role of teachers in managing teaching learning situation · problems. (6) 64.38% of students...

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SEPTEMBER 2011 VOL 3, NO 5

Role of Teachers in Managing Teaching Learning Situation Muhammad Abdul Malik

Ph.D (Education) Scholar, Preston University, Islamabad and also working as

Secondary School Teacher in the Punjab Education Department. Pakistan. P.Code. 44000

Dr. Ali Murtaza

Assistant Professor, Preston University, Islamabad

Ph.D. (Education) from UIER, University of Arid Agriculture Rawalpindi , Pakistan. M.Phil

(Education) from Allama Iqbal Open University, Islamabad. Pakistan.

Approved Ph.D Supervisor of Social Sciences by the Higher Education Commission of

Pakistan. (HEC) P.Code. 44000

Dr.Abdul Majeed Khan Assistant Professor, University of Azad jammu & Kashmir, Muzaffarabad. P.Code: 13100 Abstract The study “Role of Teachers in Managing Teaching Learning Situation” was conducted through survey approach. The objectives of the study were to: (1) Review the actual role played by a teacher in teaching learning situation (2) Evaluate the role of teachers in managing teaching situation. (3) Identify the problems involved in teaching learning situation by the teacher. (4) Suggest solutions to the problems involved in managing teaching learning situation. The study was delimited to science teachers and students studying science subjects of class X in three Govt. Boys High Schools in Gujrat city, Pakistn. The population consisted of 901 students studying science subjects and 24 science teachers. Therefore, 20% of the students (180) and 100% of the science teachers (24) were taken as sample of the study. The samples were drawn using random sampling technique. Two questionnaires were developed on five point likert scale to elicit the opinions of students studying science subjects and science teachers respectively. The questionnaires were validated through pilot study and finalized. The questionnaires were administered and data were collected. The salient findings of the study were: (1) 100% of the students agreed that teachers take periods in time and teachers start their lectures in an exciting way. (2) 45% of the students disagreed that teachers use charts. (3) 100% of the students agreed with the statement that teachers use White / Black Board. (4) 92% of the students agreed with the statement that teachers use clear and standard language. (5) 79% of the students agreed that teachers consult parents about educational problems. (6) 64.38% of students disagreed with the statement that teachers show different scientific slides on projector. (7) 91.66% of the teachers disagreed that discussion is done during teaching learning process. (8) 66.67% of the teachers disagreed that there are group discussions during teaching. On the basis of findings it was concluded that (1) Teachers are taking periods in time. (2) Teachers are not using charts in the classroom. (3) Teachers are not using scientific slides on projector. (4) Teachers are treating all the students equally. (5) Discussion method is not used during teaching learning process. Therefore, on the basis of conclusions following recommendations are given: Teachers should be used charts in the classroom. (2) Teachers may show scientific slides on projector. (3) Discussion method may be applied during teaching learning process. Key Words: Teacher, Management, Class-room Management, Teaching Learning

Situation



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SEPTEMBER 2011 VOL 3, NO 5 Introduction

It is universally recognized that teacher is a backbone of any educational system because

knowledge is transferred from the teachers to the taught. Every country is giving prime

importance to the quality of teachers and national policies have been influenced by the

growing realization that teachers have a key role to play in determining the quality of out put

of educational institutions (Govt. of Pakistan, 2004). Secret of quality education lies in the

quality of teachers. Chochran (2006) artistically described the same idea, “It is a universal

fact that quality of students depends upon the quality of teachers either highly qualified or

have high professional development”

Teacher ensures that teaching progress is running smoothly and efficiently. Once a

class period starts and students and teacher enter the room; teacher’s can exercise control of

the events of the classroom by assuming the role of a manager. Effective management is

especially important in the early sessions. Ramsey (1999) says, “The role of an effective

manager is to create a climate that welcomes, supports, and rewards innovative thinking and

problem solving”.

Teachers are concerned about whether teaching emphasis is placed primarily on

course context, interpersonal relationship, or on classroom discipline and control. They take

into consideration the kind of learning being promoted, i.e. whether the emphasis, is on the

acquisition of skill, facts or understanding. They look at the pattern of communication in the

classroom. Student communication, teacher’s keep on eye on the way in which educational

tasks are organized i.e. whether students are working on the same task, to see all students at

all times. Teaching materials and supplies are readily available. Students should be able to

see instructional presentations.

Management

Bukhari (2008) defines management as:

“it is a social process, which is designed to ensure cooperation, participation, intervention and involvement of others in the effective achievement of given or predetermined objectives. Similarly educational management is also a process of validating purposes and allocating resources to achieve the maximum attainment of purposes with the minimum allocation of resources”

Classroom management: Classroom management is an effective and efficient use of

time, space and resources to achieve some educational objectives. According to Butt, Ahmad,

& Ghazala (2010), “Classroom management is the process of working with and through

students effectively and efficiently to achieve educational objectives” There is a difference



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SEPTEMBER 2011 VOL 3, NO 5 between the amount of time that is allocated to a class and the amount of time students are

actually engaged in learning. Both time allocation and management of engaged time are key

issues for teacher. Establishing clear classroom rules and pacing a class effectively are

important.

Time Allocation: When students are actively engaged with learning they are said to be

on task. To encourage on-task behaviours, effective teachers minimize time spent on

recurring activities by ensuring smooth and efficient handling of routine procedures. (Butt,

Ahmad, & Ghazala 2010)

Engaged Time: If time is well allocated, then student’s on-task time is more likely to

be well spent. Effective teachers try to maintain momentum and smoothness of instruction by

setting up a meaningful sequence of instructions ideas. Managing transitions from one topic

to the next helps keeps students engaged and focused. Maintaining an entire class’s focus is

also an important task. Letting students know that the teacher is aware of the activities of the

class kept students on task. Instructors who can juggle many tasks at one time and can work

well with both individuals and small groups ensure effective on-task instruction (Charles,

1985)

Classroom Rules: When instructors start the year with a clear set of guidance for

students, in which students are systematically introduced to the procedures and teacher’s

expectations, on-task and engaged students’ behaviour are more likely to occur. When rules

are limited in number and clear, they are far more likely to be easily forced. In addition, when

students are asked to help establish ground rules, such as not talking without raising one’s

hand, offenders know that they are breaking their own rules, not arbitrary punishment fit the

crime and that students themselves may be the best judges of appropriate punishments.

(Panda, 1997)

Pacing: The tempo of a class is like that tempo of a symphony. A conductor does not

want the musicians to play too quickly or with too much enthusiasm; engaging concerts like

good class use silences effectively. Phrases and ideas are not repeated too often and the voice

of the teacher needs to change often to keep attention. The pace needs to be varied-short

segments are more likely to hold attention than long ones. Pacing is determined by nature of

the students, the material to be covered, and the instructor’s own personal style. But

combined with classroom rules and effective allocation of time to ensure on-task behaviour,

pacing is an important element of effective instruction. Each of these four elements time



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SEPTEMBER 2011 VOL 3, NO 5 allocation, engaged time, classroom rules and pacing helps establish effective instruction.

There are other important tactics, too, of course, summarizing, using feedback, encouraging

students’ interaction, and even planning seating arrangements. (Butt et al, 2010).

According to Honey ford (1982) a major limited factor in classroom is the teacher

only to his/her character, personality and competency play a large part in determining the

atmosphere of the learning, the short of relationships which exist, the style of communication

and the rules and regulations surrounding the formalities, but the teacher also performs a key

role in influencing the pupil’s view of himself and the sort of progress he/she makes.

Successful teaching learning situation has been defined as producing a high rate of work

involvement with a low rate of in academic settings.

Teacher’s Managerial Function in the Classroom: The teacher plays multiple roles

in the school. The role of teacher is assessed in terms of his/her attendance in the class,

completion of the course and interpersonal relation in the school. The critical managerial

functions of a teacher in elementary education are similar to those in other sectors. These

functions are:

Administration: Administration refers to the direction, control, management and

organization of human and material resources for educational growth and development.

Personnel Management: Planning and managing human resources is called personnel

management. It includes recruitment, transfer and redeployment; promotional opportunities

and performance appraisal systems, grievance redressed mechanisms and professional

development issues.

Planning: Planning is a systematic exercise of determining a future course of action in

accordance with identified objectives, needs, priorities and existing/likely capacities, within a

given time frame, reflecting cost-effective choices.

Financial Management: Financial management refers to mobilization, deployment and

efficient use of financial resources as per stated objectives and strategies.

Supervision, Monitoring and Support: Monitoring and facilitation of teaching learning

process, and other school development activities, for enhancing their quality through suitable

tools, methods and mechanisms. The focus is on school, because this is the unit where

primary learning takes place, and any effort to improve the quality should ultimately be

reflected here.

