at ECE level in Punjab; this can be an effective study, which will provide

knowledge about the ECE teacher’s classroom practices in Punjab, Pakistan. The

results of the study will help the ECE teachers to develop better understanding related

to better and effective classroom management. The results of the study can be used to

train the ECE teachers for effective classroom management, which will help in

development of the children effectively. It’s noted that there are too much studies on

the classroom management, but it’s not specifically conducted at ECE teacher’s

classroom management level. The study will also explore the difference between the

classroom management practices at ruler and urban areas of Punjab. The results of the
study will be effective for both the rural and urban teachers of ECE. Everyone knows

that ECE is the base of child’s further education, personality and life, which can be

made more effective by effective teaching, so effective teaching is impossible without

effective classroom management practices. This study will be helpful to improve

society ethically and socioeconomically.

6
 CHAPTER 2

Literature Review

2.1 Classroom Management

The term Classroom management is used to describe teacher’s practices of

effective teaching, avoiding misbehavior and dealing with it if it arises and sitting

arrangement of the class. In the same way, it is the methods which teachers use to keep

control in the classroom (Doyle & Rutherford, 1984). The disclosures of different

examinations have shown that instructors in the class have a key impact on preparing

the children according to the objectives of the school (Niemeyer, 2016). The

refinements in accomplishment between replacements who put in a year in a class with

an very convincing teacher rather than an extremely lacking educator are surprising.

UNIVERSI
Marzano consolidated 35 years of research on possible schools and found the results as

TY
understudy goes to a normal school and has a normal instructor for a long time. On the

way to the finish of these two years, the alternate's achievement was at the 50th

percentile (Marzano et al., 2003). If a similar understudy goes to an incompetent school

and has an ineffectual instructor, the understudy's accomplishment was drop to the third

percentile in the following two years. On the off chance that the understudy goes to a

viable school however an ineffectual instructor, his or her achievement following two

years fell to the 37th percentile. A singular instructor can create capable picks up in

understudy learning. Convincing training and learning can't occur in insufficiently

supervised classrooms (Korpershoek, Harms, Boer, Kuijk, & Doolaard, 2016).

Classroom management practices strengthen and support convincing educating and

learning. Fruitful classroom organization is all things considered in the light of

standard of setting up a positive classroom condition (Wubbels et al., 1999).

Evertson and
Weinstein portray classroom management as "the moves of teachers to make an area

that sponsorships and supports both insightful and social-enthusiastic learning". This

definition focusses on the responsibility of the teacher and tells the use of classroom

organization frameworks to various learning destinations for understudies(C. Evertson

& Weinstein, 2006). Following this definition, practical CMP seems to focus on

defensive instead of responsive classroom management practices (Smith, Lewis, &

Stormont, 2011). An instance for the most part used additionally, all around fruitful

preventive procedure amongst teachers in basic preparing is that classroom rules are

counselled as opposed to constrained (Marzano et al., 2003).

Teachers, in any case, in like manner as frequently as conceivable use

responsive techniques as rebuking (Azcan, 2017), while it is dull whether these

frameworks efficiently change understudy lead. This may be caused by a nonattendance

of finding out about the viability of preventive methodology or by a absenteeism of

confidence in their sufficiency (Peters, 2012). Teachers don't have confidence in the

sufficiency of particular frameworks irrespective of adequate observational assertion

that the system has been completed adequately in various classrooms (Smart & Igo,

2010). One representation is that beginning teachers are generally urged to be as strict

as possible in the essential seven days extend of their brief position and a short time
later bit by bit to twist up obviously less dictator, however first working up positive

teacher understudy associations has been exhibited significantly more fruitful in

overseeing understudy direct (Bohn, Roehrig, & Pressley, 2004). O'Neill and

Stephenson underscore that completing focused coursework units on classroom

organization in teacher getting ready projects prompts extended estimations of status,

acknowledgment, and trust in using CMP among understudy educators (O’Neill &

Stephenson, 2012). In any case, they extend understudy teachers that they were

certain

7
about using only half of the practices, they thought about, and that they just felt for

the most part masterminded to manage the inconvenience making of understudies.

Right when the teachers think that that they are ambiguous about using preventive

strategies,

for case, counselling about classroom rules, they every now and again keep using the

(clearly less capable) responsive procedures (Azcan, 2017).

A successful classroom management practice involves making an area and

perspective towards the understudies that is errand arranged, obvious, and unsurprising.

In a world that is constantly moving a long way from a one size fits all approach to

manage direction for individualized benchmarks of lead and execution. We as teachers

get ourselves faced with the commitment of giving consistency in a circumstance that

anticipates that we will demonstrate people with different prerequisites and issues in a

colossal number of ways (Smart & Igo, 2010). It has been endeavored to discover an

answer for the high dropout rate of starting teachers. This investigation inferred that

educators who left the calling did as such because they didn't have a useful

comprehension of what compelling classroom administration hones were, nor did they

have a premise whereupon to plan an inclination in instructing style (Mulholland &

Wallace, 2008). The recommended arrangement was that instructive organizations

"start instructor planning with a basic establishment’s course that has a solid affair base

inserted on the off chance that reviews" (Allen, 2010). While classroom administration

does not compare with great educating, it is the open entryway that great instructing

must stroll through to set up itself in a classroom and it’s specifically related with the

earth of the classroom (Schroeder, 2010).

It is reported that the meaning of classroom administration to the moves

educators make to make a steady domain for the scholastic and social emotional
learning of understudies (Evertson & Weinstein, 2006). They portray five sorts of
activities with a specific end goal to achieve a high nature of classroom management;

instructors must create minding, strong connections with and among understudies and

sort out and execute direction in ways that streamline understudies' entrance to

learning. The significance of creating ideal educator under study connections has been

additionally communicated (Marzano et al., 2003). Moreover, Evertson and Weinstein

(2006) express that instructors should support understudies' engagement in scholarly

undertakings, which should be possible by utilizing bunch management practices e.g.,

by building up tenets and classroom techniques (Marzano et al., 2003). Educators

must advance the improvement of understudies' social abilities and self-direction.

At long last, Evertson and Weinstein expressed that educators ought to have

the capacity to utilize suitable intercessions to help under studies with conduct issues.

The last two activities proposed by Evertson and Weinstein demonstrated that viable

classroom management enhances under study conduct. Henceforth, classroom

organization is a nonstop correspondence among instructors and their understudies (C.

Evertson & Weinstein, 2006). Pianta also presents a practically identical

definition: "Classroom management alludes to moves made to make and keep up a

learning condition helpful for fruitful direction (orchestrating the physical condition,

building up standards and systems, keeping up understudies' regard for lessons and

engagement in exercises)". The two definitions underscore the significance of moves

made by the educator to encourage learning among the understudies (Pianta, 2006).
 2.2.1 Aspects of Classroom Management

2.2.2 Physical Condition of the Classroom

The classroom must be flawless and clean since this will advance great

wellbeing of the understudies. As an educator you should accordingly make necessary

courses of action for making the classroom clean every morning before the initiation

of class work. The neat and clean classroom attracts the students and they learn to

keep themselves clean. The classroom should however much reasonably decorate

according to the needs and age of the students. Essentially, it must be enhanced with

things like blooms, alluringpictures and toys (Evertson & Weinstein, 2006). The

environmental features include temperature, brightness and area of the classroom.

These factors affect students in diverse ways and are about the student’s learning.

Studies shows that in case the teachers of Early childhood education adjust the

environment according to the students' preferences, the students show better perform

academically and socially and

they become well behaved (Shim, Hestenes, & Cassidy, 2004). To make the students

feel like they are in a genuine work setting. Other vital ecological components

incorporate temperature, lighting, also, commotion level. These variables influence

understudies in many ways also, are straightforwardly identified with singular learning

styles. Studies recommend that when educators modify the earth to understudies'

inclinations, the understudies perform better scholastically and are better carried on

(Mulholland & Wallace, 2008). To avoid the behavior problems in the classroom the

setting arrangement should be proper, as every child should easily watch and listen

the teacher. In the event that you anticipate individualized, self-paced educational

programs or activities, you may set up every singular space of the ECE classroom
(Evertson & Weinstein, 2006)
2.2.3 Lighting and Ventilation

The physical condition of the classroom must be sheltered through sufficient

lighting and ventilation. This is the reason instructors must abstain from enabling the

sun to strike specifically on the writing slate or on the understudy's face (Akdaay &

Haser, 2016). This should be possible by setting up window ornaments or raising

screens. It is likewise fitting to utilize diffused brilliant as opposed to globules as rich

delivers light like regular sunlight. It must be noticed that great ventilation is

imperative since absence of it can prompt tiredness. Adequate windows ought to

consequently be given to let in natural air for the freshness of the class. The classroom

should be attractive and appealable to eyes. There should be colorful objects like

charts, cartoons, balloons and toys in the class ( Haser, 2016).

