Higher Education Classroom Management: Kuwait University Students’ Views

By Al-Hamdan, Jasem

This study attempts to examine students’ views on the effectiveness of classroom management techniques used by faculty members. By examining their views, some insights may be gained as to the kinds of management techniques that a faculty member might adopt in order to promote better teaching and learning environment. Effective classroom management involves more than merely supplying knowledge. The faculty member is a major player in setting the classroom climate, which is so important to student learning. Minimizing tension inside the classroom, moderating students behavior, listening to students’ complaints, encouraging them to excel and being serious when needed. These are effective parts of effective classroom management. Thus the faculty member needs to assess the impact of the management styles utilized in order to develop skills of human relations and decision-making (Hammad, 1995). The study examines the views of senior undergraduate students on a matter closely related to their daily academic life. It is hoped that the results and recommendations of the study will help faculty members understand the realities of classrooms as managed by them from students’ perspectives. It is also hoped that this study serves the starting ground for further studies on classroom management, not only at the College of Education but also by other colleges at Kuwait University as well as at other universities. Introduction

Classroom management is of great importance in the life of a university. Faculty members have tremendous influence on the classroom they manage. The styles they employ for management, teaching and interaction with students vary greatly and thus the impact on the students’ behavior will also vary. It is important that faculty members examine the views of their students, because their views form the basis for any potential adjustment and development of classroom management techniques. This is particularly important of students at Kuwait University’s College of Education, who are preparing themselves to become teachers, and tiius take on future responsibilities, including classroom management. Throughout the students academic life, these students are subjected to different techniques of management, and it is also important for them to reflect on what techniques are conducive to learning. This study attempts to provide more insights into the role of classroom management techniques by exploring the following questions:

1. What are the views of the College of Education students at Kuwait University on their faculty members’ techniques in managing classrooms?

2. What is the impact students’ of variables; such as: gender, General Point Average (GPA) and study program on the variety of students’ views on this matter?

3. What are the measures proposed for developing faculty members’ classroom management techniques?

Objectives

The study examines views of students at Kuwait University – College of Education about the classroom management techniques utilized by the faculty. It attempts to see how students’ gender, GPA and study programmes affect their views. It also recommends measures enabling faculty members to enhance their classroom management practices. The term “classroom management” no longer exclusively means keeping order inside the classroom. The concept has developed to include many other components; such as offering the opportunity for the students to express tiieir views, to disclose their problems and to exchange opinions with their faculty members in a comfortable and relaxed atmosphere. Classroom management encompasses all ofthe activities and behavioral patterns practiced by the teacher based on a clear set of rules governing studentsfaculty member relations. This requires that the faculty member should be skillful in what he teaches, able to diversify his teaching techniques, and enhancing students’ develop relation ships in class through (Raney, 2003).

Related Literature & Background

Several studies have been made on classroom management and some are presented, in chronological order. Alberton (2002) describes communication as being a classroom management skill. He notes that the nature of communication between students and faculty members requires wisdom. One of the factors conducive to tiie success of a faculty member depends on his ability to differentiate between oral and non-oral communication. It also depends on the way that the faculty member offers the chance to students to understand the importance of communication in the classroom. Classroom design is an important prerequisite for effective communication. A study published by the Ministry of Education of Kuwait (2001) states that friendly relations based on mutual respect between all parties to the learning process and abstinence from intimidation and threatening disciplinary measures is a very positive factor that boosts students’ impetus to learn. The faculty member must always seek to nourish the sense of love, friendliness, sympathy and consideration. Classroom management is a vital issue facing teachers in their career. The study conducted by Tom (2001) decides that the faculty member is faced with two major challenges: one relates to the classroom management technique and the other is the lack for adequate teaching resources. Thus, with a lack for good planning, the faculty member loses competence in managing the classroom. Therefore, the faculty member poor relation with students undermines his ability to manage his classroom, since students are the main target in classroom management. As to the resourcelessness of the faculty member, this is the second factor that disrupts interaction in the classroom; as there is no learning without interaction. In order to overcome classroom management issues, a set of practices has been proposed for better classroom management. According to a study by Zaitoun (2001), one of the vital practices that faculty members should apply is to be present in the classroom a few minutes earlier than the time set for the class start. The faculty member should walk in smiling and greeting students, wander around the class, holding brief chats with them on matters of personal and study concerns, try to learn from them what they hope for and answer their queries. Also, the faculty member should stand where he / she are clearly visible to all and pay adequate attention to all students, and give clear instructions as proceeds. The most important point is that the faculty member must learn to perfect the art of preparing students be productive through motivation, suspense, keenness to learn and curiosity.

