Table of Contents

Introduction.................................................................................................................................................2
Sri Lanka.....................................................................................................................................................2
Sri Lankan Education System......................................................................................................................3
Free education system of Sri Lanka.............................................................................................................4
Classroom management...............................................................................................................................5
Classroom management Skills.....................................................................................................................7
Present Status of classroom management strategies in Sri Lanka................................................................7
Different ways Sri Lankan class teachers can develop their classroom management skills.........................8
By using different teaching techniques...................................................................................................9
Student Management............................................................................................................................11
Structuring Classroom...........................................................................................................................13
Classroom rules and routines................................................................................................................13
Teaching techniques to decrease inappropriate behavior....................................................................14
Provide professional development on classroom management............................................................14
Conclusion.................................................................................................................................................15
References.................................................................................................................................................15

1
Introduction

For a well-organized, academically productive class work, classroom management is important.

Classroom management involves both teachers and students and comprises with a process that
enables students to learn the needful, lessons as well as the required abilities that required for
attaining prior determined teaching and learning objectives (Delceva - Dizdarevik, 2014).

In Sri Lankan context, there is a wide range of educational institutions that serves for diverse age
and educational groups of the nation. Teachers need to improve their classroom management
skills in order to improve their effectively in classwork. Teaching and learning process is highly
efficient and effective in a well-managed classroom than a messy one.

This assignment describes the educational system of Sri Lanka, the strategies Sri Lankan
teachers use for class room management and strategies to develop their classroom management
skills.

Sri Lanka

Sri Lanka is situated in Indo - pacific region, with a land area of 65 000 km2 and located a few
degrees north of the equator. It has a humid subtropical climate. Agriculture has been the
primary mechanism of subsistence for people since early times, thanks to nature's gifts of rain
and healthy land.

Because of the close neighborhood with India, Sri Lanka has developed strong bonds with India
since the early times. Indians were responsible for the traditional civilizations, languages,
artwork, building & construction, science & technology, and social mores. Nevertheless, Sri
Lanka established an independent history that has its own characteristics. Buddhism, which
began in Ancient India, is the major religion of the country. Accordingly, languages as well as
other contextual practices have acquired their own distinct features.

In 1948, Sri Lanka declared freedom from Britain. Post-colonial, the state was administered by a
Westminster-style democratic form of elected government. It has become a republican state in
1972, as well as an administrative presidential form was implemented in 1997. The Legislation,
National assembly, and the President are at the center, but authority is delegated largely to
appointed provincial assembly, and the public administration ensures citizens to participate in
administering the domestic issues (MOE | Ministry of Education Sri Lanka, 2020).

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Sri Lankan Education System

Three individual ministries are in charge for Sri Lanka. “The ministry of Education of Sri Lanka”
is the responsible authority for primary and secondary education of Sri Lanka. It carries all the
operations associated with schools, teacher training colleges, “The Pirivena”s and other religious
schools. Universities and Vocational Schools are overseen by the “Ministry of Higher
Education”. “The Sri Lankan ministry of Education Services” provides required necessities and
resources for the education sector in general.

In Sri Lanka, a child undergoes five different levels of education in his/her journey to becoming
a graduate. Those five levels involves

 Primary- Includes the nursery education and school education from grade 1 to grade 5
 Secondary- Junior- Includes school education from grade 6 to grade 9
 Secondary-Senior- Includes the ordinary level of education from grade 10 to grade 11
 College- Includes the advanced level of school education from grade 12- to grade 13

(This involves advanced level education five in streams as Mathematics, Biological

sciences, Commerce, Arts and technological studies)

 Tertiary – This includes university education, vocational training and technical institutes,
and other tertiary education institutes.

Essentially, the majority of schools run by the government and are free of charge. “National
Schools” generally considered as the best category among the school types and are facilitated
directly through the Education Ministry. There are also “provincial schools” which are governed
by the state government authorities. The school system is consists with public schools majorly
and very few of private schools dispersed throughout the country (Spain Exchange Country
Guide, n.d.).