Information management and communication: Management of information as an

institutional resource is “Information Management”. It includes aspects of collection,



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SEPTEMBER 2011 VOL 3, NO 5 processing, dissemination and use of information. “Communication” refers to the process of

exchange of information and feedback. (Ranjan & Rahman, 2010)

Teaching and learning are indispensable parts of any educational system. In this

sense, teaching and learning are inseparable. This makes the relationship between teaching

and learning the same as that which exists between teachings and learning the same as that

which exists between the mother and the child, the teacher is to teach and the child is to learn.

But the child is not a passive recipient of what the teacher proposes to give him; rather, he is

an active partner in the successful completion of the process. But all this takes place in an

environment which should be conducive to the acts of teaching and learning. (Iqbal. 2010)

Teacher plays a vital role in the society, classroom and character building of the

children.

Teacher Role in Classroom Management: Every society has an established set of

virtues and vice. It takes conscious and unconscious measures at various levels to promote

the virtues and eliminate the vice. The people reflect contradictions in their actions and in the

morality they profess. The people are seen violating the values they hold sacred in their

sermons and lectures. Such an atmosphere is hazardous for the immature and sensitive young

people who react and suffer from mental confusion and are led to believe that there are

certain values to be paid lip service only, whereas the practical needs of life demand an

altogether different set of values.

A teacher becomes a good teacher when he is sincere to his profession and

fulfils his duties with great enthusiasm and shoulders all his duties and responsibilities with

full commitment.

(i) Position Purpose: The classroom teacher is responsible for creating a positive and

disciplined learning environment in the classroom and in co-curricular activities.

(ii) Areas of Responsibility: The Classroom Teacher is responsible for maintaining a

positive and effective learning environment through:

• Well-prepared and diverse lessons, which cater to the range of student abilities and

interests, Setting of realistic and challenging academic standards of students’ performance, A

challenging and realistic program of student’s homework, Prompt and comprehensive

attention to student’s work submitted for marking and supervision, Demonstrating

knowledge, competence and confidence in the relevant subject discipline, Demonstrating

commitment to teaching development through interest and attendance at appropriate in-

service courses, commitment to a program of professional study and /or reading, and ongoing



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SEPTEMBER 2011 VOL 3, NO 5 links with relevant Professional Associations, Yard supervision, examination supervision and

excursions. Supporting Subject Masters in the administration of each subject discipline

including:

• Curriculum planning and development.

• Writing programs and maintaining registers, as required.

• Keeping abreast of statutory requirements in curriculum expressed by the Board of Studies

and other professional bodies.

• Implementing the Pastoral Care Policy and Program through the Home Group System, in

particular:

• Building rapport with individual students.

• Encouraging the growth of self-esteem in each student.

• Identifying academic and personal issues which are impacting of the growth and

development of each student.

• Attending and participating in the co-curricular life of the College/School through the

sporting and cultural calendar.

Teaching Ethics: Schools face an important challenge, doing their part in preparing

children and youth to be responsible, productive adults. Educators differ on how they should

teach character development, however, and one who should be responsible for teaching it.

Many believe ethical development is the responsibility of counselors or parents. Although

counselors and parents are undoubtedly the primary guides for children's ethical

development, teachers are in a key position to directly influence students. Let's look at past

work and current practice with the idea of strengthening our own role in the ethical

development of our students. (Susah, H 2004)

A teacher having good characteristics can create excellent qualities in his students. A

teacher by his knowledge, experience, best style of teaching and creating good discipline in

the classroom can create an ideal teaching and learning situation.

Teaching and learning situation: Teaching and learning situation occurs when students

and teachers with common interests come together for the purpose of developing an authentic

product or a service that is an application of their common interest. Teachers are a rich

resource for students when they examine their own interests in ways that reach far beyond

their content expertise and general classroom experience. However, when asked what special

talents and interests they have, many teachers fail to recognize their own interests as a



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SEPTEMBER 2011 VOL 3, NO 5 valuable resource, or they recognize only those interests that relate to their current teaching

assignment.

The Student’s Growing Edge: So much for the teacher's own equipment and

personality. Look now at the interaction process itself, at the devices the teacher may use to

enhance the success of his efforts. The need for any teacher to know where the student stands

now in his knowledge. The target should always be the growing-edge of the student. It is true

that at a given time no two students have precisely the same growing-edge. One has more

knowledge than another; one has read the assigned textbook, another has not.(Allport, G.W

2010 )

Student’s Participation: Some of the principles may seem little more than pedagogical

routine. Yet they have a bearing on the most important of all factors in the teaching learning

situation. A medical student is thoroughly committed to his chosen profession and suitably

goaded by poverty, by zeal, or by spouse to pass the endless array of requirements, there is

still the fact that one medical subject may seem to him dull and lifeless, and another may

inspire him to put forth maximum learning effort. What principle is the teacher of the first

subject failing to observe? Why is his subject as he presents it dull and dead? In all

probability teacher is failing to maximize the student's opportunity for participation. A

student learns more by doing than by listening. The educational philosophy of John Dewey is

certainly correct in stressing this generalization.

So too is the Chinese adage (saying):

When I hear it I forget it

When I see it I remember it

When I do it I know it

Elements of Lectures: Lectures have their place. They can properly supplement

participation, or, to a greater extent than most lecturers realize, they can evoke it. When the

student asks a question, it shows student’s participation. Such participation can be woven into

a lecture, though available time limits its use. When a diagnosis is called for, let the student

try his hand at it before the instructor makes his pronouncement.

Ego- Involvement: But participation has deeper psychological significance. Who

participates? It is surely not the hands and voice of the student. In recent years psychologists

have had much to say concerning ego-involvement. In one sense is basic to all learning; in

another limited sense, it impedes it. In the broad sense, favourable to learning, we may say

ego-involvement is more or less identical with interest. By a principle of subsidization a



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SEPTEMBER 2011 VOL 3, NO 5 student will learn to absorb and organize material that is consonant with his own interest

system.

Motivation: Most teachers and researchers agree today that student motivation is essential

for school performance. This includes motivation to accomplish academic goals, interest and

effort in academic work, perseverance in doing class work or homework, completion of

difficult tasks, self-regulation, risk taking, independent learning, etc.

Although experienced teachers often use a variety of methods and materials to

motivate and encourage students, there are some students who need little stimulation or

encouragement from their teachers. They buckle down on their own and immediately get into

the classroom lesson or home work assignment. They take responsibility for their own

learning. These students stay on task, do their assignments on time, and deal with academic

problems as they arise without getting “bored,” confused,” or “frustrated.”

Many students, however, need to be motivated to reduce their perceived confusion or

boredom in class, and mediate potential frustration. Rather than concentrate on the school

work, they easily become distracted or withdraw from the risk; they tend to daydream,

doodle, stare out the window, or become disruptive. Because of their inability to stay focused

and try to clarify their lessons or assignments, their schoolwork becomes increasingly more

difficult. Eventually, they skip over difficult problems or just give up as if they were

attempting to get their medicine out of the way quickly.

Learner’s needs: On the occasions a teacher is asked to teach a session without much

background or with a fuzzy remit, teacher will find that there is very little alignment between

what you plan to teach and the learners’ needs. Again, discussing this and making a sensible

plan to meet needs is the best strategy. During and towards the end of the teaching session a

teacher needs to keep in sight how far the learners have traveled towards the learning goals,

where they may have gone off track and what further learning or practice may be required.

Teachers need to keep an eye on the tasks they want learners to achieve as well as the process

of learning, as both elements are required to ensure that learning needs are met. (Allport,

G.W 2010).



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SEPTEMBER 2011 VOL 3, NO 5 Inclusive Classroom Teaching

Following is the role of teachers in the inclusive classroom

Curriculum Modification: Most teachers who teach in an inclusive classroom modify their

curricula to meet the needs of their special education students. Curriculum modifications can

include the provision of an audio taped text, shortened assignments and summarized chapters

of the textbook as well as tools such as graphic organizers and color-coded chapters to

enhance a student's level of comprehension.

Communication: It is important for inclusion teachers to advocate the needs of their

special students’ education by ensuring that resources such as peer tutoring, instructional

assistants, team teaching and staff development opportunities are available along with

consistent policies that assess the individual student's progress.

Teachers should also communicate regularly with the principal to make sure that head is

aware of the specific learning needs of the special education students and the academic

resources that are necessary for them to experience success in the inclusive classroom setting.

Classroom Environment: According to teacher’s vision, successful inclusion classrooms

are those that are taught by teachers and school personnel who believe in the academic

potential of their special children needs. It is also important for teachers to create a safe

classroom environment that allows special children need to learn alongside their peers while

experiencing positive socialization.