2.2.4 Sitting Plan

The most well-known course of action for formal instructing would be for EC

understudies to sit in columns confronting the instructor and the related game or

activities (Korpershoek et al., 2016). Generally, the short ones are situated in the front

and the tall ones behind. Despite the stature, courses of action ought to be made by the

instructor to give seat to the childish ones, and the in need of a hearing aide. It was

VIRTUA
described that sitting course of action is to be resolved regularly time by the overall

classroom action and the technique the educator expects to utilize. The teacher should

L
try to involve the all students in the classroom indoor games and the setting of the

class should be according to the activity and game. Most of the teachers have the

wrong impression that children learn best when they are sitting still but research now

shows that many children need free mobility while learning. If the children have

freedom to move freely and explore the things, these children learn significantly more

and as they acquire additional information (Niemeyer, 2016).

2.2.5 Instructional Materials

The instructor must develop a viable arrangement of appropriating and

gathering exercise books, test papers and other instructional materials like outlines,

charts and contraption (Evertson & Weinstein, 2006). If an EC teacher come in the

class and then starts teaching in a typical way during the whole period the children

will not pay attention to him, to catch and keep interest of the children the educator

should likewise guarantee that his understudies have sufficient supply of every single

significant material like course books, practice books, pencil, toys, color full objects

and so forth. In many classrooms there are announcement sheets and a considerable

measure of exhaust divider space for pictures, outlines, graphs and diverse types of

visual guides and it’s the duty of the teacher to take care of all the things as keep the

unused material out of the reach of the young students. As, in any EC classroom

which is full of students, things are sure to get rowdy occasionally. During these times

the EC educator need to find such creative ways which are helpful to get attention as

ask children to copy anyone or teacher’s sounds or actions (Juma, 2004).

2.2.6 Classroom Exercises and Schedule

The daily schedule of the classroom has vital role in the learning of the

students. In a framework where diverse instructors move starting with one class then

onto the next, the instructor ought to guarantee that lesson begins on time and in

systematic way. This should be possible by the instructor's reliability which will

empower students to store books and varied materials utilized for the past lesson and

clearing the writing slate. In course of a lesson, the educator ought to urge

understudies to ask and answer inquiries in an orderly way. This should be possible

by raising up hands (Juma, 2004). Since it's troublesome if certainly feasible for the

instructor to play out all the vital errands alone he needs to include his understudies
however much as could reasonably
be expected. This is to maintain the warm relationship that ought to ordinarily exist

amongst him and the students (Evertson & Weinstein, 2006). Distinctive schedules

like conveyance and gathering of materials, cleaning of the board, dealing with the

classroom see/announcement board, perusing corner and so forth ought to be

legitimately sorted out. For the most part, understudies ought to be allotted to each of

these schedules at particular time through obligation roaster (Evertson & Weinstein,

2006).

2.2.7 Classroom Routine

Understudies need to acknowledge what is foreseen from them in the

classroom. To ensure that you have smooth advances for the span of the day, consider

the calendars for which you should plan. Clear up them in your cerebrum. It may be

helpful to make a once-over of transitional conditions for the length of the day.

Diverse teachers or guide can fill in as resources by sharing their own specific

classroom methodologies and calendars (Schroeder, 2010).

Before setting up specific frameworks or calendars, it is imperative to have a

talk with understudies about their importance. During this trade, the teacher should

have the ability to talk about the technique for thinking behind various calendars. At

whatever point conceivable, welcome understudies to make frameworks with the

teacher. This method can maintain a sentiment proprietorship and gathering in the

classroom (Mulholland & Wallace, 2008).

In setting up approach or timetables, it is basic to, ensure that understudies

comprehend the purpose behind the schedule, clarify the technique through

demonstrating, allow understudies chances to understand the routine through practice,

try not to overpower understudies by instructing excessively numerous schedules

without a moment's delay and the way toward building up schedules and methodology

may take a few days. The teacher should keep in mind that it will presumably be

important to return to this procedure as the need (Juma, 2004).

The accompanying rundown may enable EC teacher to begin in considering

times amid the day for which might need to set up methodology and routines, as

beginning the day, entering and leaving the classroom, naming papers, Collection and

dissemination of activities, Signaling for calm and consideration, fitting

circumstances

for moving around the room, free time drill and game time, emergency drills and

systems, heading off to the restroom, moving all through the school, grading and

homework arrangements, asking questions and finishing a task early (Burden, 2016).

As indicated by new standards, understudy learning is best in understudy

focused classrooms where understudies are urged to build up their own significance.

Constructivist instructors energize and acknowledge understudy self-rule, enable

understudy reactions to drive lessons, move instructional methodologies, and change

content declares that intelligent instructional methodologies realize "intense some

changes in the movement of the classroom (Leung, 2012). While students part

changes from uninvolved beneficiary of information to dynamic member in

development of the learning; for instructors, the part is to encourage as opposed to

straightforwardly control all parts of the learning procedure, to fill in as an asset

individual, to mentor, to offer criticism, to give the required help portrayed two sorts

of instructors as a protective and a humanistic teacher. While the teacher with

custodial introduction is probably going to be high controlling, utilizing exceptionally

generic associations with understudies and has a noteworthy concentrate on the

upkeep of request, the instructor with more humanistic introduction is probably going
to keep up a classroom atmosphere that backings dynamic collaboration and

correspondence, close individual connections,

common regard, uplifting mentalities, and additionally understudy self-control

(Collinson, 2000).

2.3.1 Features of Early Childhood Education

As in 20th century the concept of ECE is devolving and adopting rapidly. One

of the signs of this version of ECE, today is its useful nature and its capacity to make

an interpretation of hypothesis into training. A program in real life in about each part

empowers you to encounter real projects planned for youngsters, all things

considered, classrooms and early adolescence settings all through the joined states.

The ECE improve the abilities of the child for his future life. Its related to the

development of the child’s social, physical, cognitive and emotional development.

These genuine illustrations empower you to investigate the prescribed procedures of

right on time adolescence instruction and other developmental aspects. There is also

likewise spotlight current points, for example, early instruction, play way method of

education, ECE classrooms management, and innovation connected to learning,

consideration, also about creating creativity. The classroom management is an

important feature of the ECE, which could not be denied in any cause (Leung, 2012).

2.3.2 Importance of Classroom Management

Classroom management has an important role in schools particularly in ECE

(Lerkkanen et al., 2012). Classroom management arranges of desires utilized as a part

of a sorted-out classroom condition. Its related to manage the whole activities in the

class effectively so that the objective of the education come true. It incorporates

schedules, principles and results. Successful classroom management prepares for the

educator to connect with the understudies in learning (Marzano et al., 2003). The

importance of the classroom management is illustrated as under:

2.3.3 Effective Teaching

A messy classroom without plans and desires makes it troublesome for the

educator in his occupation (Schroeder, 2010). The young kids don't realize what to do,

so the teacher must attract them to learn. At the same way when the educator is

diverting students or taking care of conduct issues, the teacher loses significant

teaching time. Classroom administration methodologies help make a composed

classroom condition that is helpful for instructing (Evertson & Weinstein, 2006).

Youngsters know what they want in different sorts of learning situations. For

example, kids would recognize that when working in little get-togethers, they talk in

quiet voices and interchange talking. They may each join a specific work inside the

social affair. Effective teaching is only possible in effectively managed classroom.

2.3.4 Efficient Use of Time

The efficient use of time is possible in managed and arranged classroom

instead of unarranged classroom settings. Requiring some venture before school starts

to make calendars and procedures saves the time, as time goes on. Right when the

children acknowledge what to do, it transforms into a trademark the same old thing

(Allen, 2010). With a possible arrangement and planning of the time the understudies

get know what to do next, and what to write in homework assignments and gather

most of their materials related to the activities toward the day's end, for example. You

can get your kids out the door snappier by the day's end. When you set them up how

to do each bit of the school day, the children understand the retinue and adjust

according to that (Essa, 2012).

2.3.5 Consistency of Activities

A teacher makes consistency of activities for his students in the classroom.

