Higher Education Classroom Management: Kuwait University Students' Views

By Hamdan, Jasem Al | College Student Journal, September 2007 | Go to article overview

Higher Education Classroom Management: Kuwait University Students' Views


Hamdan, Jasem Al, College Student Journal


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

Introduction

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

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

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

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

Objectives

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

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