Managing Behaviour: Although inclusive classrooms can promote positive peer

interactions for special education student’s behavioral issues can arise that may

require a different disciplinary approach than that used with mainstream students.

Teachers may need to consider a developmentally appropriate method for managing

the behaviour of their special student’s needs. Common approaches often include a

system that allows a student to self-regulate and manage his own behaviour,

coupled with a reward system that reinforces the student's positive behaviours.

Professional Development: Many inclusion teachers attend in-service training or

professional development sessions to enhance their skills in curriculum modification,

instructional techniques and collaborative teaching strategies that allow special



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SEPTEMBER 2011 VOL 3, NO 5 education teachers, specialists and mainstream teachers to team teach.(Omori, P

2010 )

It is the age of science & technology. A teacher teaches science, mathematics and

technology in the classroom so that his students not only become good scientists but also play

a vital role in the prosperity of their country.

Principles of Classroom Management: Science, mathematics, and technology are

defined as much by what they do and how they do it as they are by the results they achieve.

To understand them as ways of thinking and doing, as well as bodies of knowledge, requires

that students have some experience with the kinds of thought and action that are typical of

those fields. Teachers, therefore, should do the following:

Starting Point: Sound teaching usually begins with questions and phenomena that are

interesting and familiar to students, not with abstractions or phenomena outside their range of

perception, understanding, or knowledge. Students need to get acquainted with the things

around them including devices, organisms, materials, shapes, numbers and to observe them,

collect them, handle them, describe them, become puzzled by them, ask questions about

them, argue about them, and then try to find answers to their questions.

Provide Historical Perspectives: During their school years, students should encounter

many scientific ideas presented in historical context. Students can develop a sense of how

science really happens by learning something of the growth of scientific ideas, of the twists

and turns on the way to our current understanding of such ideas, of the roles played by

different investigators and commentators, and of the interplay between evidence and theory

over time.

History is important for the effective teaching of science, mathematics, and technology

also because it can lead to social perspectives, the influence of society on the development of

science and technology, and the impact of science and technology on society. It is important,

for example, for students to become aware that women and minorities have made significant

contributions in spite of the barriers put in their way by society; that the roots of science,

mathematics, and technology go back to the early Egyptian, Greek, Arabic, and Chinese

cultures; and that scientists bring to their work the values and prejudices of the cultures in

which they live.

Engage Students Actively: Students need to have many and varied opportunities for

collecting, sorting and cataloging, observing, note taking and sketching, interviewing,



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SEPTEMBER 2011 VOL 3, NO 5 polling, surveying and using hand lenses, microscopes, thermometers, cameras, and other

common instruments. They should dissect; measure, count, graph, and compute; explore the

chemical properties of common substances; plant and cultivate; and systematically observe

the social behaviour of humans.

Concentrate on the Collection and Use of Evidence: Students should be given problems at

levels appropriate to their maturity that require them to decide what evidence is relevant and

to offer their own interpretations of what the evidence means? This puts a premium, just as

science does, on careful observation and thoughtful analysis. Students need guidance,

encouragement, and practice in collecting, sorting, and analyzing evidence, and in building

arguments based on it.

Clear Expression :

Effective oral and written communication is so important in every aspect of life that teachers

of every subject and at every level should place a high priority on it for all students. In

addition, science teachers should emphasize clear expression, because the role of evidence

and the unambiguous replication of evidence cannot be understood without some struggle to

express one's own procedures, findings, and ideas rigorously, and to decode the accounts of

others.

Team Approach: The collaborative nature of scientific and technological work should be

strongly reinforced by frequent group activity in the classroom. Scientists and engineers work

mostly in groups and less often as isolated investigators. Similarly, students should gain

experience sharing responsibility for learning with each other. In the process of coming to

common understandings, students in a group must frequently inform each other about

procedures and meanings, argue over findings, and assess how the task is progressing? In the

context of team responsibility, feedback and communication become more realistic and of a

character very different from the usual individualistic textbook, homework and recitation

approach.

Knowledge and Understanding: In science, conclusions and the methods that lead to

them are tightly coupled. The nature of inquiry depends on what is being investigated, and

what is learnt depends on the methods used? Science teaching that attempts solely to impart

to students the accumulated knowledge of a field leads to very little understanding and



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SEPTEMBER 2011 VOL 3, NO 5 certainly not to the development of intellectual independence and facility. But then, to teach

scientific reasoning as a set of procedures separate from any particular substance” the

scientific method," for instance is equally futile. Science teachers should help students to

acquire both scientific knowledge of the world and scientific habits of mind at the same time.

Emphasis on Memorization of Technical Vocabulary: Understanding rather than

vocabulary should be the main purpose of science teaching. However, unambiguous

terminology is also important in scientific communication and ultimately for understanding.

Some technical terms are therefore helpful for everyone, but the number of essential ones is

relatively small. If teachers introduce technical terms only as needed to clarify thinking and

promote effective communication, then students will gradually build a functional vocabulary

that will survive beyond the next test. For teachers to concentrate on vocabulary, however, is

to detrack from science as a process, to put learning for understanding in jeopardy, and to risk

being misled about what students have learned.

Science and Scientific Values: Science is more than a body of knowledge and a way of

accumulating and validating that knowledge. It is also a social activity that incorporates

certain human values. Holding curiosity, creativity, imagination, and beauty in high esteem is

certainly not confined to science, mathematics, and engineering any more than skepticism

and distaste for dogmatism are. However, they are all highly characteristic of the scientific

endeavor. In learning science, students should encounter such values as part of their

experience, not as empty claims. This suggests that teachers should strive to do the following:

(i) Welcome Questions: Science, mathematics, and technology do not create curiosity. They

accept it, foster it, incorporate it, reward it, discipline it and so does good science teaching.

Thus, science teachers should encourage students to raise questions about the material being

studied, help them learn to frame their questions clearly enough to begin to search for

answers, suggest to them productive ways for finding answers, and reward those who raise

and then pursue unusual but relevant questions. In the science classroom, wondering should

be as highly valued as knowing.

(ii) Reward Creativity: Scientists, mathematicians, and engineers prize the creative use

of imagination. The science classroom ought to be a place where creativity and invention as

qualities distinct from academic excellence are recognized and encouraged. Indeed, teachers



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SEPTEMBER 2011 VOL 3, NO 5 can express their own creativity by inventing activities in which students' creativity and

imagination will pay off.

(iii) Encourage for questioning: Science, mathematics, and engineering prosper because

of the institutionalized skepticism of their practitioners. Their central tenet is that one's

evidence, logic, and claims will be questioned, and one's experiments will be subjected to

replication. In science classrooms, it should be the normal practice for teachers to raise such

questions as: How do we know? What is the evidence? What is the argument that interprets

the evidence? Are there alternative explanations or other ways of solving the problem that

could be better? The aim should be to get students into the habit of posing such questions and

framing answers.

(iv) Avoid Dogmatism: Students should experience science as a process for extending

understanding, not as unalterable truth. This means that teachers must take care not to convey

the impression that they themselves or the textbooks are absolute authorities whose

conclusions are always correct. By dealing with the credibility of scientific claims, the

overturn of accepted scientific beliefs, and what to make out of disagreements among

scientists, science teachers can help students to balance the necessity for accepting a great

deal of science on faith against the importance of keeping an open mind.

(v) Promote Aesthetic Responses: Many people regard science as cold and uninteresting.

However, a scientific understanding of, say, the formation of stars, the blue of the sky, or the

construction of the human heart need not displace the romantic and spiritual meanings of

such phenomena. Moreover, scientific knowledge makes additional aesthetic responses

possible such as to the diffracted pattern of street lights seen through a curtain, the pulse of

life in a microscopic organism, the cantilevered sweep of a bridge, the efficiency of

combustion in living cells, the history in a rock or a tree, an elegant mathematical proof.

Teachers of science, mathematics, and technology should establish a learning environment in

which students are able to broaden and deepen their response to the beauty of ideas, methods,

tools, structures, objects, and living organisms.

(vi) Science Teaching and Learning Anxieties: Teachers should recognize that for many

students, the learning of mathematics and science involves feelings of severe anxiety and fear

of failure. No doubt this results partly from what is taught and the way it is taught, and partly

from attitudes picked up incidentally very early in schooling from parents and teachers who



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SEPTEMBER 2011 VOL 3, NO 5 are themselves ill at ease with science and mathematics. Far from dismissing math and

science anxiety as groundless, though, teachers should assure students that they understand

the problem and will work with them to overcome it. Teachers can take such measures as the

following:

(a) Build on Success: Teachers should make sure that students have some sense of success in

learning science and mathematics, and they should deemphasize getting all the right answers

as being the main criterion of success. After all, science itself, as Alfred North Whitehead

said, is never quite right. Understanding anything is never absolute, and it takes many forms.

