THE IMPACT OF CLASSROOM PRACTICES ON SECODARY SCHOOL STUDENTS

The development of human resources' most crucial component, education, is given pride of place in many nations' developmental efforts. Since no nation has ever achieved success without educating its citizens, the significance of education cannot be overstated. According to Osokoya (2009), education contributes to global improvements in safety, wellbeing, wealth, and ecological balance. It promotes tolerance, national and international collaboration, as well as social, economic, and cultural advancement. According to Akomolafe (2009), education is the single most effective way to prevent population increase, lower infant mortality, end poverty, and promote democracy, peace, and sustainable development. For more details reach us at dissertation assignment service.

Education serves as a tool to help people develop the necessary mental and physical skills, abilities, and competence to live fulfilling lives and make positive contributions to their communities (Lawal, 2003). Usha (2007) also holds the opinion that educating and training a child, which has to do with imparting and acquiring skills for a certain trade or profession, is a process in which appropriate approaches are used.

In the world of today, schools are held responsible for all facets of student accomplishment. The success of a student in the classroom is significantly influenced by classroom management. Sadly, many education reforms have neglected to identify or take into account the connection between student performance and behaviour (American Association of School Administrators, 2002; Brannon, 2010). Classroom management has consistently been identified as a significant challenge for instructors over the years (Martin, Chiodo, & Chang, 2001; Martin & Sass, 2010). Shupe (1998) asserts that in schools where behavioural and discipline concerns are not properly addressed, student success has suffered (p. 27).

Public attention to issues related to school discipline is growing. Despite years of attention to the issue, there is a growing belief that not all public schools are secure environments for learning. This belief is fueled by extensive media coverage of violent incidents that occur in schools, such as the recent (December 14, 2012) incident in Sandy Hook, Connecticut, where a break-in resulted in the deaths of 20 children and 6 adults. America's schools are very concerned about discipline issues (Brannon, 2010; Martin & Sass, 2010). Academic progress is eventually impacted by the fact that more children are spending time outside of the classroom, such as during in-school or out-of-school suspensions.

Today's classrooms use a number of famous classroom management theories, including Skinner (1967), Rogers, Wong (1990), Glasser (1985), and Canter (1990), yet teachers are still worried about classroom management and student progress (Brannon, 2010). Classroom management strategies are split into two main categories: behavioural (BM) and instructional management as a result of changing instructor demands and concerns throughout time (IM). "Behavioral Management (BM) is comparable to, but different from, discipline in that it includes pre-planned measures to prevent misconduct as well as the teacher's response to it," according to Martin and Sass (2010). (p. 1126).

BM refers to the general daily upkeep of the classroom, which includes the policies for student participation during class time and the kinds of incentive schemes used (Martin & Sass, 2010). "Aspects including monitoring seatwork, arranging the daily routines, as well as teachers' use of lecture and student practise vs interactive, participatory ways to education," are all part of instructional management (IM) (Martin & Sass, 2010, p. 1126).

The definitions of classroom management have been established through research. By "the tactics and practises an educator utilises to create a classroom climate that is favourable to student performance and learning," McCreary (2010) defined classroom management . A toolbox of classroom management techniques should be acquired by effective teachers so they can employ them in their classrooms. Well-managed classrooms, in the words of Marzano (2003), "create an environment in which teaching and learning can flourish."

The significance of students feeling safe at school is linked to student learning, as Marzono (2003, 2007) emphasises. Students will experience anxiety and unease in the classroom if they don't feel comfortable. According to Marzano (2003), a "safe and orderly atmosphere" safeguards pupils from harm to their bodies or minds while also maintaining the peace to enable learning (p. 40). Martin and Sass' (2010) suggestion that classroom management "encompasses teacher attempts to control the operations of the classroom, including student behaviour, student interactions, and learning," served as the foundation for the current study.

Despite the fact that research emphasises the value of classroom management, it is unclear which approach or tactic is better to use in elementary schools (Brannon, 2010). Classroom management tactics are pushed to the bottom of teachers' priority lists as they work through the new mandates and standards created by the federal, state, and municipal governments, as well as the local school boards. Despite extensive research on the subject, no one has yet determined the most effective approach or tactic. Churchward (2009) asserts that "many specialists are instructing us how to handle behaviour issues in our classrooms. These experts, however, may not always concur.

In this research endeavour, the methods of classroom management that are currently popular were noninterventionist, interventionist, and interactionalist. Being proactive and non-intervening means "being ready and in charge" (Churchward, 2009, p.1). Because some kid did "that," an interventionist is reacting by doing "this." Churchward (2009), page 1. According to the shared classroom management approach known as interactionalism, kids are thought to learn via engaging with others in their surroundings (Ritter & Hancock, 2007). The noninterventionist, interventionist, and interactionalist approaches to classroom management are all founded on rational academic theory.