CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Classroom Management is about creation of positive learning environments. But the concept of positive learning environment is both broad and vague.
Despite educator’s concerns with the nature of classroom learning environments, few recent studies have investigated either teachers’ knowledge or practices of classroom management in positive learning environments. As such there is inadequate understanding of how teachers support both engaged learning and positive social interaction (Oakes, 2009).
In this regard, so many writers and researchers have urged educators to move toward broader and more comprehensive positions on issues of classroom management in (Jones, 2006). As Jones advocates, “at its best, classroom management is not only a means to effective instruction, it has also becomes a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.
Nevertheless, lack of recent empirical evidence has left educators without clear direction and understandings of what knowledge and practices teachers utilize in creating and managing socially complex learning environments. It is as if educators understand the blueprints for a house, but not the tools with which to construct it. As such educators are hampered in their efforts to provide prospective teachers with the appropriate tools to implement their visions for establishing positive learning environment. It is against this background the researchers sees the subject matter of this research as an empirical issue worthy of investigation.