Accordingly, teachers should strive to make all students particularly the less confident ones

are aware of their progress and should encourage them to continue studying. (American

Association for the Advancement of Science 1990)

(b) Provide Abundant Experience in Using Tools: Many students are fearful of using

laboratory instruments and other tools. Girls in particular suffer from the mistaken notion that

boys are naturally more adept at using tools. Starting in the earliest grades, all students should

gradually gain familiarity with tools and the proper use of tools. By the time they finish

school, all students should have had supervised experience with common hand tools,

soldering irons, electrical meters, drafting tools, optical and sound equipment, calculators,

and computers.

(c) Support the Roles of Girls and Minorities in Science: Because the scientific and

engineering professions have been predominantly male and white, female and minority

students could easily get the impression that these fields are beyond them or are otherwise

unsuited to them. This debilitating perception, all too often reinforced by the environment

outside the school, will persist unless teachers actively work to turn it around. Teachers

should select learning materials that illustrate the contributions of women and minorities,

bring in role models, and make it clear to female and minority students that they are expected

to study the same subjects at the same level as everyone else and to perform as well.

(d) Emphasis on Group Learning: A group approach has motivational value apart from the

need to use team learning (as noted earlier) to promote an understanding of how science and

engineering work. Overemphasis on competition among students for high grades distorts

what ought to be the prime motive for studying science: to find things out. Competition

among students in the science classroom may also result in many of them developing a



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SEPTEMBER 2011 VOL 3, NO 5 dislike of science and losing their confidence in their ability to learn science. Group

approaches, the norm in science, have many advantages in education; for instance, they help

youngsters see that everyone can contribute to the attainment of common goals and that

progress does not depend on everyone's having the same abilities. (American Association for

the Advancement of

Objectives of the Study: The main objectives of the study were: To review the actual role

played by a teacher in teaching learning situation, To evaluate the role of teachers in

managing teaching learning situation, To identify the problems involved in managing

teaching learning situation by the teacher, To suggest solutions to the problems of managing

teaching learning situation.

Significance of the Study:

This study was an attempt to evaluate the role of teachers. It will be useful in the wider

context of the aims and objectives of education. It related to the management of teaching

learning situation for its effectiveness. It was aimed to influence the kind of lessons, they

planned and teach. It will be helpful in reducing discipline problems and provide guidelines

to deal effectively with such problems whenever they arise. The study will be also significant

to highlight the role of teachers to get better outcomes in teaching learning process. The study

will provide an insight into the methods of teaching, behaviour of teachers, motivational

techniques like praise, punishment and re-enforcement. It will help the teacher in establishing

a learning climate and give directions about conflict situation of teaching learning process.

The study will be useful for policy makers, educational planners and working teachers on

how to manage the teaching learning situation.

Research Methodology:

Population: The population of the study was as 901 students of secondary level

class 10th from science group and 24 science teachers of the respective classes.

Sample: The students of secondary level, science group class 10th, 180 (20%) and 24

(100%) science teachers of the respective classes were selected randomly as sample.

Data Analysis

The study was descriptive in nature. Two questionnaires on five point Likert Scale were

designed to collect information from students and teachers.

The research tools pilot tested on 15 students studying science subjects and 06 science

teachers. The purposes of pilot study were to eliminate ambiguity from items, identify



798

SEPTEMBER 2011 VOL 3, NO 5 problems in administering the questionnaires, and identify the aspects for the improvement of

research tools. Suitable changes were made in research tools and methodology of the study

under the guidance of three experts.

After finalizing the questionnaires were personally handed over to the respective respondents.

The data collected through questionnaires were cleaned, coded, tabulated and analyzed in

terms of Percentage and Mean Score.

Sample data:

No Subject questionnaires

delivered

Returned Percentage

1 Students 180 160 89%

2 Teachers 24 24 100%

The data collected through questionnaires were tabulated and analyzed in terms of

Percentage and Mean Score. Since the questionnaires consisted of five points, the rating scale

value was assigned to each of the five responses.

Strongly agree (SA)=5,Agree (A)=4,Uncertain(UNC)=3,Disagree(DA)=2, Strongly

Disagree(SD)=1. The mean value of each level was considered as: SDA=1-1.5, DA=1.5-

2.5, UNC=2.5-3.5, A=3.5-4.5,

Students Questionnaires Analysis: The tables below findings from students’ questionnaires were made.

The Table 4.1.1 indicates that 100% of the respondents agreed with the statement that

teachers take class periods on time. While 4.72 mean score was between the levels of

strongly agreed. Hence the respondents supported the statement.

Table 4.1.1. Opinion about Class Periods

Item Statement Level Frequency % age Mean Score

1 Teachers take class periods on time.

SA A

UNC DA

SDA

116 44 - - -

73 27 - - -

4.72



799

SEPTEMBER 2011 VOL 3, NO 5 The table 4.1.2 shows that 100% of the respondents agreed with the statement that

teachers start their lectures in an exciting way. While 4.76 mean score fall the level of

strongly agreed. Hence, the respondents supported the statement.

Table.4.1.2. Opinion about starting the lectures


2 Teachers start their

lectures in an exciting way.

SA A

UNC DA

SDA

132 28 - - -

82 18 - - -

4.76

The table 4.1.3 indicates that 88% of the respondents agreed, 7% disagreed and 5% were

uncertain about the statement that “teachers evaluate previous knowledge before the

announcement of a new lesson” The mean score was 3.85 which fall in the level of

agreement. Hence the respondents supported the statement.

Table. 4.1.3. Opinion about previous knowledge


3

Teachers evaluate previous knowledge

before the announcement of a new lesson.

SA A

UNC DA

SDA

36 104 8 8 4

23 65 5 5 2

3.85

Table 4.1.4 indicates that 45% of the respondents disagreed and 30% agreed with the

statement “Teachers evaluate previous knowledge before the announcement of a new lesson”

While the mean score was 2.67 which is in the level of agreement. Hence, mostly respondents

supported the statement.

Table .4.1.4. Opinion about Charts


4 Teachers use charts in

support of their teaching.

SA A

UNC DA

SDA

8 40 40 36 36

5 25 25 22 23

2.67



800


Table 4.1.5 indicates that 100% of the respondents agreed with the statement that teachers use

White/Black Board Board in the class to make the concept clear. The mean score was 4.82

which show that all the respondents are strongly agreed with the statement.

Table. 4.1.5. Opinion about use of White / Black Board


5

Teachers use White / Black Board in the class

to make the concept clear.

SA A

UNC DA

SDA

132 28 - - -

82 17 - - -

4.82

The table 4.1.6 indicates that 87% of the respondents disagreed and 13% were agreed with

the statement that “teachers show pictures in the classroom to elaborate the actual position”

The mean score 1.67 fall in the level of agreement. Hence, the respondents supported the

statement.

Table .4.1.6. Opinion about use of pictures


6

Teachers show pictures in classroom to

elaborate the actual position.

SA A

UNC DA

SDA

8 12 -

40 100

5 8 -

25 62

1.67

Table 4.1.7 indicates that 81% of the respondents disagreed and 19% were agreed with the

statement that “teachers show models during teaching in the class” The mean score 1.93 fall

in the level of disagreed. Hence the respondents did not support the statement.

Table. 4.1.7. Opinion about use of Models


7 Teacher show models

during their teaching in the class.

SA A

UNC DA

SDA

10 20 -

50 80

7 12 -

31 50

1.93

Table 4.1.8 indicates that 64% of the respondents disagreed, 18% agreed and 18 were

uncertain about the statement that “teachers show different scientific slides on projector to



801

SEPTEMBER 2011 VOL 3, NO 5 explain the lectures” The mean score 2.33 fall in the level of disagreed. Hence, the

respondent did not support the statement.

Table. 4.1.8. Opinion about scientific slides


8

Teachers show different scientific slides on slide projector to explain the

lectures.

SA A

UNC DA

SDA

5 22 30 67 36

4 14 18 42 22

2.33

The table 4.1.9 indicates that 60% of the respondents disagreed, 27% agreed and 12% were

uncertain about the statement that “teachers take help from computer during their teaching”

The mean score 2.27 fall in the level disagreed. Hence, the respondents did not support the

statement.

Table: 4.1.9. Opinion about use of Computer


9 Teachers take help from computer during their

teaching.

SA A

UNC DA

SDA

4 40 20 28 68

2 25 13 18 42

2.27


uncertain about the statement that “teachers arrange practical help the students in practical in

laboratory” The mean score 3.11, fall in the level of disagreed. Hence, the respondents

disagreed with the statement.