Number of public universities rose from eight in 80’s to 15 by this day.  Entrance into the
universities and other tertiary public institutions are basically controlled by the “University
Grants Commission” (UGC) and some other few government ministries and authorities (Gamage
and Wijesooriya, 2012). “The tertiary and Vocational Education Commission” is in charge of
administration and maintainance of technical institutes and vocational education providers
including the “Youth Services of Sri Lanka”. (Gamlath, 2013)

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Free education system of Sri Lanka

The government implemented "The Universal Free education policy" in 1945 in response of the
country's goal for "human capital investment". It was created with the intention of providing free
education facilities to every child throughout nursery up university level.

One of the greatest moments of Sri Lankans are proud of is free education from elementary to
graduate level. Aside from free education from nursery to universities, the government's
education policy is extensive in giving several rewards to children. Students, for example, are
occasionally given free food, textbooks, and uniforms. Furthermore, nearly all undergraduate
students in the university system are supported through a scholarship program. It is obvious that
all of these approaches significantly lower the actual costs of schooling. Along with this
extensive education systems, the schooling premium in earnings is extremely significant and
rises with education level (Ranasinghe and Hartog, 2002).

The construction of "Central Schools", the use of native languages as the medium of instruction
in preschools (Sinhala and Tamil), and the provision of free mid-day meals have all contributed
to an increase in school attendance, particularly among impoverished families. Due to good
economic circumstances, the government was able to back up its moral pledges with enough
educational resources from 1948 until the mid-1960s (Liyanage, 2014).

The total cost of education includes both direct expenditures such as tuition and extra materials
as well as opportunity costs (Ranasinghe and Hartog, 2002).

Free education is a public good with a spill-over effect. Like a merit good/ public good with
spill-over effect, free education is subjected to the impact of positive and negative externalities
where it provides significant amount of benefits to the receiver while benefiting the whole
society in spills (Shaw, 2010). When the well-educated individuals strive to maintain and sustain
better relationships around them, the surrounding people benefits from their knowledge, attitude,
behaviors and the education they have received making the benefits from the free educations
spills over to the whole society. When the community is conscious with education, they always
entertain to receive economically efficient and effective behaviors while optimizing the use of
human, financial and material capital and assets around them thereby gradually increasing the
standard of living of the society (Shaw, 2010). This result in lowering unfair distribution of
wealth, making the current public investments allocated for education could have an influence on

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the country's future human capital stock due to the availability of positive externalities (Azarnert,
2010)

The fast track and effective expansion of education system in Sri Lanka has generated diversified
outcomes to the country as a whole including, the over the flag achievement of 100%
participation rate in primary education as well as including nearly 80% participation rate in
secondary education (Gunasekara, 2008). The literacy rate in the country is roughly 91% (World
Bank, 2011). Wijewardene, (2010) stated that despite the existence of a state-run educational
system, the private sector also provides education. Today, the system of education can neither
again be deemed free, as households account for around 35% of overall education spending in
Sri Lanka. With the time and the guise of free education the quality of the education services
provided has steadily depreciated and there are parents who prompt to enroll their kids in private
schools/institutes from the early stage of their kids. (Premarathna, 2011).

Classroom management

The teaching and learning process required classroom management in order to run the classroom
activities smoothly. The process of classroom management is defined as the process used by the
teachers to manage their students and the classwork without any disturbed behaviors from the
students that disturbs the flow. The word does not carries hard and fast definition yet it involves
managing the students and their behaviors in order to achieve the teaching and learning
objectives pre-defined.

More recently, the idea has been developed by distinguishing both the sophistication of the
context whereby the tactics and routines are implemented, including the extent of the instructor's
aims in implementing management behaviors. Doyle (1986), for example, defined it as "the acts
and tactics instructors take to overcome the problem of order in classrooms" (p. 397).
Establishing on Jackson's (1968) analysis of "classroom life" , he observed that the sophistication
of administration is caused by a few characteristics of classroom instruction, including
multidimensional nature (various events and people), simultaneity (many things happen at once),
urgency (the rapid pace of events limits reflection), uncertainty (of events and outcomes),
publicness (events are frequently witnessed by many or all students), and history (actions and
events have pasts and futures)

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Jones (1996) identified five main features of classroom management by emphasizing the
comprehensive nature of it. These features include order establishment ad management,
Provision of efficient and productive education, treating students as a group yet provide attention
to each student as individual and addressing and adjusting the discipline of the students to
behave well. He always emphasized on selecting ways that enables the classroom as a positive
learning environment that unitizes the teaching and classroom management into one single
process.