The students perceive from every day’s activities in a new manner. The students may

toll better when you’re gone in case you have set wants for general endeavors (Leung,

2012). The teachers know how the classroom runs effectively so they can help the

substitute run the classroom. For example, if the teacher is trying to involve the

youngsters in tackling a math issue, he can use the related activity towards the math

activities (Essa, 2012). This can in satisfactory manner which make consistency all

through the school by modifying the organization frameworks to the school wide

gages. In case the school focuses on respect and commitment, the teacher and the

school

organization should be consistent into the classroom organization techniques. The

students will hear those words or they will be the same as the school activities have

made them (Evertson & Weinstein, 2006).

2.3.6 Behavior Management

The most important target of classroom management is to lessen terrible

behaviors in the classroom. Fruitful classroom management gives students attention

grip and little time to get into evil. Mostly behavior problems have been observed

when there is the gathering of the kids of different nature in a classroom. Since the

wants are unmistakably elucidated, the students perceive what they need to do. The

misbehavior of the kids particularly is less or under control when an educator has

strong classroom organization aptitudes. The educators of ECE should explore the

methods or strategies to face the behavior problem among kids (Larrivee, 2008).

A clean, intelligently dispersed and outwardly fortifying classroom can enable

understudies to learn better and it may even expand their advantage and lift their
inspiration. The educator should show positive reaction to all types of the children in

the class, as every child have a diverse cultural background. The classroom should

exhibit a lively, welcoming, propelling and deliberate setting for learning (Alderman,

2011).

2.3.7 Arranging the Classroom

For an effective classroom setting its necessary the accessibility of additional

provisions or related things of the activities at an area in the classroom where the

understudies are, so there will be less disturbance before the activity. Provide a

flawless and composed classroom. An arranged and managed classroom teach the

kids to be disciplined in future life (Akdaaz, 2014). The teacher should make the

classroom look appealing. Utilize release sheets, flags, warm hues, colorful objects or

anything to help make your classroom look stylishly satisfying, Structure your

classroom as to stay away from bedlam and advance learning, The educator ought to

have the capacity to watch all understudies constantly and have the capacity to see the

entryway from his/her work area, Students ought to have the capacity to see the

instructor/introduction region without moving or pivot, Arrange the room as to permit

simple development, Make the classroom fun, alluring, persuading, and practical

(Alderman, 2011).

2.3.8 Positive Classroom Environment

The teacher should keep the environment of the class positive and attractive.

There should be open doors for each understudy to succeed. In any activity during the

class as in listening aptitudes, when kids must focus on the teacher’s voice, but they

talk, create foresight for lessons or assignments, If the child is not ready to listen

attach him with the other classroom mate who is develop and dependable, create

classroom
positive activities and duties which fabricate a feeling of group. The teacher should

encourage parental and group association (Sime & Priestley, 2005)

Seating arrangement for better positive environment of the classroom have a

vital role, as many negative behavior problems among the kids can be find due to the

sitting arrangement. The Classrooms at ECE level are unpredictable, occupied spots.

They oblige many individuals and exercises every day (Strom-Gottfried & Dunlap,

2004). The physical course of action of a classroom has huge ramifications for teach

and classroom administration. Numerous classrooms serve more particular uses thus

would not require adaptable course of action. Seating courses of action are a vital

concern. As indicated by Jones, the best game plans put the minimum separation and

the least boundaries amongst educator and understudies. Regardless of what the

seating course of action is utilized, it must be adaptable. Along these lines the

classroom will more promptly oblige the different learning exercises arranged by the

educator. The educator may need to design seating plan to suit the necessities of

specific understudies.

Workable seating game plan can help make undertakings less demanding for

understudies and instructors as this permits the educator portability and access to

screen understudy exercises which will in the long run significantly affect understudy

conduct and learning (Mulholland & Wallace, 2008).

The positive behavior of the teacher is also helpful to reduce the negativity

problem among the kids. There should be equality and ethical support to every child.

(Alderman, 2011).

2.4.1 Practices of Classroom Management

Classroom management is a complicated concept and the classroom

administration styles can be ordered in diverse way. The distinctive classroom

administration approaches show diverse parts of classroom administration. Most

broad level of educator control over classroom matters and understudies is taken as

the coordinator for order by educators as in the most recent research that the most

valuable coordinator for classroom administration is the level of control that instructor

applies on the understudies and the classroom (Burden, 2016).

As Fred Jones, a prominent classroom administration master, clarifies: "A

great classroom seating course of action is the least expensive type of classroom

administration. It's taught for nothing". Many experienced instructors suggest doled

out

seating for understudies to encourage teach and direction. They contend that

understudies left to their claim gadgets will dependably pick a seat that spots the

educator at the best impediment.

Students must to be positioned where their consideration is coordinated

toward the instructor, Understudies ought to have the capacity to obviously observe

chalk board, screens, and educator, Students ought to be situated confronting the front

of the room and far from the windows, Classroom courses of action ought to be

adaptable to oblige an assortment of instructing exercises (Hines, 2008).

As indicated by Rogers the kid focused classroom management display began

from censuring the point of view of behaviorism, an educator focused classroom teach

methodology. The kid focused hypothesis puts the student at the focal point of

classroom administration models. This approach is gotten from subjective learning

hypothesis that underscores a kid's ability to lead his own learning and considering,

creating self-automatically. Subjective learning scholars see the learning as process.

Hence, its more related to individual contrasts than singular scholarly results. Present

classrooms are more students focused (learning-focused) since teachers as of late have
been influenced by the standards of subjective hypothesis and constructiveness which

accentuate the significance of students' development of information.

2.4.2 Establishing Rules of Conduct

Many researches on classroom management have concentrated on student’s

interest in setting up sets of accepted rules. It proposes that understudies ought to

effectively take an interest in the production of rules overseeing classroom conduct.

This conviction proposes that students will bolster rules they build up. Best hones

prescribe limiting the quantity of rules. Kids tend to prescribe a clothing rundown of

standards. Educators, in any case, ought to give restricted auxiliary info so manages

are immediate, clear, and predictable, and empower positive conduct (Mulholland &

Wallace, 2008). The educators must ensure that rules are intended to help an idea of

outcomes for improper conduct rather than discipline. Classroom administration

master Fred Jones says educator versatility ought to be the point of any classroom

seating course of action. This game plan is among a few distinctive seating setups

outlined in Jones' book, Tools for teaching.

2.4.3 Preventing Disruptions

Well managed classrooms have minimum of student misbehavior and the

proper time to all the tasks of the class. Effective classroom managers teachers are

more skilled at keeping interruptions from happening in any case, as here are

particular ways to deal with keep under studies concentrated on learning and lessen

the probability of classroom disturbance (Zlatos, 1994). These included:

 Overlapping. The students must attend different events concurrently,

without being totally sidetracked by a disturbance or other activity.

  Smoothness and energy in lessons. The teacher should keep the

smoothness of expression in the class activities as signals or signs (as

standing near careless or disturbing students and ask questions to them

to stay them active).

 Group alerting. The teacher can keep all the children in reading tasks

and keeping all the students “alerted” in the group activity.

 Inspiring seatwork. The teacher can provide seatwork activities that

offer variety of learning and challenge.

There is an absence of research with respect to negative classroom

administration rehearses utilized as a part of classrooms. As proposed by Hines in

2008, consider is sparse because of instructors not admitting to harassing and

directors not enabling such research to be led (Hines, 2008). Educator unions and

schools are awkward with looking into instructor harassing, dreading retaliation.

Along these lines, examine at present accessible on the utilization of physical and

mental abuse as a classroom administration home in classrooms has been

insignificant, if not existent

(Smith et al., 2011). Notwithstanding the unsatisfactory quality of concentrate this

point, look into has been constrained by the nonappearance of an unmistakable

meaning of sensible and unreasonable implementation of mental and physical abuse.

As prove by court cases, news reports, and surviving writing, instructive analysts,

chairmen, instructors, and group individuals are tested to legitimize and distinguish

classroom administration hones that are preposterous or wrong (Swain, 2008).

Subsequently, it is vital that an examination of educators' observations and an

investigation of the utilization of such negative systems be led.

The evaluation of school atmosphere must consider the impact of numerous

factors, counting school disturbances inside the classroom and on the play area

(Mooij,
1999). Albeit restricted research has given data about instructor practices and

classroom administration, these elements can influence kids' conduct and their school

execution (Berry, Hoke, & Hirsch, 2004). It has been contended that schools breed

solitary practices, additionally declaring that as it were changing classroom and

educator practices can overcome or ease what is seen by numerous as an emergency

circumstance in schools today (DiGiulio, 2001). Rather than showing socialization

aptitudes, schools’ sedate youngsters and teenagers or apply legitimate measures that

outcome in understudy suspensions or ejection.