Table: 4.1.10. Opinion about practical in laboratory


10 Teachers help the

students in practical in laboratory.

SA A

UNC DA

SDA

48 28 16 30 38

30 18 10 19 23

3.11



802


The table 4.1.11 indicates that 100% of the respondents agreed with the statement that

teachers teach lessons regularly in the class. The mean score was 4.80. Hence, the statement

accepted from the respondents.

Table: 4.1.11. Opinion about teaching lessons


11 Teachers teach lessons regularly in the class.

SA A

UNC DA

SDA

128 32 - - -

80.00 20.00

- - -

4.80


teachers explain the lessons are with the help of suitable examples. The mean score 4.82 fall

in the level of strongly agreed. Hence, the respondents supported the statement.

Table: 4.1.12. Opinion about example


12 Teachers explain the

lessons are with the help of suitable examples.

SA A

UNC DA

SDA

132 28 - - -

83 17 - - -

4.82

Table 4.1.13 indicates that 100% of the respondents agreed with the statement that “lessons

are taught in full detail” The mean score 4.75 fall in the level of agreement. Hence, the

respondents strongly accepted the statement.

Table: 4.1.13. Opinion about lessons are taught with full detail


13 Lessons are taught with full detail.

SA A

UNC DA

SDA

120 40 - - -

75..00 25.00

- - -

4.75



803

SEPTEMBER 2011 VOL 3, NO 5 The table 4.1.14 indicates that 98% of the respondents agreed and 2% were disagreed about

the statement that “courses are completed on time” The mean score 4.42, fall in the level of

strongly agreed. Hence, the statement accepted from the respondents.

Table: 4.1.14. Opinion about the Completion of courses


14 Teachers complete the courses on time.

SA A

UNC DA

SDA

80 76 - 4 -

50 48 - 2 -

4.42

The table 4.1.15 indicates that 98% of the respondents agreed and 2.% were uncertain about

the statement that “teacher’s teaching style makes easier the process of learning easier” The

mean score 4.27, fall in the level of strongly agreed. Hence, the respondent strongly


Table: 4.1.15: Opinion about teaching style


15 Teacher’s teaching style

makes the process of learning easier.

SA A

UNC DA

SDA

104 52 4 - -

65 33 2 - -

4.27

The table 4.1.16 indicates that 92% of the respondents agreed and 8% disagreed with the

statement that “teachers use clear and simple language” The mean score 4.42, fall in the level

of strongly agreed. Hence, the statement accepted from the respondents.

Table: 4.1.16: Opinion about use of language


16 Teachers use clear and simple language.

SA A

UNC DA

SDA

92 56 -

12 -

57 35 - 8 -

4.40



804

SEPTEMBER 2011 VOL 3, NO 5 Table 4.1.17 indicates that 95% of the respondents agreed and 3% were disagreed with the

statement that “students are motivated to ask questions during instructions” The mean score

4.40, fall in the level of strongly agreed. Hence, the respondents strongly supported the

statement.

Table: 4.1.17: Opinion about questions during instructions


17 Students are motivated to ask questions during

instructions.

SA A

UNC DA

SDA

76 76 4 4 -

48 47 2. 3 -

4.60

Table 4.1.18 indicates that 95% of the respondents agreed and 5% were disagreed

about the statement that students are encouraged by the teachers during their question answer

sessions. The mean score was 4.60 which shows that all the respondents were strongly agreed

with the statement.

Table: 4.1.18: Opinion about proper response


18

Students are encouraged by the

teachers during their question answer

sessions.

SA A

UNC DA

SDA

120 32 - - 8

75.00 20.00

- -

5.00

4.60

The table 4.1.19 indicates that 85% of the respondents agreed, 12. % disagreed and 3% were

uncertain about the statement that “teachers check student’s work at the end of each lesson”

The mean score 4.05 fall in the level of agreed. Hence, most of respondents supported the

statement.

Table: 4.1.19: Opinion about checking of work


20 Teachers check

student’s work at the end of each lesson.

SA A

UNC DA

SDA

60 76 4 12 8

38 47 3 7 5

4.05



805


Table 4.1.20 indicates that 85% of the respondents agreed, 8% disagreed and 7% were

uncertain about the statement that “there is good teacher and student relationship in the

class”. While mean score 4.25 falls in the level of agreed. Hence, respondents supported the

statement.

Table: 4.1.20: Opinion about teacher and student relationship


25 There is good teacher

and student relationship in the class.

SA A

UNC DA

SDA

80 56 12 8 4

50 35 8 5 2

4.25


“teachers provide guidance to students in solution of various problems”. While the mean

score 4.72 falls in the level of agreed. Hence, respondents supported the statement.

Table: 4.1.21. Opinion about guidance


26

Teachers provide guidance to students in solution of their various

problems.

SA A

UNC DA

SDA

116 44 - - -

73 27 - - -

4.72


uncertain about the statement that “teachers consult parents about educational problems”.

While the mean score 4.02 fall in the level of agreed. Hence, the respondents supported the

statement.



806

SEPTEMBER 2011 VOL 3, NO 5 Table 4.1.22: Opinion about educational problems


27

Teachers consult with student, s parents about

their educational problems.

SA A

UNC DA

SDA

52 76 20 8 4

33 48 12 5 2

4.02

Table 4.1.23 indicates that 95% of the respondents agreed and 5% were disagreed about the

statement that “teachers treat all the students equally”. The mean score was 4.57 which show

that all the respondents were strongly agreed with the statement.

Table: 4.1.23: Opinion about treating all the students equally


29 Teachers treat all the students equally.

SA A

UNC DA

SDA

112 40 - 4 4

70 25 - 3 2

4.57

The table 4.1.24 shows that 90% respondents agreed and only 10% were disagreed

with the statement “Teacher provide additional help to weak students in case of their

difficulty. While the mean score 4.57 fall in the level of agreement. Hence, respondents


Table: 4.1.24. Opinion about additional help to weak students


32

Teachers provide additional help to weak students in case of their

difficulty.

SA A

UNC DA

SDA

68 76 - 4 12

43 47 - 3 7

4.15

In the open ended question 50% respondents said that the class size is very huge, it is

difficult to handle learning activities. More than 40% respondents informed that physical

punishment culture is cause to damage the learners psychologically. Remaining percentage

was in the favor to less use of A.V. aids in the class for teaching learning purposes.



807

SEPTEMBER 2011 VOL 3, NO 5 Teacher’s Questionnaires Data:

The table 4.2.1 indicates that 83% of the respondents agreed and 17% were disagreed with

the statement that “arrangement of light in your classroom is good”. While the mean score

4.34 fall in level of agreed. Hence, the statement was accepted.

Table: 4.2.1: Opinion about light in your classroom


1 Arrangement of light in your classroom is good.

SA A

UNC DA

SDA

8 12 - 2 2

33 50 - 9 8

3.91

The table 4.2.2 indicates that 92% of the respondents agreed and 8% were disagreed with the

statement that “condition of Black Board in their classroom is satisfactory”. While the mean

score 4.25 between the level of agreed. Hence, the respondents supported the statement.

Table: 4.2.2: Opinion about Condition of Black Board in classroom


2

Condition of Black Board in your classroom is satisfactory.

SA A

UNC DA

SDA

12 10 - - 2

50 42 - - 8

4.25

The table 4.2.3 indicates that 75% of the respondents disagreed, 8.33% agreed and 16.67%

were uncertain about the statement that “availability of audio visual aids in your institution is

excellent”. While the mean score 2.08 fall in the level of disagreed. Hence, respondents




808

SEPTEMBER 2011 VOL 3, NO 5 Table: 4.2.3: Opinion about audio visual aids


3 Availability of audio visual aids in your

institution is excellent.

SA A

UNC DA

SDA

- 2 4 12 6

- 8 17 50 25

2.08

The table 4.2.4 indicates that 92% of the respondents agreed and 8% were uncertain about the

statement that “discussion between teacher and taught is done during teaching learning

process”. While the mean score 4.33 in the level of agreed. Hence, respondents supported the

statement.

Table: 4.2.4: Opinion about discussion


4

Discussion between teacher and taught is always done during teaching learning

process.

SA A

UNC DA

SDA

10 12 2 - -

42 50 8 - -

4.33

The table 4.2.5 shows that 100% of the respondents agreed with the statement that “checking

of students’ assignment is done regularly”. While the mean score 4.08 in the level of agreed.

Hence, respondents supported the statement.

Table: 4.2.5. Opinion about Marking of Assignments


5 Marking of students’ assignments is done

regularly.