Importance of Classroom Management

Effectively managed classroom encourages students to perform well in their class works and
teachers to deliver their lessons in a flow well managed. The teacher’s capability of organizing
the classroom, structure the lessons and managing the students is important to realize the
educational goals and objectives. Managing the classroom variables does not always certain the
well- performance of students however it builds favorable environment for them to learn and
focus well. It is important to manage the physical, human and social resources of the classroom
in order to eliminate the potential issues and ascertain the success in education process (Emmer
& Stough, 2001).

Successful learning is rooted in efficiently managed classrooms. In order to plan, organize,

conduct / direct the lessons and nurture and thrive academic, interpersonal, behavioral skills of
the students and develop their attitudes along with. A successfully managed classroom affects to
the academic, social, emotional and behavioral growth of students. Rewarding and punishment
actions help in positive and negative reinforcement of the students and thereby managing the
students while let them correct their mistakes and make them proud for their good deeds.

Classroom management is also important in managing the classroom space, materials, students,
authority and flow of commanding in the classroom setting while allowing students to learn in a
well-managed peaceful environment.

Furthermore, the correct operation of the classroom management has a significant effect on the
nation's education system. It is critical for instructors to be proficient in classroom
management skills and methods. Teachers get those skills and tactics as part of their pre-service
teacher preparation programs, on-job training/internship and with their experience

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gained teaching year. Anyhow, the story is controversial when teachers are being appointed
without any prior teacher training or teaching internship. According to the Ministry of Education,
around 40% teachers are recruited directly with a university degree (Ministry of Education,
2018). Even if those teachers have higher academic qualifications than teachers from National
Institutes of Education, they still are in lack of professional teacher training prior to the teaching
appointment. This leads them to poor classroom management skills and improper management
of classwork accordingly (Nawastheen, Gafoordeen and Hifaza, 2021).

Classroom management Skills

In general, management makes extensive use of organizational resources to achieve the common
goals of the organization's participants. To be successful, classroom management draws on the
resources of the classroom participants (students, teachers, and school administration). In order
to conduct successful education process, it is important to manage each and every operation in
the classroom. As the managerial personnel in the classroom, it is basically the
skill/responsibility of the teacher. Skills and abilities related to classroom management are
inextricably linked to general management skills. The class teacher required skills and exquisites
in planning and coordination, communication, presentation, inter-personal relationships, efficient
decision making, and organization. Classroom management also necessitates processes such as
planning, coordination, organization, communication, decision-making, and prize-reward. The
performance of the teacher in these procedures also influences the success of his instruction with
his students (Ergin, 2019).

Present Status of classroom management strategies in Sri Lanka

Nawastheen, Gafoordeen and Hifaza (2021) researched to determine instructors' perceptions

about managing the classroom and its importance and arrived into some interesting findings. The
teachers who have participated into the study have unanimously agreed to the fact that classroom
management is a critical component in teaching. While some teachers agreed that classroom
management is an important aspect in teaching, some teachers have found that it is an attribute
that carries greater importance than teaching. In fact, they believed that without a properly
organized classroom management plan, the lesson would be an indeed failure. Surprisingly, they
also have found that majority of the teachers who have contributed to the study have no clear

7
idea or familiarity with the term “classroom management” and their perceptions were up to scale
altered from the theoretical definition of the term.

Teachers in the Sri Lankan school system come from a variety of backgrounds and sources. This
diversity begins with source of recruiting to the position. The required level of success from the
recruitment of teachers occurs solely from the institutions of education, where the potential
candidates have been appointed as trainee teachers are being selected though GCE A/L z-score
results. Teacher education colleges exist only to educate teachers for the schools govern directly
through the “Ministry of education”. They have to go through a well-developed targeted
curriculum on subject contents, other essential subjects, teaching methodologies, psychology of
the students and different mindsets and sociology aspects to understand the sources of different
students are from. There are, however, other techniques of recruiting in which instructors are
hired immediately into schools with no prior training. They are university graduates, direct from
A/L, Sunday schools, and aesthetic centers, and in certain regions, direct from O/Ls.