One of the recommendations that help for better classroom management is to think about an appropriate and effective way to shape students’ seats and desks. Diane (2000). States in this issue that the classroom seats play a major role, as students use diem on a daily basis. It is also noticed from Diane’s study that some students would draw or write poetry on them. On other words students reflect what is in their minds on their classroom desks. This pattern of behaviour is very common since their childhood and that college life has not successfully kept them busy to prevent them from reflecting their thoughts on their desks. This shows the importance of the role played by the faculty member in steering students and has them adhere to rules and regulations and to respect classroom etiquette. In addition, teachers might develop other ways for classroom management. Katherine (2000), claims that successful classroom management requires a plan which comprises the following items:

1. a schematic plan to cover all learning issues

2. a creative layout of the classroom

3. a positive response to unexpected students behaviour

4. use of body language to guide students when needed

5. diversity in the use of teaching techniques

6. use of humour in solving problems

Maraghi (2000) addresses that efficient classroom management requirements comprise steering interaction among students and control of students’ behaviour. He recognizes some behavioural teaching patterns inside the classroom which reflect students’ acceptance or rejection of the subject mat- ter and even of the faculty member himself. The faculty member must possess certain personal qualities and be qualified in teaching the subject. Neil (2000) believes that die faculty member must motivate their students to think critically while keeping away from tension which will jeopardize the relation between students and faculty member. Stephen (2000), attaches significance to interaction in the classroom, stressing that successful teaching techniques optimize students- faculty member dialogue. He points out that the more skillful the faculty member becomes in what is teaching, the better is the faculty member capable of managing the class successfully. The challenges facing the faculty member are usually unexpected, since they revolve around classroom management patterns and the teaching techniques used.

Adas (1999), states that the classroom management involves the creation of an educational atmosphere that will enable both faculty member and students to attain the sought goals. He points out that space is very important to organize students inside the classroom in proportion with their mental capacities. Shehadeh (1999) stresses that a prevailing sense of equality amongst students in the classroom is essential for interaction between boys and girls. However, this requires further study to determine its impact on communication inside the classroom. Al-Rasheedi (1999) highlights the importance of concludes refers to suggests classroom order notes. A classroom is a meeting ground where students and faculty member meet for many years. He claims that the layout of desks in the classroom needs to keep pace with advanced technologies, having remained constant for over half a century. This means that students need to be encouraged to utilize all their capacities and capabilities within the classroom activities. Aashoor (1997), notes that there is a number of classroom management skills which the faculty member needs to improve to ensure that the teaching process is effective. The study revealed that the general conduct skill came first. Abo Muslem (1 995) concludes that the classroom management is a skill of substantial impact. It commands respect and encourages innovative diought. Hence, the faculty member comes to respect students’ far-fetched questions and offers them the chance to practice, and helps them set the right social environment for rouse their creative instincts.

Al-Sheikh (1995) believes that effective teaching is a complex process which is difficult to describe due to a number of reasons. The first reason is related to the different criteria used by faculty members in any given teaching situation. Other criteria are used in assessing faculty members’ general performance. Al-Sheikh also discussed the use of motivation and encouragement to get the students to interact inside the classroom. Moreover, he discussed the use of diverse teaching material and abstinence from the use of negative deterrent methods, like threats of failure. According to Strubregh (1995) the major components of teaching environment includes teaching groups of students, selfteaching and planning, classroom management and study subjects . He believes that the present day teaching is not so much oriented towards supplying information as to achieving goals and developing students’ characters all round. Akeeli (1995) describes that the faculty member-student relation as similar to a strong heart in a sound body. He maintains that it is one based on mutual love and respect. He claims that the faculty member must be a quiet and caring person. It is like a family relationship. Classroom management is an art perfected only by talented faculty members. In classroom, the faculty member’s character is clearly seen. It also depicts faculty members ability to implement correct teaching techniques where the classroom turns into a mirror of the faculty member’s character and a scale of his success in the management process. Al-Sadeq (1994) attaches paramount importance to classroom management in creating the right environment for faculty member-student interaction during class where students’ intellectual abilities; such as analysis, correlation and innovation become acute.