2.5 Early Childhood Education

ECE is not an innovative concept at school level in Pakistan. As in 2003,

National Plan of Action by Ministry of Education (MOE) found that ECE was well

organized in nineteen seventies. In formal primary schools, Kitchi (pre-primary

classes) was started in these days. But, during the 1980s these activities related to the

Katchi class were stopped (National Plan of Action: Ministry of Education, 2003, p.

60). Now a day, the early childhood and katchi classes existed, its developing with the

passage of time and awareness, specifically in the public sector. But in many schools

still the Children were educated in a traditional way with the teacher standing at a

blackboard directing the children and rote memorization was appreciated. In the other

words, in many schools the young children had a poor start in education and mostly

its ignored. In the same way, in private sector the concept of early childhood

education is different. They mainly used Montessori approaches and many other

expensive activities which is related to the needs of the elite and the upper-middle

class of the society. ECE is a term that insinuates enlightening ventures and strategies

intended for adolescents from birth to the age of eight. This day the age is

comprehensively seen as the feeble and basic period of a man's life. Early pre-
adulthood preparing consistently focuses on controlling
children to learn through play. The term typically insinuates preschool or infant/tyke

mind programs (Juma, 2004).

ECE course of action is transforming into a creating need, moreover, has

become extended plan thought, in various countries during the previous years.

Unprejudiced access to quality early preparing is continuously observed by approach

makers as a technique for sustaining the foundations of enduring learning for all

adolescents and supporting the informative and social needs of families. While

countries are continuously made plans to increase the course of action of ECE, these

procedure progressions are as often as possible convinced by money related and

political destinations (Alderman, 2011).

In December 2003, the first ECE certificate programme was completed. This

was a practical program of six months and the first of its kind. There is hardly any

program being in use to train early childhood teachers. In USA this program was built

on the High/ Scope approach, in the 1960s. The Government of Pakistan’s started

same programme on ECE curriculum, which also draws on the same approach (Juma,

2004).

ECE is a rapidly developing programme for kids. Research proved that early

years are base of the adolescence. The instruction in this programme is of

extraordinary

incentive to all youngsters and ought to be similarly accessible and open to all. The

information on the different methodologies and practices on ECE received in various

nations can contribute towards the change of approach on early adolescence

instruction through the distinguishing proof of victories also, challenges experienced

in various settings. All through the early instruction administrations will be alluded to

as right on time youth instruction, but the researches approve that the early childhood
education has its own worth and importance.
 The early years set the foundation always, ensuring that children have positive

experiences and that their necessities for prosperity, impelling and bolster are met,

and that they make sense of how to connect with their condition. Also, early youth

preparing programs result in less complex advance to primary school, better complete

rates, diminished poverty and social reasonableness (UNESCO, 2007).

Although ECE is beneficial for kids of all communities in a society but

youngsters from poor families, kids of workers, youngsters from other helpless

gatherings may especially profit by ECE's adjusting factor before obligatory tutoring.

ECE provide them healthy development of all aspects of life and broad their vision

about future (DiGiulio, 2001).

2.6 Classroom Management Practices in Early Childhood Education

Early childhood Education advancements are influenced by qualities of the

youngster, the family, and the more extensive social condition. Physical wellbeing,

discernment, dialect, and social and enthusiastic advancement support school

preparation. Freely supported, focus based, complete early youth advancement

programs are a group asset that advances the prosperity of youthful kids. Projects, for

example, Head Start are intended to close the hole in status to learn between poor

youngsters and their more financially advantaged peers. Methodical audits of the

scientific writing exhibit viability of these projects in counteracting formative deferral,

as surveyed by decreases in maintenance in review and position in a custom

curriculum. Consistently, schools everywhere throughout the world welcome starting

students. Although a large portion of the starting instructors begin working with a

total consciousness of the requesting idea of the showing calling, a heavy portion of

them feel impressively overpowered in their new part that they have a tendency to

leave the
place of employment toward the finish of their first years (Roehrig, Bohn, Turner, &

Pressley, 2008). The reason of unsatisfactory condition of educators is that some

unexperienced educators lose their vision, desire and eagerness (Delgado, 1999) .The

issues in adjusting in showing best performance is school condition and role of

principal (Ingersoll & Smith, 2004). The ECE educators should be active, sharp,

cheerful and positive personality if they have not these qualities they should choose

any other better occupations according to their personality (Akdaay & Haser, 2016).

A few investigations have uncovered that many starting rudimentary and optional

level instructors understand that the issues they confront are more prominent than

expected instantly in the wake of beginning educating, with classroom administration

being the most difficult part of their employment While classroom administration is

an overall

worry for starting educators, starting early adolescence training instructors may

encounter extra challenges identified with the idea of the instructive substance and the

age of the understudies. Researches shows that the with the changing age of the kids

the teaching methodologies should also change, and its importance enhances when the

educator has to deal with the early starting kids (Bredekamp & Copple, 1997). This

uniqueness brings remarkable arrangements of classroom administration techniques to

be executed by instructors in ECE classrooms and concerns to ECE classes to be

tended to in educator training program. The classroom management at ECE level can

be improved and the performance of the educators can enhance through educator

training programs. The present investigation looks at the anticipated classroom

administration systems of Turkish pre-benefit ECE instructors before they entered the

showing calling and after that examination their connected classroom administration

procedures amid the main year of educating through a progression of inside and out

meetings. It is trusted
that the discoveries will give productive data to ECE educator preparing at all levels

(Bohn et al., 2004)

Child development is an indispensable determinant of prosperity over the life

course. The early years of life are a period of broad open entryway for improvement

and vulnerability to hurt. Children's make mental bearings are shaped by wellsprings

of adaptability and furthermore shortcoming. The aggregate inclusion of backings or

weights is a more fit determinant of adolescents' developmental success than single

peril or protective factors. Early developmental open entryways set up a fundamental

foundation for children's insightful accomplishment, prosperity, and general

prosperity. Fundamental estimations of adolescent progression are self-course, the

establishment of early associations, learning acquisition, and the change of specific

aptitudes. These estimations are impacted by individual neurology, relationship with

parental figures, and physical and psycho social exposures in the giving consideration

condition. The association of science and the social condition applies a proficient

effect on a child's accessibility to learn and on accomplishment in school, the two

forerunners to prosperity brings about later life. Anyhow consistently refereed to risk

parts for formative brokenness (e.g., inauspicious birth, low birth weight, spin-off of

youthfulness ailments, and lead hurting), prologue to a fiscally destroyed condition is

a social peril factor. The money related incline in early life is reflected in scholarly

and behavioral development. In the United States, where the rate of adolescent

destitution is liberally higher than that of most other significant Western industrialized

nations, kids are for all intents and purposes twice as likely as some other age get-

together to live in poverty. Among kids under age 18, 16 % (more than 11 million

children) live in families with occupations underneath the administration dejection

edge (13,861 for a gathering of three out of 2000). Early youth intercession star grams

hope to prevent or
restrict the physical, psychological, and enthusiastic imprisonments of children

impeded by desperation. In all above conditions the child when entered in his school

and in classroom, the EC teacher has a great responsibility to have a grip on all the

social, economic, physical, mental and emotional satisfaction to the kids. Its depend

upon the EC teacher to provide such type of activities which involve them in learning,

control their behavior problems and provide attraction and calm environment in the

class (Allen, 2010).

2.7.1 Classroom Management in Urban Areas

Distinguishing powerful classroom management procedures and working

order techniques is a test inside the training field, especially for new educators. An

instructor perusing this theory will have the capacity to distinguish driving issues in

overseeing understudy practices, particularly inside the inward city classroom. This

proposal features various anticipation systems and addresses how to maintain a

strategic distance from ineffectual methods. By procuring a superior comprehension

of the shrouded guidelines of destitution, will figure out how to adjust classroom

administration techniques to address understudies' issues inside the internal city

classroom. Different films have been made concerning viable internal city instructors.

These movies depend on genuine instructors, understudies, and instructive conditions.