Silva et al. (2017) finds that majority of the graduate teachers learned about classroom
management through shadowing veteran teachers. As a result, it is advised that instructors be
made aware of different methodologies, techniques and strategies to manage classroom through
on the job training and other professional teacher targeted education programs. Furthermore, they
have also mentions the importance of school based teacher professional development programs
(SBTPD)s stating that they should be prioritized in the school level.

Different ways Sri Lankan class teachers can develop their classroom management skills

Improving teachers' abilities to successfully control classroom conduct necessitates a systematic

approach to teacher preparation as well as continuing professional development. Both in Sri
Lankan context as well as in global level, there are some diverse strategies that ought to be
practiced in order to achieve effective classroom management.

• Creating an academic atmosphere that is well-structured.

• Actively monitoring student participation.

• Putting in place classroom norms and routines.

• Putting in place processes that encourage appropriate conduct

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• Data collection, analysis and interpret to evaluate the student behavior and further requirements
if required, changing classroom management practices.

By using different teaching techniques

Teaching is not exceptionally a job but art class teachers perform. When managing a classroom
while directing the lessons is definitely a hard task that needs set of managerial skills needed.
Class teachers can improve their classroom management skills in different of ways. Teaching
techniques is definitely one of them. By using different teaching techniques, the classroom flow
alters from its routine while also allowing the teacher to develop his/her classroom management
skills.

Entry Pattern is a practice in which teachers construct "a consistent, daily routine" that
commences as soon as people enter the class, for instance, organizing learning resources,
establishing seat allocations, handing in homework, or completing a quick physical "warm-up"
activity. This technique can help to avoid the chaos and frittered away time that can characterize
the start of a class period. As a result, time is restricted, and teachers and students must complete
each phase of the class on time (October, 2020)

Do Now is a quick written assignment provided to pupils as soon as they arrive the class. This
technique is basically targeted to relax and focus the students just in time and make them
productive and ready to learn as quickly as possible. Furthermore, it helps students develop
critical thinking and problem-solving abilities, which are extremely valuable throughout their
lives. It is most often an organized person, in a tiny group that fosters camaraderie and
collaborative learning. Also, every little work should be completed prior to the session and
should take no more than 2-5 minutes because children should not be confined to a single
activity. Sudden activities given by the teacher can be useful in developing decision making
skills of the child. When the students are occupied with such activities, their concentration and
attention draws basically into them making the classroom to be manageable more easily. Hence,
“Do Now” is a great technique that class teachers could use to manage their classrooms in a little
time.

One of Alyssa Nucaro's ideas is to give behavior-specific praise. Although it may appear
contradictory, recognizing positive conduct and tolerating minor disturbances can be more
9
beneficial than penalizing or disciplining kids. Instead than concentrating on particular kids,
provide praise for the desired conduct. For example, you may tell them, "Excellent job coming to
your seats swiftly." It's also a good technique to avoid saying "don't." Students are more inclined
to follow directions that provide specific reasoning. When teaching to a differently manageable
classroom, using such techniques to develop the manageability comes as a handy practice.

Another teaching technique that could use can be known as "Props," and it is the activity of
publicly announcing and applauding pupils who've already done things excellent, including such
answering a tough question or assisting a peer. Props are often performed by the entire student
body and consist of a quick dance or spoken statement. The ultimate goal of this strategy is to
create an encouraging culture within the classroom which empowers productive teaching and
learning process and socially appreciate the students with rewards and positive actions. It also
generates energy inside the classroom to innovative thinking and learning with the students.

There is a great range of disruptions to classroom attention. High noises, messes, disruptive
actions of students and from external sources disturb the lesson flow in the class. Therefore, as
the classroom manager, it is a responsibility of the teacher to protect the concentration and the
lesson flow of the classroom from inside or outside sources. The teacher always acts as the
leader/moderator in the classwork hence it is important to be a true role model to the students as
much as possible. In an ideal classroom, students always focus on paying focused attention to the
teacher and the lessin even if the lessons are being a little hard.

Apart from the broad techniques that have been described in the previous parts, there are some
little yet effective strategies that can be followed to manage the classroom well. They are simply
being listed out as follows.

1. Select assignments and strategies that will engage pupils. This is the most important
component because virtually the entire class involves various activities and procedures that
should not be too simple or challenging. Aside from that, it would be ideal if they were split
based on the learner's age, degree of expertise, personality, gender, and even religion. Methods
should be stimulating, topic-related, and engaging for the class.