Comments on Previous Studies

Based on previous studies, it is conclude of that a number of factors are conducive to successful classroom management. Such factors include:

1. Advance careful planning of all classroom activities. (Strubregh 1995; Karcheine 2000; Tom, 2001).

2. Full explanation of classroom management techniques. (Al- Rasheedi, 1999; Katherine, 2000).

3. Studied layout of classroom components; such as desks, and careful division of students into groups. (Strubregh 1995; Al- Rasheedi 1999; Adas 1999; Ministry of Education, 2001).

4. Deliberation, debate and interaction between students and faculty members. (Al-Sadeq 1994; Stephen, 2000).

5. Keen pursuit of diverse teaching techniques. (Al-Miraghi 2000; Stephen, 2000).

6. Enhancement of human interaction skills. (Abo Muslem 1995 ; Al- Akeeli 1995; Ashoor 1997; Tom, 2001).

7. Inquiring about students’ problems and solving their problems (Zaitoon 2001).

8. Enhancement of technological communication with students, particularly direct communication techniques. (Alberton 2002).

9. Continued keen interest in educational guidance. (Al-Miraghi 2000; Diane 2000).

10. Avoidance of tension. (Neil, 2000)

11. Focus on motivation. (Al-Sheikh, 1995)

12. Achievement of equality among students and avoidance of bias. (Shehadeh, 1999)

Beside mese factors, this study has also tackled other management elements; such as:

1. Accountability of all students who are frequently absent or late for lectures.

2. Use of faculty member-student classroom interaction relation, including sternness and embarrassment.

3. Punctuality or failure by faculty members to arrive in time for lectures.

Field Study

The study contains a descriptive analysis in its attempt to examine and analyze die viewpoints of students covered by the study about the classroom management techniques used at the College of Education in Kuwait University and then to come up with recommended proposals on how to improve management techniques.

Population / Sample

The study covered a total of 137 students (male and female) who are graduating at the end of the summer term in 2001. Of those students 19 are males (13.9%) and 118 females (86.1%). Their GPA over three years is 33 (24. 1%) good, 87(63.5%) very good and 17 (12.4%) excellent. Those students are taking three study programs: 31 (22.6%) kindergarten and primary level, 92 (67.2%) intermediate and literary high school level and 14 (10.2%) intermediate and science high school level. All students covered by the study answered the questions posed to them, which reflected how serious and interested they were.

Description: The instrument used is a questionnaire that contains 25 items designed to examine Kuwait UniversityCollege of Education’s students views on their faculty members’ classroom management techniques. The questionnaire focussed on a number of classroom activities requiring successful managing methods. For its valtidity, the questionnaire was given to 12 faculty members and students at the College of Education departments four. Revised according to their views, the questionnaire form was given again in its final form to two of the faculty members. To calculate the inter-rate of the study tool, the Alpha reliability equation was applied. This result was 0,81, which was a strong indication of die consistency of the instrument.

Statistical Treatment

The statistical treatment involved the use of the SPSS Program, which revealed the following:

1. Frequencies and percentages obtained helped examine the students’ views on their faculty members’ classroom management techniques.

2. Means, standard deviations and ‘ t ‘ values for the gender variable (male – female).

3. ‘ f ‘ values and means of the GPA variable (Good – Very good – Excellent)

4. ‘ f ‘ and averages of the study program variable.

Findings

Table (1) shows the frequencies and percentages obtained based on tiie students’ answers to the Study items. It shows that approximately half of the students (53,3%) believe that faculty members would give instructions on classroom management. This was stated by Katherine (2000) and Al-Rasheedi (1999), which gives a strong indication that a good number of faculty members may not have a clear knowledge of classroom management techniques. Although 55,5% of the students believe that faculty members encourage teamwork, however, 65% say that faculty members employ the principle of deliberation. A total of 69,4% say that faculty members use discussion. This was emphasized by Stephen (2000) and Al-Sadeq (1994), which may call to mind that some students may believe that teamwork is confined to the performance of joint research projects, Similarly, although 53,2% of the students believe that faculty members employ appropriate technological methods commensurate with the content of the study subjects; however 73,8% of them see that faculty members use simplified classical Arabic in teaching. This indicates that students understand technological methods as confined to equipment and tools; whereas the art of giving examples and the language of communication are thought of as important teaching techniques.