SA A

UNC DA

SDA

2 22 - - -

8.33 91.67

- - -

4.08

The table 4.2.6 shows that 83% of the respondents agreed, 9% disagreed and 8% were

uncertain about the “statement that lesson plan for each lesson is prepared before the class”.

While the mean score 4.16 falls in agreed level. Hence, respondents supported the statement.



809

SEPTEMBER 2011 VOL 3, NO 5 Table: 4.2.6. Opinion about preparing a lesson plan


6 Lesson plan for each lesson is prepared

SA A

UNC DA

SDA

10 10 2 2 -

42 41 8 9 -

4.16


“students are observed regularly during the lesson”. While the mean score 4.25 in the level of

agreement. Hence, the statement accepted.

Table: 4.2.7.Opinion about students’ observation


7 Students are observed regularly during the

lesson.

SA A

UNC DA

SDA

6 18 - - -

25.00 75.00

- - -

4.25

Table 4.2.10 indicates that 83% of the respondents agreed, 8% disagreed and 9% were

uncertain about the statement that “immediate feedback is given to the students to their

queries”. While mean score 3.83 in the level of agreed. Hence, the respondents accepted the

statement.

Table: 4.2.08. Opinion about immediate feedback


08 Immediate feedback is given to the students to

their queries.

SA A

UNC DA

SDA

4 16 2 - 2

17 66 9 - 8

3.83



810


Table 4.2.9 shows that 67 % of respondents agreed, 17% disagreed and 16% were uncertain

about the statement” progress of students is regularly discussed with their parents”. The mean

score 3.66 in the level of agreed. Hence, the respondents agreed with the statement.

Table: 4.2.9. Opinion about discussion with parents


9 Progress of students is regularly discussed with

their parents.

SA A

UNC DA

SDA

6 10 4 2 2

25 42 16 8 9

3.66

The table 4.2.10.indicates that 91% of the respondents agreed and 9% were uncertain about

the statement that “they maintain the atmosphere of classroom is made interesting”. The

mean score 4.33 in the level of agreed.which show that all the respondents were agreed with

the statement.

Table: 4.2.10. Classroom environment


10 The classroom

environment is made attractive.

SA A

UNC DA

SDA

10 12 2 - -

41 50 9 - -

4.33

The table 4.2.11 shows that 100% of respondents agreed, with the statement that “the

students are motivated for learning daily”. While the mean score 4.50 fall in the level of

agreed. Hence, the respondents accepted the statement.



811

SEPTEMBER 2011 VOL 3, NO 5 Table: 4.2.11: Opinion about motivation of students


11

The students are always motivated to applying different technique to

enhance their learning.

SA A

UNC DA

SDA

12 12 - - -

50.00 50.00

- - -

4.50

The table: 4.2.12 indicates that 59% of the respondents disagreed 33% agreed and 8% were

uncertain about the statement” The misbehavior of students is taken well care of”. While the

mean score 2.66 fall in the level of disagreed. Hence, the respondents did not support the

statement.

Table: 4.2.16. Opinion about ignoring misbehavior of students


12 The misbehavior of

students is taken well care of.

SA A

UNC DA

SDA

2 6 2 10 4

8 25 8 42 17

2.66

The table 4.2.13 indicates that 83% of the respondents agreed and 17% were uncertain about

the statement” proper reward is given to the students on their good work”. While the mean

score 4.16 fall in the level of agreed. Hence, the respondents strongly accepted the statement.

Table: 4.2.13. Opinion about proper reward


13 Proper reward is given to the students on their

good work.

SA A

UNC DA

SDA

8 12 4 - -

33 50 17 - -

4.16

The table 4.2.14 shows that 100% of the respondents agreed with the statement

that “rewards like “Praise” is given to students”. While the mean score 4.08 fall in the

level of agreed. Hence, the statement accepted from the respondents.



812

SEPTEMBER 2011 VOL 3, NO 5 Table: 4.2.14. Opinion about reward (Praise)


14

Rewards like Praise are given to students

SA A

UNC DA

SDA

2 22 - - -

9 91 - - -

4.08

The table 4.2.15 shows that 59% of the respondents disagreed and 41% were agreed about

the statement that “grades and other symbols are given to students”. While the mean score

2.75 fall in the level of uncertain. Hence, the respondents were not in favor of the

statement.

Table: 4.2.15.Opinion about rewards (grades and symbols)


15

Rewards like grades and symbols are given to

students

SA A

UNC DA

SDA

- 10 -

12 2

- 41 -

50 9

2.75

The table 4.2.16 indicates that 83% of the respondents disagreed, 8% agreed and 9% were

uncertain about the statement that “teaching aids like Television are used during teaching in

the classroom” While the mean score 1.41 fall in the level of disagreed. Hence, the

respondents were disagreed the statement.

Table 4.2.16Opinion about use of Television


16

Teaching aids like Television are used

during teaching in the classroom.

SA A

UNC DA

SDA

- 2 2 -

20

- 8 9 -

83

1.41



813


The table 4.2.17 shows that 100% of the respondents were agreed about the statement

that “teaching aids like Black Board/White Board are used during teaching in the classroom”.

While the mean score 4.50 fall in the level of agreed. Hence, the respondents were favor in

the statement.

Table 4.2.17.Opinion about use of Black/White Board


17

Teaching aids like Black Board/White Board are used

during teaching in the classroom.

SA A

UNC DA

SDA

12 12 - - -

50.00 50.00

- - -

4.50

The table 4.2.18 indicates that 75% of the respondents agreed, 16% disagreed and 8%

were uncertain about the statement that “teachers are familiar with cognitive learning

activities” While the mean score 3.75 fall in the level of agreed. Hence, the respondents


Table: 4.2.18. Opinion about cognitive learning activities


18 Teachers are familiar

with cognitive learning activities.

SA A

UNC DA

SDA

4 14 2 4 -

17 58 8 17 -

3.75

The table 4.2.19 shows that 83% of the respondents were agreed and 17% were uncertain

about the statement that ‘teachers are aware of affective learning activities’. While the mean

score 4.08 fall in the level of agreed. Hence, the statement supported from the respondents.



814

SEPTEMBER 2011 VOL 3, NO 5 Table: 4.2.19. Opinion about affective learning activities


19 Teachers are aware of

affective learning activities.

SA A

UNC DA

SDA

6 14 4 - -

25 59 17 - -

4.08


uncertain about the statement that “teachers are aware of psychomotor learning activities”

While the mean score 3.50 fall in the level of agreed. Hence, the respondents were agreed

with the statement.

Table: 4.2.20. Opinion about psychomotor learning activities


20 Teachers are aware of psychomotor learning

activities.

SA A

UNC DA

SDA

4 8 8 4 -

17 33 33 16 -

3.50

The table 4.2.25 shows that 92% of the respondents agreed and 8% were uncertain about the

statement that “teachers kept in mind the course objectives while teaching. While the mean

score 4.33 fall in the level of agreed. Hence, the respondents supported the statement

strongly.

Table 4.2.21.Opinion about course objectives


21 Teachers kept in mind the course objectives

while teaching.

SA A

UNC DA

SDA

10 12 2 - -

42 50 8 - -

4.33



815

SEPTEMBER 2011 VOL 3, NO 5 The table 4.2.22 shows that 91% of the respondents agreed and 8% were uncertain about

the statement that “teachers got training in prompt feedback to learners” While the mean

score 4.00 fall in the level of agreed. Hence, the statement is accepted from the respondents.

Table: 4.2.22. Opinion about feedback to learners


22 Teachers got training in

prompt feedback to learners.

SA A

UNC DA

SDA

2 20 2 - -

8 83 9 - -

4.00

The table 4.2.23 indicates that 66% of the respondents disagreed, 17% agreed and 16.67%

were uncertain about the statement that “teaching strategies like Group Discussion are used

during teaching learning process”. The mean score 2.42 fall in the level of disagreed. Hence,

the respondents did not favor the statement.

Table: 4.2.23. Opinion about use of Group Discussions


23

Teaching strategies like Group Discussion are used during teaching

learning process.

SA A

UNC DA

SDA

2 2 4 12 4

8 9 17 50 16

2.42

On open ended questions most of the respondents suggested there is need to improve

the class room environment with the help of induction of new furniture and equipments.

Mostly respondents suggested improving the teacher’s conduct to deal the students friendly it

will help to promote the confidence level of the learners.

Findings:

Findings of the data collected through questionnaires for students are given below:

1. Majority of the students (100%) agreed that teachers take periods on time and

teachers start their lectures in an exciting way. (Table 4.1.1, 4.1.2)

2. Majority of the students (87.50%) agreed that teachers evaluate previous knowledge

before the announcement of a new lesson. (Table 4.1.3).