2. Speak loudly. To begin, instructors' fluidity should be the norm when delivering the concept,
but with emotions, intonations, and suitable sentiments. If the teacher's discourse is dull and
monotonous, the audience may lose interest.

10
3. Greet the pupils with warmth and friendliness. The first step in becoming a teacher is to love
and understand children, because nothing can flourish in the absence of love. Because the goal of
schools is to foster friendship, not only students but also instructors should be welcome and
amiable in the classroom and even behind closed doors.

4. Develop the skill of pacing your instruction to match the time available. "Time management"
is intricately linked to every sector. A teacher only has 45 minutes to provide a lesson, and the
challenge is to divide it into pieces, with each segment going on properly and meaningfully.
Every stage of the lesson should be completed on time, including ideation, home task checking,
new topic explanation, resting, and reviewing. 6. Be "mobile" by walking around the classroom.
The movement is stated in the case.

By strolling during the session, the instructor may notice everything from the pupils' uniforms to
their moods. This allows him or her to observe all of the conditions of the class, as well as any
changes that may occur. Every individual should be under control.(October, 2020).

Student Management
Giving instructions to the students is an effective classroom management strategy that strives the
students to improve their academic engagement. This can be done with three basic requisites and
needed the management skills like good decision making, great communication, great
presentation skills and building up sustainable interpersonal relationships with the students
(Carnine, 1976). The basic requisites are as,

 Educationally relevant instructional content for students

 A planned, sequential sequence that is rationally connected to skill development at the
instructional level of the pupils
 Providing pupils with frequent opportunity to react to academic tasks. Response cards,
choral responding, and peer tutoring, for example, are all methods for increasing such
chances
 Practice under supervision
 Real-time feedback and error correction

It is very crucial to provide education at student-appropriate levels. Different students are

indifferent levels unique to their own and hence their capabilities diverse from one to another.

11
Hence, when allocating and delivering lessons, understanding the capability of each student is
highly important. When students are given knowledge and resources that are beyond their current
ability level, they feel irritated and may engage in behaviors that prevent them from participating
in the session. As a result, the instructor may decrease the requirement for their participation or
expel the offending pupils from the classroom. Similarly, if the educational level of the materials
is too simple for pupils, they may engage in improper behaviors as a result of boredom and a
lack of challenge. Increases in on-task behavior, task completion, and understanding are
connected with delivering appropriate degrees of instructional complexity to students. In Sri
Lankan context, understanding the capabilities and capacities of each and every student is a great
classroom management skill that a teacher should possess.

Maintaining the energy inside the classroom is also important aspect of classroom management.
An actively engaging, highly responding classroom is easy to handle as the teacher could clarify
his/doubts inside the classroom. However, as Sri Lankan government schools provide home for
students from diverse economic and social backgrounds, making them united and energetic can
somehow be challenging to the teacher. Maintaining great communication with the class and
understanding the students from individual level can be highly effective in classroom
management.

The required skills can be practiced and introduced to new teachers through teacher training and
development programs. However, providing theoretical knowledge through these programs
won’t be as successful as the experience gained through practical exposure. Hence, aside from
guaranteeing suitable curriculum, teacher training programs must also give sufficient practical
exposure. “The professional development school model”, which requires significant symbiosis
between practical, real class experience and the theoretical based curriculum, is one strategy that
solves this issue. Through this, the teachers can understand the requirement, importance and
issues related to classroom management and real world applicability of them.

Structuring Classroom
Making a classroom conducive to excellent student conduct takes thinking and planning. The
best teachers are well aware about the importance of seating arrangements and other classroom
structures and they plan the classroom the minimize conflicts, encourage student relationships

12
and boost the well behaved and good deeds among the students that also important for academic
excellence

 Effective classroom organization necessitates considering on the following aspects.

 Designing the physical layout of the classroom- the classroom should be structured in
such a way that facilitates traffic flow, minimize conflicts, and allows the better
productive relationships among the students
 Making the most use of classroom time, considering the transitions between different
classroom activities and optimizing the usage of classroom resources.
 Ensuring the pleasant character and quality of student interactions.
 Communicating clearly proper actions for certain school tasks.