Answers 8 to 13 reveal that 74,5% of the students believe that their faculty members encourage freedom of expression and show respect and appreciation. 60,5% of them state that faculty members provided educational guidance. This was stated by Miraghi (2000) and Diane (2000). Only 40,8% ofthe students say that faculty members provided motivation. This calls for holding an academic meeting where some faculty members need to be briefed on the importance of motivation, especially moral motivation, inside the classroom. This was recommended by Al-Sheikh (1995) in his study. 46,5% of students say that faculty members provided them with ample chance to discuss their study problems; whereas 39,3% do not so believe. This may be attributed to the fact that some faculty members may get busy explaining the lesson, leaving students to take up their problems with the social specialists at the College. However, helping students solve their study problems is part and parcel of the faculty member’s job. This is what Zaitoun 2001 called for emphasizing the faculty member should also inquire from students about their problems and attempt to solve them.

It is clear from items 14 to 18 that faculty members would hold accountable students who come late for classes (79,6%) or do not come at all (72,3%). This is an indication of the strict method employed by some faculty members to keep classrooms under control (71,5%). It is noteworthy that 77,3% of students see that some faculty members are biased in favor of one category of students. This was discouraged by Shehadeh (1999). This bias may be ascribed to a sympathetic attitude by some faculty members in favor of female students in a bid to encourage them to excel. It may well be attributed also to the seriousness and hard work exhibited by some female students and shown in dieir punctuality for classes. The bias may also be in favor of male students on account of fewness in number (13,9%). Items 19 to 24 show that 62,8% of the students say that many faculty members are frequendy absent from their classrooms in the first week ofthe study term. This is a high percentage which can possibly be attributed to the unfinished registration process during the first week of die term. It may also be the outcome of a somewhat straight pattern exhibited by many students who do not take classes seriously during the first week, which place faculty members under the impression that it is useless to show up for classes during that period. To avoid this, faculty members are urged to be punctual for classes from the very first study hour and to give students adequate reason why they should not do the same themselves; especially when late students are taking to task. Lack of punctuality for attending classes is a problem which emerges in the very first week only. Students covered by the study maintain that 78, 1 % of faculty member are commitment to punctuality throughout the study term. 52,5% of the students say that some faculty members use their cell phone during classes. As to smoking (16%) and drinking coffee and tea (43%), such patterns of behavior do not support the faculty member’s image as a good example. The percentage of students who are nearing graduation and yet believe that faculty members set a good example are 59,1%. However, although the percentage of students who believe that faculty members do not set down a good example is low (19,7%) and tiiose who are neutral are only 21,2%, a faculty member must improve his capabilities and develop himself to serve as a good example for his class to follow. This can best be manifested in his commitment to punctuality, competence in teaching, ability to diversify his techniques and efficiency in developing human relations with his students (Abo Muslem 1995; Akeeli 1995; Ashoor 1997; Tom, 2001). He must also avoid jeopardizing his position as good example, by abstaining from smoking, drinking beverages and using his cell phone inside the classroom. As to the study variables; namely gender, GPA and study program, the diverging results among the students covered by the study are shown in table (2), where divergence is clear in items 9, 16, 22 and 24.

– item 9 (students feel respected and appreciated by the faculty members) where the P level stands at 0,04 in favor of males.

– Item 16 (faculty members employ strictness in keeping classrooms under control). The P level here stands at 0.03. in favor of males.

– Item 22 (some faculty members smoke during classes), where the P value stands at 0,002 in favor of females.

– Item 24 (faculty members are seen as setting good examples in the classrooms), where the P level is 0,03 in favor of males.

As to the variance in the GPA, there are P-values in eight items; namely 1, 5,7,8,9,13,15 and 24. See table (3) below:

Results obtained reveal that the ‘excellent’ level is less frequent than the ‘good’ level in items 5, 7, 8, 13 and 15. However, in items 1, 9 and 24 die ‘excellent’ level is less frequent than the other two levels. As to the study program variable, there are no differences in the P level except in item 4 (faculty members hold discussions inside the classrooms). The P level variances between the study programs stands at 0,01 . However the variances between the three study programs are so clear. This may be attributed to the difference in the numbers of participants in the three study programs (3 1 in the kindergarten and primary program, 14 in the intermediate and science high school and 92 in the intermediate and arts high school).