They emerge as guides

of their time because of their reasonable depiction of urban school conditions and

successful systems displayed through every instructor's understanding. By looking at

these movies, instructors can distinguish the four sorts of testing practices in their

appropriate settings and break down how educators sufficiently reacted to every

circumstance. This research will profit the Education Community by lessening

behavioral occurrences because of poor classroom administration and guaranteeing

that disciplinary strategies create mindful understudies (Pressley et al., 2003).
 The objective of an educator is to guarantee that understudies are learning,

fathoming, and applying learning with the goal that they can form into moral subjects

who viably work in the public arena. Poor conduct in the classroom impedes these

objectives. On the off chance that understudies are problematic or negligent, they can't

learn; as an outcome, they can't build up the abilities should have been effective on

the world. Administration of troublesome conduct is one of the best regular worries

among urban instructors (Milner & Tenore, 2010). These educators "express the view

that they are weak in their own classrooms" (Richmond, 1992). Poor conduct can be

both counteracted and tended to when urban instructors comprehend the purpose

behind understudy conduct decisions and when they actualize compelling classroom

administration systems. Researchers showed that procedures that urban educators can

suggest diminishing poor conduct and increment learning. Cases from movies and

genuine encounters will be talked about to outline the systems distinguished. The

work of the investigated procedures inside an urban setting will be given from motion

pictures, for example, freedom writers, stand and convey.

Preceding actualizing classroom management methodologies, educators must

comprehend the cosmetics of the urban school and its understudies. By assessing how

understudies see themselves and their general surroundings, instructors can create

sufficient techniques that will energize positive conduct and help understudies create

abilities to wind up plainly autonomous, beneficial individuals from society. For case,

an urban instructor may compose troublesome understudies' names on the board. This

activity, however planned to forestall negative conduct, does not really dishearten the

negative conduct or help the understudies as some urban understudies "might be

mortified while others may eat the negative consideration" (Rogers, Kramer, Mosley,

& Fuller, 2005).

 Inside a urban setting, "hiding any hint of failure confront" or looking after

individual respect is a need so an instructor may compose the troublesome understudy

a short note on a sticky cushion instead of attracting thoughtfulness regarding the

understudy's problematic conduct by composing his or he name on the board (Price,

2008). Such reactions associate to the urban setting since they depend on earlier

information concerning understudies' surroundings. In understanding urban

conditions, student’s needs, and how understudies' see conduct of specialist figures,

educators can better avoid and react to negative conduct.

2.7.2 Urban School Environment and its Influence on Students

Effective Classroom management in the urban school setting is not just

dependent upon instructors but there is also role of the building, environment and

surrounding of the classroom. However, it is likewise unforeseen upon the power

instructors have and actualize in the urban classroom. It is essential for urban

instructors to comprehend the diverse sorts of energy, their advantages and

difficulties, and how a few sorts of energy may not be proper due to concealed

guidelines of the understudies' way of life. Social power is "the potential impact of

one individual over another" (Schmuck & Schmuck, 1975). A generally referred to

definition is that of French and Raven who portray the five social bases of energy an

instructor can use to advance change in understudies' demeanors, convictions, and

practices. In its legitimate setting, every social base of energy can be viable. For

instance, prizes, review, benefits, and acclaim are all case of prizes. At the point when

rewards are utilized to impact conduct, the instructor is utilizing reward control.

Prizes can be capable helpers to urge understudies to pick the right conduct. The issue

is that the educator depending exclusively on compensate control just has as much

impact as the reward. As researches show that the kids of urban areas are more active
and sharper, and the teacher should
be over smart to control the circumstances in the classroom. Thus, if understudies

don't see that remunerate is justified regardless of the exertion, the educators' impact

is debilitated or even lessened.

2.9 Classroom Management in Rural Areas

Education is the only way which can lead the country to the prosperity.

Education is necessary for all and with the passage of time the people of rural area are

getting awareness about it. Although there are many other factors which are involved

in school leaving and discontinuing the study of the kids. In many rural areas there is

no any facility in the school even most of the schools have no building, furniture,

books and teachers. The environment of the schools at rural areas should be positive

and attractive. There should be less of worries of school kids about their homes,

parents and earnings. All these positive things of the school depend on the classroom

management of the EC teacher at very earlier ECE level. As the student’s

mischievous activities can be solved with a positive learning condition (Shin & Koh,

2007). As ECE is the earliest starting point of knowledge, educators can regularly

express their worry about controlling the understudies and can make a taught situation

in request to make an appropriate air for learning. Classroom management is the most

vital part of the school which is the way to developed the interest of the children in

education (Reynolds, Ou, & Topitzes, 2004).

Doyle (1980) also stated that keeping up arrange in a classroom is an essential

assignment of instructing as administration exercises prompt the foundation and

support of those conditions in which direction can happen adequately and effectively.

There is aggregating prove from meta-examinations of factors that impact school

learning and that classroom administration has been recognized as one of the factors
that has most prominent impact on school learning (Alderman, 2011). Today,

classroom administration is turning into an expanding issue for instructors and

directors in elementary schools because of changes in instructive situations. Right off

the bat there ought to be clearness about what classroom administration is so its

impact on learning condition could be caught on. Since classroom administration is a

multifaceted idea, it is characterized diversely by different authors. Origination of

classroom administration are affected by changes in inquire about viewpoints at

different focuses since the late 1960s (Hines, 2008).

The importance of the term classroom management has changed from depicting

discipline hones furthermore, behavioral intercessions to filling in as a more all-

encompassing perspective of educators' activities in arranging steady learning

situations and building group. In most general terms classroom administration alludes

to the activities and techniques instructors use to look after request (Doyle &

Rutherford, 1984). Doyle (2011) expressed that two noteworthy assignments -

learning and request constitute instructing. For figuring out how to be accomplished,

arrange must be given in the classrooms in advance; so, these two assignments are

said to be unified. This connection between classroom administration and understudy

learning makes the issue of classroom administration of basic significance (Roache &

Lewis, 2011)

Classroom management is a complicated idea and perspectives about

classroom administration styles can be classified in diverse ways. Scholars order

unique classroom administration approaches basing on the distinctive parts of

classroom management. By and by, most by and large level of educator control over

classroom issues and understudies are taken as the coordinator for order by specialists

(Ingersoll & Smith, 2004). Like Burden, considering the level of educator control as a
coordinator for their
order. The model in which classroom administration methodologies are named

interventionist, non-interventionist, or, then again internationalist outlines a

continuum. As per this model, interventionist educators toward one side of this

continuum-trust that understudies learn proper practices essentially when their

practices are fortified by teacher generated prizes and disciplines. Thusly, they battle

that educators ought to practice an elevated level of control over classroom exercises.

At the other extraordinary, non-interventionists educators trust that understudies have

an inward drive that requirements to discover its demeanor in this present reality.

Thus, non- interventionists propose that understudies ought to be permitted to apply

critical impact in the classroom and that instructors ought to be less associated with

changing understudy practices. In the center, internationalist instructors trust that

understudies learn fitting practices thus of experiencing the outside universe of

individuals and items (Burden, 2016).

The researches show that there is found some weaknesses in rural districts

schools in comparison with urban districts schools, as lower per-pupil school

expenses, a narrower curriculum, and less payment and unsatisfied training of

teachers there are found some problems associated with child aggression in rural

schools (Reeves, 1997). In urban schools the behavioral problems are more frequent

and more violence than rural schools, because of many socioeconomic and

ethnic/racial status in urban areas. The teachers and the environment of the schools

can change the behavior conflicts of the students and It’s a challenge for all the

schools to find and train a competent and hardworking teacher. Unfortunately, mostly

rural areas schools have less competent teachers with limited resources (Hope &

Bierman, 1998).
 CHAPTER 3

Methodology

This part provides information about the nature of the research, design,

population, sampling technique and data analysis technique of the study.

3.1 Nature of Research

The major aim of the present study was to describe the classroom management

practices of teachers at early childhood level in the schools of Punjab, Pakistan.

Therefore, this study was descriptive in nature and survey method has been used to

achieve the aim. The research design of the study is quantitative.

3.2 Research Tools/Instruments

CMP Questionnaire (CMPQ) was designed as research tool of the study. The

Questionnaire was made by the researcher after the literature review and by taking the

experts opinions. Five-point Liket scale was used to get opinion of teachers. This

questionnaire consists of two parts. First part was related to demographic information

about teachers and second part was about CMP. There were 43 statements to know

the opinion of the teachers at ECE level. CMPQ comprised on the following

indicators of CMP;

1. The structure and environment of the classroom.

2. The management of behavior in the class.

3. Student’s learning performance and classroom.

The questionnaire was also translated in Urdu to collect the data from ECE

teacher. Both Urdu and English questionnaire are attached herewith.

35
3.3 Pilot Testing

A pilot study was conducted to establish the reliability of the questionnaire. To

attain this purpose, 25 teachers other than those teachers included in sample of the

study, were selected from Gujranwala district. Expert’s opinion was also taken to

ensure the validity of the instrument.

3.4.1 Target Population

Teachers of ECE at Punjab were the target population of the study.