816

SEPTEMBER 2011 VOL 3, NO 5 3. Minority of the respondents (45%) disagreed that teachers use charts in support of

their teaching. (Table 4.1.4).

4. Majority of the respondents (100%) agreed with the statement that teachers use White

/ Black Board in the class to make the concept clear.(Table 4.1.5).

5. Majority of the respondents disagreed with the statements that teachers show pictures

and models to elaborate the actual position. (Table 4.1.6, 4.1.7).

6. Majority of the respondents (64.38% and 60%) disagreed with the statements that

teachers show different scientific slides on slide projector to explain the lectures and

teachers take help from computer during their teaching respectively. (Table 4.1.8,

4.1.9)

7. Minority of the respondents (47.50%) agreed with the statements that teachers helps

the students in practical in laboratory. (Table 4.1.10).

8. Majority of the respondents (100%) agreed with the statements that teachers teach

lessons regularly in the class. (Table 4.1.11).

9. Majority of the respondents( 100%) agreed with the statements that lessons are

explain the lesson with the help of suitable examples and lessons are taught with full

detail of the topic respectively. (Table 4.1.12, 4.1.13)

10. Majority of the respondents (92.50%) agreed with the statement that teachers use

clear and simple language. (Table 4.1.16)

11. Majority of the respondents (95% and 95%) agreed with the statements that students

are motivated to ask questions during instructions and students are encouraged by the

teachers during their question answer sessions respectively. (Table 4.1.17, 4.1.18)

12. Majority of the respondents (96.25% and 85%) agreed with the statements that

teachers correct the wrong answer of students and teachers check students work at the

end of each lesson respectively. (Table 4.1.19, 4.1.20)

13. Majority of the respondents (97.50% and 67.50%) agreed with the statements that

teachers check different tests with keen interest and students can easily complete their

home work respectively. (Table 4.1.21, 4.1.22)



817

SEPTEMBER 2011 VOL 3, NO 5 14. Majority of the respondents (95% and 85%) agreed with the statements that students

feel happy when the teachers enters in the classroom and teachers remain happy

during his instructions respectively. (Table 4.1.23, 4.1.24)

15. Majority of the respondents (85% and 100%) agreed with the statements that there is

good teacher and student relationship in the class and teachers provide guidance to

students in solution of various problems. (Table 4.1.25, 4.1.26)

16. Majority of the respondents (79%) agreed that teachers consult the students’ parents

about their educational problems. (Table 4.1.27 )

17. Majority of the respondents (75%) agreed with the statement that students feel happy

after completing the experiments. (Table 4.1.33)

18. The problems described by the students studying science subjects were as: (93.75%)

stated that there are more than forty students in a class, (87.50%) said there is

punishment and insult by the teachers in the classroom, (91.25%) said that there is a

lack of use a.v. aids in the classroom and (81.25%) said that students use mobile

phone in the classroom. (Table 4.1.34)

Conclusion On the basis of the findings of the study, following conclusions of were drawn:

• Teachers were taking class periods on time.

• Teachers started their lecture in an exciting way.

• Teachers evaluated previous knowledge before the announcement of a new lesson.

• Teachers use White / Black Board in the class to make the concept clear.

• Teachers were not using pictures properly.

• Teachers were not using models properly.

• Teachers taught lessons regularly in the class.

• Lessons were taught with full detail and with help of interesting examples.

• Teachers were not showing different scientific slides on projector.

• Teachers were using clear and simple language.

• Teachers checked the student’s work at the end of each lesson.

• Teachers checked different tests with keen interest.

• Students felt happy when the teacher entered in the classroom.



818

SEPTEMBER 2011 VOL 3, NO 5 • There was a good teacher and student relationship in the class.

• Teachers provided guidance to students in solution of various problems.

• Teachers consulted the student’s parents about their educational problems.

• Teachers added to information during the educational tours.

• Teachers treated all the students equally.

• Teachers punished if students did not work.

• Students wrote answers on White / Black Board.

• Teachers provided additional help to weak students in the case of difficulty.

• Students felt happy after completing the experiments.

• Condition of Black Board in classroom was satisfactory.

• Availability of audio visual aids was not excellent.

• Students were given group work in the class.

• Discussion between teacher and taught was not done during teaching learning process.

• Marking of students’ assignments was done regularly.

• Scoring of the test was done impartially.

• The atmosphere of classroom was made interesting.

• Physical punishment was given to students on their mistakes.

• Black Boards / White Boards were properly used during teaching in the classroom.

Hence, it was concluded that teachers try to make conducive teaching/learning

environment by using Black Board in an effective way, using simple language, providing

guidance for the solution of various problems and granting additional help to weak students.

Further, students were given class work/activities in groups and their assignments were

marked and checked on daily basis. There was transparency in the evaluation process either

formative or summative and virtually, students were facilitated with immediate feedback.

However, availability of A.V.Aids was improper and consequently use of audio visual

aids like pictures, models and scientific slides on projector was unsatisfactory. Discussion on

topics and articles was not arranged in the classroom. Unfortunately, symbols and grades

were not awarded to the students. Further, modern technologies like computer and Internet

were not used during teaching learning process.



819

SEPTEMBER 2011 VOL 3, NO 5 Recommendations

Following recommendations are made on the basis of conclusions:

1. Teachers may use pictures in the classroom to elaborate the actual position.

2. Teachers may use models during teaching in the classroom.

3. Teachers may show scientific slides on slide projector to explain the lectures.

4. Maximum audio visual aids may be provided in the classroom.

5. Discussion method may be applied during teaching learning process.

6. Material rewards may be given to students.

7. Radio may use in the classroom for instructions.

8. T.V. may use in the classroom for instructions.

9. Internet may use in the classroom for latest information.

10. Experiments in science laboratory may increase.

11. All the teachers may keep in mind the mental level of students.

12. Teachers may give attention on the change of students’ behaviour.

13. Teachers may maintain complete discipline in the classroom during teaching.

14. Students may not use mobile phone in the classroom.

15. Headmaster may visit every class after a week.



820

SEPTEMBER 2011 VOL 3, NO 5 References

Allport, G.W (2010) The Teaching Learning Situation, Retrieved from www. google.com

visited on 24/02/2011.

American Association for the Advancement of Science (1990) Principles of Classroom

Management, Retrieved from

www.project2061.org/publication/sfaa/online/chap13.htm.

Bukhari, M. A. (2008) Plan Implementation and Management: 3rd edn. Study Guide for M.

A. (EPM), Islamabad: Allama Iqbal Open University.

Butt, A. T., Ahmad, T. & Ghazala, R. (2010) School and Classroom Management, Lahore:

Majeed Book Depot, Urdu Bazar.

Chochran,S.M. (2006) Policy, Practice and Politics in Teacher Education. Editorial from the

Journal of Teacher Education. California: Ajoint publication of Crown Press. Sage

Publication Company and Serving Leader Thousand Oaks.p.XIIV.

Charles, K. (1985) Curriculum and Instruction; An Introduction to Methods of Teaching.

London: Macmillon publishers Ltd.

Dunkin M.J. (1987). The International Encyclopedia of Teaching and Teacher Education,

New York: Progomon Press.

Emmor, E.T. Evertson, M.C. Clements, S.B. & Worshon. E.M (1997) Classroom

Management for Secondary Teachers (4th edition) U.S.A: Vircom Company.

Good T.L & Brophy, J.E (1997) Looking in Classroom (7th edition). USA: Addison

Wesley Educational Publishers Inc.

Government of Pakistan (2004) Situation Analysis of Teacher Education in Pakistan;

Towards a Strategic Framework for Teacher Education and Professional

Development, Islamabad: Ministry of Education.

Honey ford, R (1982) Starting Teaching, London, U.K: Croon Helm Ltd.

Iqbal, P. (2010) General Methods of Teaching, Lahore: Majeed Book Depot.

Omori, P (2010) Role of Teachers in an Inclusive Classroom Retrieved from http://

www.ehow.com/about.6803985-role-teacher-inclusive-classroom.html visited on

02/02/2011.



821


Panda. S. (1997) Staff Development in Higher and Distance Education. New Delhi:

Aravali Books International.

Ramsey R.D. (1999) Lead, Follow or Get out of the way, California: Crowing Press

Inc. thousand OYKs.

Ranjan, N. and Rahman, N. ( 2010) Role of Teacher in Enhancing Learning

Achievements of Child & Emphasis on Teacher Skill Development, Knowledge

Building and ICT, Retrieved from

http://www.dhsekerala.gov.in/downloads/role_tech.pdf on December 28 2010.

Susah, H (2004) Teaching Ethics: The Role of Classroom Teacher, Retrieved from

http://findarticles.com/p/articles/mi visited from www.google.com visted on 24/02/2011.



