ABSTRACT
This research study examined the influence of classroom management, mentoring and training relationship on the behaviour of beginning teachers (A Case study of University of Benin).
Twenty (20) junior lecturers were randomly selected in the University of Benin for the study. The study was stimulated by the ineffectiveness of classroom management in recent times which calls for urgent attention and remedy. It is a task that calls for inclusion of classroom management as one of the courses being done in the colleges of education and faculties of education nationwide. A self – structured questionnaire was used for data collection and data were analyzed, using a simple percentage.
The findings of this study revealed that;
- Majority of the respondents supported that experienced and older lecturers are willing to mentor the younger ones while majority of younger lecturers are willing to accept mentorship.
- Majority of the respondents supported that younger lecturers sustain effective classroom management to an extent.
- Majority of the respondents supported that some younger lecturers are well-equipped to man classroom effectively.
- Junior lecturers are mentored and trained by older and experienced lecturers to an extent.
- Junior lecturers carry out instructions given to them by older and experienced
- Junior lecturers regard and respect older lecturers
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Effective classroom management, often called classroom discipline, has been a priority for teachers for decades or for as long as there have been opinion surveys of educational priorities. E.g. the Gallup poll designed to assess perceptions of public education (Rose & Gallup 2006) has consistently cited classroom management/school discipline as a major issue.
In a 2006 survey of pre-k through 12th grade teachers conducted by the American Psychological Association (APA) teachers identified with classroom management and institutional skills as their need.
Results from over 2300 responses showed that teachers wanted assistance with classroom management because of their concerns about students safety and their desire for strategies to deal effectively with students negative and/ disruptive behaviour.
Educators have consistently rated discipline as one of the most serious obstacles to promoting effective teaching.
In addition, classroom management has been cited as one of the prevalent reasons for job burnout and attrition of first-years teachers.
Teachers’ concerns over their own safety directly relate to the use of effective classroom management programmes.
Students in public schools have also reported that they feel unsafe due to lack of effective disciplinary procedures and potential for violence.
Although, there is no agreed-upon definition of classroom management, the framework offered Everson and Weinstein (2006) represents a current and widely accepted view.
According to Evertson and Weinstein, classroom management has two distinct purposes “it not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning. It also aims to enhance student social and moral growth (P. 4).
A classroom is an institutionalized setting for teaching, in its most common form it is a place where a teacher and twenty or more students meet regularly for a designated period of time over an interval of four to nine months.
Classroom operate under a form of rationality which specifies that activities involving all students must have an educative justification.
Management is that function of an organization that concerns the coordination and cooperation necessary for goal attainment.
Classroom management could be defined, therefore as the planning, management and execution of the school’s programme as it affects teaching and learning in the classroom. The teacher manages the physical as well as the psychological environment to create an atmosphere that is conducive to learning.
Mentoring is a collaborative learning relationship between individuals who share mutual responsibility and accountability for helping the mentee work towards the fulfillment of clear and mutually defined learning goals.
Mentoring is used to assist individuals at specific stages of development or transition and lasts for a sustained but defined period of time. The mentoring relationship provides a developmental opportunity for both parties and can thus be of mutual benefit.
Mentor’s responsibilities
How does this definition aid us in understanding the responsibilities of a mentor? It shows us that your role is to listen, provide constructive feedback and help your mentee consider options. To do that you may share your own experiences or refer them to other resources. You will help to identify areas for their development, coach your mentee and allow them opportunities to practice new skills.
You will act as a sounding board; ask the mentee questions to cause further exploration of ideas or to challenge their thinking. You will provide guidance, not directions and will not solve their problems but act as a collaborator in the problem solving process.
Effective classroom management, training and mentoring relationship on the behaviour of beginning teachers are necessary and important for effective and efficient teaching and learning exercise.
Classroom management is no more effective in schools today, which has shown in various studies and researches for years.
Classroom discipline which has been on decline for years has become a source of worries to educationalists, parents, governments at all level, and the all concerned.
This ugly trend has affected teaching and learning exercise in schools for years. Training and mentoring have suffered setbacks in recent times which has posed great danger to teaching and learning process in academic centers and beyond.
Training can be conceived as a process of learning the skills that you need to do a job therefore being a trainer means that you must posses necessary skills, competence and experience in order to be capable of training trainee effectively and efficiently while a mentor must be experienced person who is in career development and progression of less experienced individuals in other words a mentor is a person who is experienced that advises and helps somebody with less experience over a period of time.
The disruptive behaviour of students in classroom has been on the increase for years which poses great problems and else where the increase and its negative effects prompted researches to find solutions to the ugly trend.
1.2 Statement of the problem
The incessant decline in effective classroom management or often called classroom discipline which has badly affected teaching and learning process in all levels of education.
Over the years, it has been a source of worries and concerns to researchers and educationalists.
Considering the paramount importance of effective classroom management is in teaching and learning process, it cannot be over – looked. Researches have shown that training and mentoring aspects are another crucial area in education that have also been on the decrease and no more effective in classrooms and elsewhere in recent times.
In addition to that mentoring has not been on the increase over the years and most experienced older lecturers retire without mentoring the younger ones and this could have a negative effect on the classroom management and discipline of the students.
Furthermore, the mentoring aspect on the behaviour of beginning teachers has been a difficult task to achieve and also sustain it.
1.3 Purpose of the study
- To find out if the younger lecturers, such as Graduate Assistant and Assistant Lecturer are being mentored.
- To find out if discipline is being maintained during classroom teaching and learning exercise
- To find out whether the mentee follow up during the teaching and learning exercise
- To find out whether the mentee voluntarily accept the mentor’s corrections without feeling
1.4 Significance of the study
This study is of paramount importance to the improvement of teaching and learning process and also development of education in general the researcher sincerely believes that if the findings and commendations are successful being implemented, it will be of great benefit, development and advancement in teaching and learning process or exercise and also education into totality.
The need to improve on education is very indispensable because education is the bedrock of any society in other words education is the foundation in which other things are being built upon therefore failure to get it right will lead to the failure of everything, that is why educationalist and other researchers are doing everything possible to fish out problems in education and tackle them as soon as possible.
The researcher is sincerely convinced that with the above assertions, the study will improve on teaching and learning process and education in general if the findings and commendations are sincerely and successfully put into use.
1.5 Scope of the study
This study is expected to cover all the faculties in the University of Benin namely Agric, Arts, Education, Engineering, Law, Life Sciences, Management Sciences, Pharmacy, Physical Sciences, School of Basic Medical Sciences School of Dentistry etc.
The researcher is using Junior Lecturers in the University of Benin.
The categories of lecturers to be used for the study are graduates’ assistant and assistant lecturers.
1.6 Research questions
To what extent are the younger lecturers being mentored?
To what extent do mentoring teachers influence classroom management?
To what extent does mentee follow up the mentor during teaching, training and learning exercise in the classroom?
To what extent does mentee voluntarily accept corrections from mentor without feeling indifferent?
To what extent does classroom management influence the mentoring relationship behaviour of beginning teachers?