Recommendations

Based on the findings of the study, the following recommendations have been adopted:

1. The College of Education administration should hold a special training course in classroom competencies for fresh graduate faculty members or for old faculty members desirous to develop their classroom management techniques. Such courses may be repeated in other colleges.

2. A seminar should be held under the title: “Development of Classrooms Human Relations” to discuss topics like; solving students’ problems, elements of human relations, bias: signs and ways to avoid it… etc.

3. Faculty members should to be aware of the substantial need for motivation in managing their classrooms, especially moral motivation; such as Thanks!, Good answer!, Excellent!, Good Job! Therefore, the College administration should put up stickers in the Science Sections containing motivating expressions so that faculty members and students may get used to these expressions which, among other things, remind them that they are the future faculty members. A symposium on motivation will be appropriate for that purpose.

4. A circular by die College administration should be issued stressing the following:

a) Commitment to punctuality of attendance from the very first week is mandatory. The faculty member should offer sufficient incentives to students who attended all lectures given on the first week of the study term.

b) Abandonment by the faculty members of any behavior jeopardizing their image as good example to their students; such as smoking in the class or using of cell phones.

References

Abo Muslem, M. (1999) ‘Trends Toward School and its Relation with Creativity Skills at Basic School’, College of Education Journal, Mansourah University, N27.

Adas, M. (1999) With Teacher in his Classroom. Amman: Dar Alfakir.

Aggelee, D. (1999). Teacher and classroom management Afaq Tarbaweyah, 6.

Alberton, Y. (2002) ‘Can we See Eye to Eye?’ Instructional Conference on Educational Environment, Lugano, Switzerland.

Ashman, A. (1993) Using Cognitive Method in the Classroom USA: simvltaneovrty Press.

Ashoor, M. (1997) ‘Perceptions of Yarmouk University Students of Classroom Management’, Journal of Arab Universities, Union, (32).

Diane, J. (2000) Desks Don’t Move Students Do In Effective Classroom Environments, Reading Teacher, 54, (1).

Hammad, A. (1995) Analyzing of verbal interaction between the teacher and the student in secondary schools, studies in curriculum and teaching instruction: College of Education, Ain Shams University.

Maraghi, S. (2000) Components of Classroom Management and Academic Achievement. New Knowledge Press, Egypt.

Ministry of Education (2001) Classroom Operation Development Department: Kuwait.

Neil, B. (2000) Disting Using Features of Critical Thinking Classroom, Teaching in Higher Education, 61 (4) 974.

Raney, D.(2003) ‘Strategies to Prevent and Reduce Conflict in College Classrooms’, College Teaching, V51 N3 P94-98.

Rasheedi, A. (1999) Classroom in a new model, Education View, Alkomait Press.

Sadeq, M. (1994) “The Relation Between Science Teaches and Classroom Management strategies’. Educational Journal, Kuwait University (32).

Sheikh, M. (1995) ‘Developing Some of Classroom Interaction Skills for College of Education Students in UAE University’, Education Studies Journal, Cairo, 150.

Shehadeh, A. (1999) ‘Gender Differences and Equal Opportunities in the ESL Classroom’, ELT Journal, 53 (4).

Stephen, P. (2000) How the Growing numbers of Part-Time College Faculty Affects Elementary and High School Teachers. Ed 454180.

Strubregh, D. (1995) Teaching for Different Levels in Elementary Schools, UNICEF.

Tom, G. (2001) Beginning Teaching in Jamaica: Challenges and Assistance. Kingston University, Jamaica.

Zaitoon, H. (2001) Skills in Application Teaching, Cairo: Alam Alkutob.

DR. JASEM AL-HAMDAN

Chairman of Educational Administration and Planning Department

College of Education – Kuwait University

Jasem Al-Hamdan was bom in the State of Kuwait. He received his B.Sc. from Kuwait University in 1972. Also, he received Master & Ph. D degrees in 1984 from Ohio University in the United States of America. In 1988 he worked as a Consultant in the “Organizing & Development Department” in the Ministry of Education, and in 1993 as a Manager of the “Planning & Consultancy Department”. Dr Al-Hamdan has been appointed in UNESCO as “Educational Consultanf in 1994. Currently he is attached to Kuwait University working as the Chairman of the “Educational Administration and Planning Department” at the College of Education.

Copyright Project Innovation, Inc. Sep 2007

(c) 2007 College Student Journal. Provided by ProQuest Information and Learning. All rights Reserved.