Classroom rules and routines

When the class is adapted into routines, it increases its managerial ability. Introducing classroom
rules and routines also impact on class teachers by forcing a direct effect on their routine.
Therefore, it is important to arrange such routines and rules by the teacher in order to increase
their managerial skills.

The use of rules is a strong, preventative component of classroom organization and management
strategies. The behavioral context of the classroom is established by rules that outline what
behaviors are expected of students, what behaviors will be encouraged, and the penalties for bad
conduct (e.g., re-teaching the behavioral expectation). Problem conduct is more readily averted
when rules are presented or written favorably to reflect anticipated behavior rather than what not
to do.

Effective instructors, in addition to creating rules, include routines into their attempts to manage
the classroom. Routines for submitting homework or participating in small-group activities help
the classroom to function smoothly with less disturbances from students, allowing the instructor
to focus on other elements.

Classroom routines and rules need to be maintained in order to maintain the discipline, time
management and ensure efficient activity inside the classroom workload.

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Teaching techniques to decrease inappropriate behavior
Strategies to encourage healthy, pro-social conduct may fall short at times, but instructors with
great classroom management abilities also employ effective ways to reduce inappropriate
behavior by creating predictable surroundings. Predictable environments that provide pleasant
learning experiences are especially crucial for kids who are at risk or have a handicap. When
situations are uncertain, students will behave in ways that generate predictability, even if it
appears that they are giving themselves more bad outcomes. Observation studies in classrooms
show that receiving praise from the teacher for proper behavior or accurate academic replies is
unusual and consequently unpredictable for at-risk children. Reprimands, on the other hand,
consistently follow bad behavior (Van Acker, Grant, & Henry, 1995), and the result of
inappropriate behavior is often either the removal of academic expectations or the removal of the
student from the environment. As a result, students may engage in improper behavior in order to
promote predictability in the classroom and avoid tough academic work.

Removing a student from a classroom appears to benefit both the instructor and the student. The
instructor is relieved of the unacceptable behavior, and the pupil is relieved of the unpleasant
work. Unfortunately, both inappropriate student behavior and the removal of the student by the
instructor are likely to occur again in the future. A negative reinforcement trap is formed when
both parties appear to profit from a series of events that, in reality, have a detrimental impact on
learning and accomplishment. Instead, modifying the consequences of disruptive classroom
conduct and breaking the negative reinforcement cycle necessitate instructors' knowledge and
abilities in the use of numerous classroom-management tactics..

Provide professional development on classroom management

The "train-and-hope" professional development method presupposes that instructors will
successfully and accurately integrate knowledge gained in professional development seminars
(Sugai & Horner, 2006). Professional development, however, is unlikely to succeed in the
absence of resources and support tied to schoolwide structures (Center on Positive Behavioral
Interventions and Supports, 2004; Sugai & Horner, 2006). The framework for prevention and the
foundation for efficient classroom organization and management is provided through schoolwide
behavioral assistance. Because the classroom setting is a fundamental backdrop for prevention,
effective classroom organization and behavior control are critical.

14
The issues and disruptions occurred from the classroom needs to be managed as soon as possible.
Indicating the ripple issues, those small issues arising can be long dued, worses and could make
much stronger disturbances to class work. Therefore, conflict management is a great way that
could enhance the classroom management. The teacher should acts in order to unify the
classroom even in the conflicting times and encouraging the friendships and collaborative
behavior between the students. Therefore, it is important to make wise decisions in conflict
management and guiding the students into the right path.

Conclusion

Classroom management is essential for a well-organized, academically productive class.

Classroom management involves both teachers and students and consists of a process that
enables students to learn the necessary lessons as well as the necessary abilities that are required
for achieving previously determined teaching and learning objectives. Teachers play a vital role
in lives of each and every Sri Lankan student and a teacher who possesses great academic
excellence along with effective classroom management skills a blessing to a student.

There are number of ways a teacher can improve his/her classroom management skills and also
there are diverse ways Sri Lankan government as an authority could improve those skills
between government teachers and authorities bodies. Understanding the student, structuring the
classroom with respective consideration on physical, social and human resources and
collaborative behavior with students while managing his/her presentation, communication and
interpersonal skills is crucial for a teacher to effective classroom management. By focusing
individual attention on students, social and environmental changes and focusing the structure of
the classroom at all levels is important for a teacher to build strong classroom management skills.

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