classroom management

The Gaddankeri Higher Primary School (HPS) is situated in the city area of Gaddankeri. Around Gaddankeri, there were a number of brick kilns. According to sources, between 2008 to 2014, when there were fewer brick kilns (bhattis, in local language), some children used to work in these. It was at that time that Sukanya Gangal started meeting the kiln owners and parents of the children working there to motivate them to send the children to school. This had its impact and children began to attend school from November to February, every year.


Government Higher Primary School (GHPS), Makapura, in the Lingasaguru taluk of the Raichur district was established in the year 1960. It continues to serve the educational needs of children from Makapura, Marali and Telekattu villages. The number of families in these villages stands at 120, 100 and 120, respectively. Makapura village, where the school is located, is dominated by Reddy, Lingayath, Kuruba communities. There are about five families belonging to the SC community and 25 families from the ST community.


Learning beyond the classroom can, literally, be seen everywhere on the school premises. The school has put up learning resources for students in all possible spaces.


The Lambani community is one of the poorest communities in the region and is engaged in agricultural labour. Since agriculture work is seasonal, they have to migrate to find work. Most of them migrate to work in the sugarcane fields in the neighbouring district where harvesting usually starts in October and continues for about five months. Families take children along due to which children are out of school for almost half the year and face difficult challenges in learning.


After a few general questions that I asked them, they (the children) said that they had some questions to ask me. And then one after the other, the children began to ask questions. In some sense, to me, it reflected the freedom of expression that the school seemed to be inculcating.


Education has 3 pillars—students, teachers & community. If we do not connect the community to education, then we cannot ensure all-round development of students.

I am one of the few fortunate teachers who has only 25 students in a class. However, I find that even with this small number, the school follows the traditional classroom layout where students are sitting in neatly arranged rows. Are there no other strategic layouts for better interaction with the students?
Classroom – the word conjures up an image of desks in pencil-straight lines, with aisles just wide enough to hold a supervising adult. A blackboard at the far end, the sharp answer-ready front benchers in the front rows and the talkative troublemakers in the back, with the forgotten averages in between. Is this the way it has to be? What does classroom seating arrangement have to do with how we experience the teaching/learning space? Teacher Plus explores…

Most teachers will never encounter confrontational students. Confrontational students are a rarity. The majority of teachers will never have any problems with one. Teaching is a relatively safe profession. But for upper grades, there is always the risk. The students are bigger and have different wants and needs. Teachers should be prepared to confront a student who is raising the stakes in the classroom.

Effective teaching and learning cannot take place in a poorly managed classroom. In a disorderly classroom, both teachers and students suffer. Teachers struggle to teach, and students are more likely to learn much less than they could. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. It takes a good deal of effort, however, to organize the class well. Here are some tips for new teachers who often have to struggle with effective management. 


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