822

SEPTEMBER 2011 VOL 3, NO 5 Annexure-A

Respected Respondents Aslam-o-Alaikum!

I am a student of M. Phil leading to PhD (Education) enrolled in Preston University,

Islamabad. At present I am doing research work entitled “Role of Teachers in Managing

Teaching Learning Situation” for completion of my research work. Kindly read it carefully,

fill in the questionnaire asked for and give appropriate answers. Please also give your

suggestions in this regard.

The information given by you will be treated as confidential and be used only for the purpose

of research. I shall be grateful for your cooperation to complete the questionnaire.

Thanks.

Yours Sincerely,

Muhammad Abdul Malik

M.Phil Leading to Ph.D. (Education)

Registration No:- 1093-308033



823

SEPTEMBER 2011 VOL 3, NO 5 (Questionnaire for Students)

Name of Student

Name of Institution

Note: Some statements are given below; please indicate your level of agreement by ticking

(√) the appropriate box.

Abbreviations:

SA = Strongly Agreed

A = Agreed

UNC = Uncertain

DA = Disagreed

SDA = Strongly Disagreed

SA A UNC DA SDA

1. Teachers take class periods on time. □ □ □ □ □

2. Teachers start their lectures in an exciting □ □ □ □ □

way.

3. Teachers evaluate pervious knowledge □ □ □ □ □

before the announcement of new lesson.

4. Teachers use charts in support of their □ □ □ □ □

teaching.

5. Teachers use white /Black Board in the class □ □ □ □ □

to make the concept clear.



824

SEPTEMBER 2011 VOL 3, NO 5 SA A UNC DA SDA

6. Teachers show pictures in classroom. □ □ □ □ □

to elaborate the actual position.

7. Teachers show models during their □ □ □ □ □

teaching in the class.

8. Teachers show different scientific slides on □ □ □ □ □

slide projector to explain the lecture.

9. Teachers take help from computer during □ □ □ □ □

their teaching.

10. Teachers help the students in practical □ □ □ □ □

in laboratory.

11. Teachers teach lessons regularly in the class. □ □ □ □ □

12. Teachers explain the lesson with the help of □ □ □ □ □

suitable examples.

13. Lessons are taught with full detail of topic. □ □ □ □ □

14. Teachers complete the lessons on time. □ □ □ □ □

15. Teacher’s teaching style make easier the □ □ □ □ □

process of learning easier.



825


16. Teachers use clear and simple language. □ □ □ □ □

17. Students are motivated to ask questions □ □ □ □ □

during instructions.

18. Students are encouraged by the teachers □ □ □ □ □

during their question answer sessions.

19. Teachers correct the wrong answer of □ □ □ □ □

students.

20. Teachers check student’s work at the □ □ □ □ □

end of each lesson.

21. Teachers check different tests with keen □ □ □ □ □

interest.

22. Students can easily complete their home □ □ □ □ □

work.

23. Students feel happy when the teacher enters □ □ □ □ □

in the classroom.

24. Teacher remain happy during his □ □ □ □ □

instructions.

25. There is a good teacher and student □ □ □ □ □

relationship in the class.

26. Teachers provide guidance to your students □ □ □ □ □

in solution of various problems.



826


27. Teachers consult the student’s parents □ □ □ □ □

about their educational problems.

28. Teachers add information during the □ □ □ □ □

educational tours.

29. Teachers treat all the students equally. □ □ □ □ □

30. Students are punished if they don’t work. □ □ □ □ □

31. Students write answer on white/black board. □ □ □ □ □

32. Teachers provide additional help to □ □ □ □ □

weak students in case of their difficulty.

33. Students feel happy after completing □ □ □ □ □

experiments.

34. Which problem do you face during lecture in the classroom? Please write below.

…………………………………………………………………………….

…………………………………………………………………………….

………………………………………………………………………….....

………………………………………………………………………….....

…………………………………………………………………………….

35. Please give suggestions to improve the standard of education in the classroom.

…………………………………………………………………………….

……………………………………………………………………………

…………………………………………………………………………….

…………………………………………………………………………………………………………………………



827

SEPTEMBER 2011 VOL 3, NO 5 Annexure‐B

Respected Respondents

Aslam-0-Alaikum!

I am a student of M. Phil leading to PhD (Education) enrolled in Preston University,

Islamabad. At present I am doing research work entitled “Role of Teachers in Managing

Teaching Learning Situation” for completion of my research work. Kindly read it carefully,

fill in the questionnaire asked for and give appropriate answers. Please also give your

suggestions in this regard.

The information given by you will be treated as confidential and be used only for the

purpose of research. I shall be grateful for your cooperation to complete the questionnaire.

Thanks.

Yours

Sincerely,

Muhammad Abdul Malik

M.Phil Leading to Ph.D. (Education)

Registration No:- 1093-308033



828

SEPTEMBER 2011 VOL 3, NO 5 (Questionnaire for Teachers)

Name of Teacher

Name of Institution

Academic qualification □ B.Sc □ M.Sc □ M.A □Any other

Professional qualification □ B.Ed □ Bs.Ed □ Ms.Ed □ M.Ed

Teaching Experience

□ Less than five years □ Six to Ten years

□ 11 to 15 years □ 16 to 20 years

□ More than 20 years

Number of periods assigned to you per week.

□ Less than 15 Periods □ 16-20 Periods

□ 21-25 Periods □ 26-30 Periods

□ More than 30 Periods

Number of Students in your class.

□ Less than 30 Students □ 31-45 Students

□ 46-60 Students □ 61-75 Students

□ More than 75 Students

Note: Some statements are given below; please indicate your level of agreement by ticking

(√) the appropriate box.

Abbreviations

SA = Strongly Agreed

A = Agreed

UNC = Uncertain

DA = Disagreed

SDA = Strongly Disagreed



829


1. Arrangement of light in your classroom is good. □ □ □ □ □

2. Condition of Black Board in your classroom is □ □ □ □ □

satisfactory.

3. Availability of audio visual aids in your □ □ □ □ □

institution is excellent.

4. Students are given group work in the class. □ □ □ □ □

5. Discussion between teacher and taught is □ □ □ □ □

done during teaching learning process.

6. Marking of students’ assignments is done □ □ □ □ □

regularly.

7. Students’ help the teacher in checking of □ □ □ □ □

assignments.

8. Lesson plan for each lesson is prepared □ □ □ □ □

before class.



830


9. Students are observed regularly during □ □ □ □ □

the lesson.

10. Monthly review of your lessons is conducted. □ □ □ □ □

11. Scoring of the tests is done impartially. □ □ □ □ □

12. Immediate feedback is given to the students □ □ □ □ □

to their queries.

13. Progress of students is regularly discussed □ □ □ □ □

with their parents.

14. The atmosphere of classroom is made □ □ □ □ □

interesting.

15. The students are motivated for learning daily. □ □ □ □ □

16. The misbehaviour of students is taken well □ □ □ □ □

care of.

17. Students’ are advised not to misbehave in the □ □ □ □ □

class or outside school.

18. Physical punishment is given on students □ □ □ □ □

on their mistakes.

20. Proper reward is given to the students □ □ □ □ □

on their good work.

21. Following kinds of rewards are given to students:



831


i. Praise □ □ □ □ □

ii. Recognition □ □ □ □ □

iii. Grades and other symbols □ □ □ □ □

iv. Material rewards □ □ □ □ □

22. Following teaching aids are used during

teaching in the classroom.

i. Television □ □ □ □ □

ii. Radio □ □ □ □ □

iii. Internet □ □ □ □ □

iv. Black Board/White Board □ □ □ □ □

v. Charts / Maps □ □ □ □ □

vi. Models □ □ □ □ □

vii. Projector □ □ □ □ □

viii. Flash Cards □ □ □ □ □



832


23. Teachers are familiar with cognitive learning □ □ □ □ □

activities.

24. Teachers are aware of affective learning □ □ □ □ □

activities.

25. Teachers are aware of psychomotor learning □ □ □ □ □

activities.

26. Teachers keep in mind the course objective □ □ □ □ □

while teaching.

27. Teachers are trained in creative teaching □ □ □ □ □

strategies.

28. Teachers got training in prompt feedback □ □ □ □ □

to learners.

29. Following teaching strategies are used during teaching learning process:

i. Lecture □ □ □ □ □

ii. Programmed instructions □ □ □ □ □

iii. Project □ □ □ □ □

iv. Group Discussion □ □ □ □ □

v. Simulated (Role Playing) □ □ □ □ □



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SEPTEMBER 2011 VOL 3, NO 5 30. If there are some suggestions, especially regarding teaching learning situation in the

classroom, please write below:

role of teachers in managing teaching learning situation · problems. (6) 64.38% of students...

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