3.4.2 Accessible Population

ECE teachers in the district Gujranwala were the accessible population for the

present study. It is one of the largest districts of the Punjab having four Tehsils

including Gujranwala, Wazirabad, Kamoke and NosheraVirkan. According to

statistical information provided on the website of school education department,

government of the Punjab, there are 1085 primary schools; both boys (720) and girls

(365) primary schools. Furthermore, total 3847 teachers including male (1339) male

and female (2508) teachers are working in the primary schools.

3.4.3 Limitation of the Study

VIRTUA The reasons for the selection of one district “Gujranwala” was the limited time,

resources for research and same practices aligned curriculum in whole Punjab. It is

L
therefore, the results of the study were generalized in whole Punjab.

3.4.2 Sample Size

In present study, twenty primary schools from each Tehsil were selected

randomly by using lottery method. Furthermore, four teachers from each school were
participant of this study. The list of the schools was collected by reliable sources and

from each Tehsile of the district. One teacher from each class; Kachi/Pakki, One, Two

and Three was the respondent of the study. In total, 320 ECE teachers from 80

schools were including in this study.

3.4.3 Sampling Technique

One district of the Punjab, Gujranwala was selected on convenient sampling

basis. Multistage and stratified sampling technique was used to select the sample from

the groups of Thesils including Group A; Gujranwala, Group B; Wazirabad, Group C;

Kamoke, and Group D; Noshera Virkan. Then random sampling technique was used to

select the 20 primary schools from each group and teacher from each school.

3.5 Method of Data Collection

UN
The data was collected by questionnaire to the EC teachers during personally

visit the schools selected from district Gujranwala, Punjab. List of ECE schools and

their addresses were collected from website of education department, Government of

the Punjab, and then according to the addresses of the schools the questioners were

filled in schools of district Gujranwala.

3.6 Research Ethics

All the aspects related to the research ethics were kept in mind. Consent letter

was signed from every participant. The researcher personally got the permission from

respective school heads before entering in any ECE intuitions. The purposes of the

research were also explained to the respondents and assured them that their provided

information will be kept in secret. The particulars of the respondents and their

provided
information will also not disclose to anyone and any respondent will have right to

refuse to give the information.

3.7 Methods of Data Analysis

Questionnaire was filled by ECE teacher working at public sector school from

Gujranwala. The pieces of information gathered from Likert scale classroom

management practices questionnaire and the data was analyzed and interpreted by

using SPSS program (Version 7.1). Accordingly, frequency counts, percentage and

mean were used to analyze the rating scale. T-test was used to compare the

questionnaire data collected from Urban and rural area schools.

CHAPTER 4

Data Analysis and Interpretation

4.1.0 Presentation, Analysis,

This chapter deals and Interpretation
with the presentation, ofinterpretation
analysis, and Data of

collected through questionnaire from EC teachers. The first part of this chapter d
data
with the characteristics of the respondents while the remaining part deals
eals
presenting, analyzing and interpreting data of the problems under the study.
with

4.1.1 Demographic Information of Respondents

Table 4.1
Sample distribution on the basis of demographic variables
Variables F %
Gender Male 154 48.1%
Female 166 51.9%
Education MPhil 6 1.9%
MA/MSc 149 46.6%
BA/BSc 83 25.9%
FA/FSc 13 4.1%
Matric 69 21.6%
Professional Qualification M.Ed/MA Education 62 19.4%
B.Ed/BSEd 209 65.3%
PTC 49 15.3%
Area Urban 155 48.4%
Rural 165 51.6%
 Total 320 100.0%
Here, M.Phil; Master of Philosophy, M.A.; Master of Arts, M.Sc.; Master of Science,
B.A.; Bachelor of Arts, B.Sc.; Bachelor of Science, B.Ed.; Bachelor of Education, M.Ed.;
Master of Education, B.S.Ed.; Bachelor of Science Education, P.T.C.; Primary Teaching
Certificate

The demographic information of respondents including gender, education,

professional education, and area is depicted in table 1. Out of 320 respondents 154

male
(48.1%) and 166 females (51.9%) were involved with professional various rage of

experience in providing the classroom management practices data. Both male and

female EC teachers are working in rural (51.6%) and urban (48.4 %) school of district

Gujranwala. in terms of gender 154 (48.1%) of the teachers are male and 166 (51.9%)

are female which filled the questionnaire. Teachers with different qualification /

metric (21.6%), F.A./F.Sc. (4.1%), B.A./B.Sc. (25.9%), M.A./M.Sc. (46.6%), and

M.Phil

(1.9%) were participated in this study. Most of the EC teachers were master level

qualification (46.6 %) while just (1.9 %) were M.Phil qualified. The table also show

that mostly teachers are professionally qualified as (65.3%) are B.Ed or BsEd.

4.2.1 Major Classroom Management Practices

4.2.2 Maximum Structure and Environment of the

Classroom Table 4.2

Descriptive analysis of statements about “Maximum Structure and Environment of the

Classroom”

Items Mean SD
1. The classroom has enough space for enrolled students in the 3.50 1.32
class to minimize the crowding and distraction.
2. I made the classroom attractive with colorful objects for 3.73 1.01
the attraction of the students.
3. The classrooms are airy and bright. 4.15 0.94

4. I can actively supervise the class students by easily moving, 3.71 0.54
interacting and, reinforcing.
5. There is enough space for indoor activity required in the 4.10 1.01
class for students
6. The sitting arrangement of the student in class changed every 3.55 1.32
day according to activities.
7. My classroom rules are aligned with the school wide 3.36 1.28
expectations
8. I actively and positively involve in student’s activities to 4.19 0.70
 establish the classroom rules.
9. I try to involve my students in daily classroom activities 4.31 0.68
to fulfill the expectations of the parents and school.
10. I use those activities in the class which are according to 4.02 0.77
the level of the students.
11. I take help from my professional degree in the
management of the effective classroom environment.
4.05 0.95
12. I manage the classroom for the effective results of 4.24 0.69
the students.
13. I observe my classroom management skills daily to improve 4.25 0.69
it next day.
14. I control the unnecessary noise in my classroom. 4.04 0.77
Overall mean 3.95 0.37
Here, whole data was expressed as Mean±SD . SD; Standard deviation
Table 4.2 shows that mean scores of the statements of factor 1 “maximum

structure and environment of the classroom”, was ranging from (M= 3.36 to 4.25)

which depicted that the many of the teachers of ECE were agreed with said classroom

management related to environment and structure of the classroom. Data presented

that

classroom rules might be aligned with expectations of the school (3.36±1.28) but

majority of the teachers had strong positive response about the statement that they

observe their classroom management skills daily to improve the classroom for next

day. (4.25±0.69). The analysis of the statements in ranging from (M= 3.36 to 4.25)

showed that the teachers were aware about the classroom condition such as spacing,

lighting, environment and the problems related to the number of the students. The

overall mean (M=3.95±0.37) of the subscale was concluded that majority of the

respondents were agreed with the statements mentioned in the factor 1 “Maximum

structure and environment of the classroom”. The mean of the factor 1 shows that

maximum teachers have proper classrooms and they have awareness about the seating

arrangement and the structure of the classroom.

4.2.3 Management of Behavior in the Classroom

Table 4.3

Descriptive analysis of statements about the classroom management practices 2

“Management of behavior in the classroom”

Items Mean SD
15. I pronounce every student’s name correctly. 3.86 0.911
16. I explained instructions in smooth and efficient way before the
activity to be done in the class. 4.32 0.866
17. The students feel free to share their problems with the teacher. 4.37 0.75
18. I am prepared for lessons/activities such as materials, fluent
presentation, and clear directions every day. 4.23 0.72

19. The students got frightened when I entered in the class. 3.97 0.91

20. I provide specific and immediate conditional acknowledgement

to students for following classroom expectations. 2.67 1.25
21. I also use various systems to acknowledge expected behavior
such as teacher reaction, group contingencies, behavior 4.37 0.79
contracts, or token systems.
22. I use different reinforcement strategies to address behavior of
students. 4.40 0.62

23. I keep observing the students after giving them instructions. 4.33 0.61

24. I use restrictive procedure to discourage rule violating behavior. 4.32 0.78

25. I arrange the classroom to enhances students learning positively. 3.73 1.12
26. I decorate the classroom to enhance the interest and the
educational performance of the students. 4.18 0.68

Overall Mean
4.06 0.34

Here, whole data was expressed as Mean±SD. SD; Standard deviation

Table 4.3 shows the mean scores and standard deviation of various behavior

management practices adopted by the respondents in factor 2 “Management of

behavior in the classroom” was ranging from (M= 2.67 to 4.40). The results showed

that most of respondents were strongly disagreed (2.67±1.25) with the negative
behaviors of the
teachers related to the acknowledgement about the expected behavior of students on

teacher reaction, group possibilities and performance. Sometimes the teacher did not

appreciate the expected behaviors of the students. On the other hand, teachers

regularly applied a variety of student centered instructional tactics to keep interest of

the students

(4.40±0.62). This result directed that the teachers have awareness about the

psychological needs of kids as they need verity of teaching methods and tactics to

keep the interests of the students in the classroom to mold the behavior of the students

according to the society. They provide positive appreciation to those kids how

followed them. The overall mean was (M=4.06, SD= 0.34) of the subscale showed

that most of the respondents were agreed with the statements under factor 2 “Manage

behavior through effective instructional delivery” factor of classroom management

practices. Most of the teachers of ECE have ability to improve and controlled the

behavior problems among the children by using of proper practices in the classroom.

