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Classroom management Nashirova Sh.
Управление классом Наширова Ш.
Наширова Шахноза / Nashirova Shakhnoza - преподаватель, кафедра английского языка и литературы, факультет иностранных языков, Каршинский государственный университет, г. Карши, Республика Узбекистан
Abstract: the development of teaching activities is analyzed in the article. The management skills used in classroom management are clarified. The specific principles being established in a good classroom teaching and learning environment are also shown in this article. Аннотация: в статье дана характеристика развития обучающей деятельности. Навыки управления классом определены. Также в статье показаны основные принципы управления классом, установленные в процессе обучения.
Keywords: education, classroom management, ability, lesson plan. Ключевые слова: обучение, управление классом, способность, план урока.
Since the early days of Independence, Uzbekistan has been gradually conducting the policy of reforming in the sphere of education as a key link of the ongoing course of reforms and renewal of society, as the necessary and mandatory condition for democratic transformations in society, consistent development of economy, and the country's integration into the world community.
At the moment, The National Program for Cadre Training is a single educational complex which covers the entire process of educating and rising the younger generation, where a special place and is reserved for each link in the education system. The implementation of the Program as a whole and the achievement of certain objectives depend on the state and level of development of each link, as well as to what extent they are mutually attended.
In a decree "On measures to further improvement of foreign language learning system" there is a concept of the World's language picture in the present-day linguistics which reflects mutual relations of the language and the culture [7: p.1].
The providing of research-based teaching techniques and behaviour management strategies that can be used by novice teachers in urban middle schools to improve the behaviour in their classrooms is taken in the center of the article [4: p.13]. Studies pointed to four main reasons why chronic misbehavior happens:
1) a difficult personal situation from outside the school that disrupts a student's ability to learn;
2) course content or lesson goals that are above the student's ability level that bring on escape behavior;
3) environmental situations within the classroom that inhibit the student's ability to learn in a mode best suited for the student;
4) the teacher had not established and reinforced clear behavior and academic expectations within reachable limits of the students in the class. However, analysis of the current system of organizing language learning shows that learning standards, curricula and textbooks do not fully meet the current requirements, particularly in the use of advanced in information and media technologies [3: p. 9].
Classroom management is one of the essential components of the classroom learning environment. The following objectives have been settled related classroom management and learning styles:
• to acquire an understanding of the needs of children with different learning style and how to deal with these in an inclusive school provision;
• to acquire an understanding of the learning and teaching skills that can help children in the full curriculum.
Effective classroom management is probably one of the most important responsibilities faced by educators in any number of learning environments. This may be particularly true of beginning teachers. "When teachers talk about the most difficult problems they experienced in their first years of teaching, they mention classroom management and discipline most often" [5: p.11].
Much of the published material that aims to help teachers understand the concept of learning puts a lot of stress on the notion of different learning styles. There are some fundamental problems with this premise. It is clear there are different ways to learn and that many of learners find it easier or more comfortable to absorb and process information if it is presented to us in a certain way. There are three basic types of sensory learning styles. The three most common are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us. Most people tend to use one of their senses more than the others. This has led some experts to believe that classroom activities should only be presented in the preferred "learning style" of the students, in order to reduce barriers to learning and make it easier for students to succeed [4: p.21].
Some experts believe that a student learning styles, unlike intelligence, are fixed: in other words students will only be able to learn in their preferred learning style and will find it easier if the conditions are present to allow them to learn in this way all the time. For example, a student who likes to do practical things in class might be classified a 'kinesthetic learner' and the teacher's job is to present learning in a kinesthetic way so that the student has the best conditions for learning. It's easy to oversimplify. However, although such an approach is very well intentioned there is no reliable evidence from research studies that attempting to make learning more accessible by favouring any one particular way of learning actually results in learning being more effective over an extended period of time.
One of the side effects of the research on learning styles is that it is easy for teachers to oversimplify the situation. The different learning styles or strategies students use are factors in a complex process, which may mislead us into simplistic solutions.
References
1. Anderson M., Madigan, J. Creating Culturally Responsive Classroom Environments, Project Laser, Research to Practice Brief, University of South Florida, Tampa, FL2005.
2. Banks J. (1994). An introduction to multicultural education. Boston: Allyn and Bacon.
3. Black S. Respecting differences: Diverse Learners Can Blossom in Culturally Responsive Classrooms. American School Board Journal. 2006.
4. Duda M. Utley C. Positive Behavior Support for At-Risk Students. Promoting Social Competence in At-Risk Culturally Diverse Learners in urban Schools. Multiple Voices for Ethnically Diverse Learners. 2004.
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6. Grossman Herbert. Classroom Behavior Management in a Diverse Society. Mayfield Publishing Co., Menlo Park, CA. 1995.
7. Karimov I. G. On measures to further improvement of foreign language learning system. Xalq so'zi. December 10, T.: 2012.