Respondents discouraged the punishment or any strict action to control the behavior

issues among the students. Results depicted that maximum teachers of ECE came in

the classroom with preparation and tried to be friendly with the kids to control their

behavioral issues.

4.2.4 Student’s Learning Performance and Classroom

Table 4.4

Descriptive analysis of statements about classroom practice 3 “Student’s learning

performance and classroom”

Items M SD
27. The students feel glad when I enter in the classroom. 4.18 0.71
28. I respond to rule violating behavior in a calm manner. 4.09 0.82
29. After observing the negative behaviors of the students, I dialogue 4.16 0.74
with their parents.
 30. I can find the reason of negative attitude of the students in 4.05 0.87
overcrowded classrooms.
31. I regularly change teaching methods for effective learning 3.34 1.16
of students.
32. I maintain positive interactions between students and teachers. 4.11 0.76
33. I positively interact with every student at least 3-5 times 4.33 0.64
per hour on average.
34. I appreciate and acknowledge the student after positive follow 3.90 0.87
of my instructions.
35. I use acknowledgement and positive reinforcement the 4.36 0.60
students for following the rules after correcting the
rule violation.
36. At the end of every activity, I know how many students 4.24 0.58
have met the objective(s).
37. I provide extra time and assistance for students who 4.21 0.66
struggle and interested to learn.
38. I consider and enlist the required improvement from previous 4.22 0.71
lesson for next lesson.
39. I use different audio-visual aids to involve the students 4.22 0.64
in learning.
40. I end lessons/activities with specific feedback of students. 4.19 0.80
41. I meet with parents to learn about students and their 4.14 0.70
cultural backgrounds.
42. I provide specific, contingent, polite and brief corrections 3.93 0.85
of students for their academic and social errors.
43. I prefer to use play way method and activities than books. 4.10 0.63

Overall Mean 4.11 0.31

Here, whole data was expressed as Mean±SD; Standard deviation

Table 4.4 shows that mean scores of the various statements under the factor 3

“Student’s learning performance and classroom” was ranging from (M= 3.34 to 4.36).

These showed that many of the respondents at ECE showed positive response about

students understanding about any activity after its completion and they change the

teaching methods according to the daily activity, while negative response was also

found in some respondents as they were unable to understand the level of the learning

of the students after finishing any activity. Mostly teachers of ECE were aware about

the importance of the reinforcement in the classroom (4.36±0.60) and they were using

appreciation for the children who follow the rules after violation in the classroom.
 Furthermore, the overall mean was (M=4.11, SD= 0.31) of the subscale which

described that majority of the respondents were agreed with statements included in

“student’s learning and performance in the classroom” factor of classroom

management practices. In total, results showed that the ECE teachers were aware

about the strategies to involve the kids in learning. The parents and teacher interaction

were made possible if the teachers need to resolve the student’s learning issues. The

teacher tried to be positive and were using audio visual aids to maximize the learning

of the students.

Table 4.5
Independent Sample t-test for difference classroom management practices of
urban and rural teachers
Variables Area N M SD P
Structure and Urban 155 3.92 0.552 0.218
Environment of Rural 165 3.99 0.478
Classroom

Management of Urban 155 4.06 0.361 0.871

behavior in the Rural 165 4.05 0.422
classroom

Student’s learning Urban 155 4.16 0.340 0.031

performance and Rural 165 4.07 0.400
classroom

Table 4.5 shows the data which was collected from ECE teachers working at

primary schools in rural and urban areas in the district Gujranwala. An independent

sample t-test was applied to find the area-based difference when discussed three major

parameters of classroom management practices. The results revealed that area does

not significantly affect in attitude towards Structure and environment of classroom

(P>0.218) and management of behavior (P>0.871). In case of said above areas of

CMPs, EC teachers in both areas, rural and urban were agreed in using the CMPs

under structure and environment of classroom, and management of behavior in the

classroom.
It was concluded that urban area teachers had perceived more towards classroom

management practice through effective teaching evaluates instruction as compared to

rural area of teachers. Further, there significant difference found (P<0.031) between

urban and rural area teachers about structure and environment of classroom factor and

student’s learning performance and classroom factor.

 CHAPTER 5

Summary, Findings, Discussions, Conclusion and Recommendations

5.1 Findings and Discussion

Effective Practices for the classroom management are very important in the

education system at all level for proper learning (Young, 1995). Present study was

focused on the classroom management practices at ECE level. The setup of the

classroom is different than other classroom of high level and the teacher of ECE has

to manage the young kids with the classroom which should have positive effects in

the development of the society (Sime & Priestley, 2005). It is well reported in

previous literature that identification of skills, learning and behaviors problems

related challenges at the early stage of the children is essential for the growth which is

the major responsibility of EC teachers. EC teachers can also prevent many

challenging behaviors from occurring by attaining proper and effective CMP;

encouragement of the children to follow the rules in the class. In developing countries

including Pakistan, the classrooms should be properly managed for the effective

learning of students (Marzano et al., 2003; Van de Grift et al., 2011). The aim of

present work was to collect the data about the classroom management practices from

the teachers working at ECE level.

There are many objects in a classroom related to the activities of the children

as toys, colors, sand, water, blocks etc. The teacher is not only responsible about the

learning of the kids but also for objects and activities of the classroom are essential

for good learning (Emmer, Evertson, & Anderson, 1980). Classroom management is

as important as the classroom instruction on all the levels of classes. In effect,

effective classroom instruction can't be achieved without the existence of effectively

managed classroom in this advanced era. But, as commonly seen, teachers of ECE

mainly of
beginners, were seen failing to manage their classrooms. This study provides the

description of urban and rural area’s EC teachers about classroom management. This

is mainly for either they have the necessary awareness of classroom management

practices but seems less committed towards implementing the practices effectively.

Teachers had the necessary awareness in almost all the content focused classroom

management practices. But their commitment to employ the practices was minimal.

And with this less commitment quality classroom instruction can't be imagined. In

general, there is a need for authorization of teachers at EC level for management of

their classrooms. Present data showed that urban area teachers perceived more

towards classroom management practice through effective teaching evaluates

instruction as compared to rural area of teachers. This might be the teacher are well

qualified as data showed that most of the ECE teacher are master’s in education and

also professionally qualified. Furthermore, a significant difference was found

(P<0.031) between urban and rural area teachers about to maximize structure and

environment of classroom factor and Effective Instructional Delivery factor. Teachers

of ECE should be given the

opportunity to find their own needs. They should discover advanced ideas and

information (Oliver & Reschly, 2007). It is important for them to develop a set of skills

to complete their task efficiently.

5.2 Conclusion

The results of the study concluded that:

1. The recent study concludes that the teachers of Early childhood education

have awareness about the CMP at ECE level.

2. It’s come to know through the study that now the highly qualified teachers are

getting involve in teaching at ECE level which (mostly professionally

 qualified) is the most appreciating point, as they can better understand the

developmental needs of the growing children. They use their profession skills

to arrange their classrooms according to the needs of the children.

3. Young children are affected by their environments. All factors, as use of room

space, furnishings, materials (furniture etc.), the daily plan, and how adults

communicate rules and expectations, influence on the teaching and student’s

learning process. The learning environment is a serious factor and can be

purposefully prepared to help support healthy growth and in their surroundings

the classroom of the school has a key role. The way of teacher how he/she

manage the classroom effects the learning, behavior and environment of the

classroom.

UNIVERSI
4. The results of the study explore that some teachers at rural areas are facing

problem related to the structure and environment of the classroom due to have

TY
insufficient space and martial related to different activities, but they are trying

to improve it.

5. On the other hand, the urban area teachers had perceived more towards

classroom management practice through effective teaching evaluates

IRTUA
instruction as compared to rural area of teachers.

6. The teachers are using audio visual aids for the better learning and interest of

L children in both urban and rural areas.

7. The ECE Teachers show interest to know the cultural background of the

students and often call the parents for the meeting, and discuss about the

children.
 8. The ECT know that Classroom arrangement has a controlling effect on

children’s performance and behavior.

9. On the other hand, the ECT of urban areas have awareness about classroom

management but they have limited resources and staff.

10. The study overall concludes that the CMP’s of EC teachers in urban and rural

areas are going to be better, the teachers are aware about the needs and interest

of the students. They manage the classroom of the young kids according to the

interest of the children.

5.3 Recommendations

1. Recommendations Based on the Research

The classroom at ECE standard is totally different than the other levels of

education. The results of the study suggests that the teachers have awareness about the

EC classrooms but there is still needing to improve in some extant as based on the

analysis made, the following are suggested.

1. According to the results of the study it come to know that mostly teachers of
ECE had the necessary awareness of establishing rules and procedures as

strategy of classroom management at ECE level, but there should be more

play way method activities to involve the kids.

2. The study concludes that the classrooms and the buildings of the schools

should be decorated with bright colors for the attraction of the kids as some

teachers are facing problems related to the building of the school in rural

areas.

3. According to the findings of the study it’s clear that during lesson presentation

at ECE level the teachers need to change their position according to the lesson
activity. So that, they can properly manage the students off-task behavior.
4. According to the findings of the study, the learning performance of the urban

area school’s children are better than the rural areas it’s because of the better

facilities to manage the classroom affectively. Its therefore recommended to

provide facilities at rural level.

5. As shown in the results the teachers how use different activities in the class

have better classroom management so changing the daily instructional

materials for

students regularly could help students not to lose their attention and

concentration. The teachers of ECE need to use some extra efforts on daily

basis. Teachers may use helping materials or teaching aids, using puppets,

modern technological tools, toys, indoor/outdoor games to make the lesson

active, interesting and for effective learning.

6. Principals must give attention for the betterment of teaching learning process

at ECE level; they must help and support teachers of ECE by visiting their

classrooms, providing them all the material, which they need according to the

teacher’s lesson plans. It is important to follow students’ academic

achievement to enhance the expected goals.

7. The results of the analysis show that the ECE teachers how are professionally

qualified are better in management of their classrooms more effectively. So,

Refresher training courses related to the child psychology and classroom

management should plan for in service EC teachers and newly selected

teachers.

8. It’s true that ECE is the base of the child and with the passage of the time

different researches approve its importance and effects on the whole life so its

need of the hour that ECE teachers should be specialized in ECE.

9. The study shows the difference in rural and urban area schools as schools of

urban areas have better material and better man power to work. The

Government
 should provide extra funds especially for rural area schools to develop their

ECE centers or blocks.

10. The results showed that the teachers who are interested in profession are good

classroom manager so there should be attitude tests for the selection of ECE

teachers, to choose the interested persons in ECE. Master of Early Childhood

Education should be start in public and private universities to get quality

teachers at this level.

11. In general, there is an essential need to empower the teachers for better
management of their classrooms. Teachers should have opportunity to identify

the needs of their own classroom. They should discover new ideas and

information. It is essential for teachers to possess and develop a set of skills to

achieve their task effectively. They should think to make better their

classroom management practices.

2. Recommendation for Future Researchers

The present study was related to the classroom management practices of the

teachers at ECE level in Punjab. It’s a very important topic and during the

research various areas were identified where further research was needed to

conduct. The areas of the further research included;

1. The study was only related to the public sector teachers of ECE but in

future the comparison of private and public sector ECE teachers might be

conducted.

2. The research design of the study was quantitative but in future qualitative

study related to the topic might be conduct for better understanding about

classroom management.
3. A future study about the professionally qualified teachers as M.A Early

childhood Education and the other can be conducted.

4. For more impressive results study should be applied on whole Punjab and

increased the sample size.

53
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APPENDICES
 Consent Letter

Dear Participant,

I invite you to participate in a research study entitled “A study of Classroom

Management Practices of teachers at early childhood level in Punjab”. I am

currently enrolled in M.Phil Education from Virtual University of Pakistan. The

purpose of the this research is to determine and explore the Classroom Management

Practices (CMP) of early childhood teachers at Punjab level. The enclosed

questionnaire has been designed to collect information on the topic.

Your participation in this research project is completely voluntary. You may

decline altogether or leave blank any questions you don’t wish to answer. There are

no known risks to participation beyond those encountered in everyday life. Your

responses will remain confidential and anonymous. Data from this research will be

reported only as a collective combined total. No one other than the researchers will

know your individual answers to this questionnaire. If you agree to participate in this

project, please answer the questions on the questionnaire as best you can. Please

return the questionnaire to the researcher. If you have any questions about this

research, feel free to contact to the researcher; Lubna Mubarak, MPhil Scholar,

Virtual University, Pakistan.

Thank you for your assistance in this important endeavor.

Name of participant with signature (optional):

Name of Researcher with Signature:

 Questionnaire in English

Assessment of Classroom Management practices

School Name: Date:

Name of teacher:(Optional) Gender: Male/female Age: years

Qualification: Matric/Inter/ Bachelor/Master/MPhil/Others

Professional Degree: PTC/B.Ed./B.S.Ed./M.Ed./M.A Education/others

Sector: Public Teaching Experience: Years

Class Level: Play Group/ Nursery (Kachi)/ Prep (Pakki) /One/Two/Three

Total students in class:

 Classroom Management Practice
1. Structure and environment of the Strongly Agree Neutral Disagree Strongly
classroom Agree Disagree
1. The classroom has enough space for
enrolled students in the class to
minimize the crowding and
distraction.
2. I made the classroom attractive with
colorful objects for the attraction of
the students.
3. The classrooms are airy and bright.
4. I can actively supervise the class
students by easily moving and
interacting.
5. There is enough space for indoor
activity required in the class for
students
6. The sitting arrangement of the
student in class changed every day
according to activities.
7. My classroom rules are aligned with
the school wide expectations

8. I actively and positively involve in

student’s activities to establish the
classroom rules.
9. I try to involve my students in daily
classroom activities to fulfill the
expectations of the parents and
school.
10. I use those activities in the class
which are according to the level of
the students
11. I take help from my professional
degree in the management of the
effective classroom environment.
12. I manage the classroom for the
effective results of the students.
13. I observe my classroom
management skills daily to improve it
next day.
14. I control the unnecessary noise in
my classroom.
2. Manage behavior in the classroom

15. I pronounce every student’s name

correctly.

16. I explained instructions in smooth

and efficient way before the
activities to be done in the class.
17. The students feel free to share their
problems with the teacher.

18. I am prepared for lessons/activities

such as materials, fluent
presentation, and clear directions
every day.
19. The students got frightened when I
entered in the class.

20. I provide specific and immediate

conditional acknowledgement to
students for following classroom
expectations.
21. I also use various systems to
acknowledge expected behavior
such as teacher reaction, group
contingencies, behavior contracts, or
token systems.
22. I use different reinforcement
strategies to address behavior of
students.
23. I keep observing the students after
giving them instructions.

24. I use restrictive procedure to

discourage rule violating behavior

25. I arrange the classroom to enhances

students learning positively.
26.I decorate the classroom to enhance
the interest and the educational
performance of the students.
3. student’s learning performance and
classroom
27. I observe the student’s response
when i enter in the classroom.
28. I respond to rule violating behavior
in a calm manner.

29. After observing the negative

behaviors of the students, I dialogue
with their parents.
30. I can find the reason of negative
attitude of the students in
overcrowded classrooms.
31. I regularly change teaching
methods for effective learning of
students.

32. I maintain positive interactions

between students and teachers

33. I positively interact with every

student at least 3-5 times per hour on
average.
34. I appreciate and acknowledge the
student after positive follow of my
instructions.
35. I use acknowledgement and positive
reinforcement the students for
following the rules after correcting
the rule violation.
36. At the end of every activity, I know
how many students have met the
objective(s).
37. I provide extra time and assistance
for students who struggle and
interested to learn.
38. I consider and enlist the required
improvement from previous lesson
for next lesson.
39. I use different audio-visual aids to
involve the students in learning.

40. I end lessons/activities with specific

feedback of students.

41. I meet with parents to learn about

students and their cultural
backgrounds.
42. I provide specific, contingent,
polite and brief corrections of
students for their academic and
social errors.
43. I prefer to use play way method and
activities than books.