Classroom organization and management for effective teaching and learning at the intermediate phase in the Mafikeng District of the North West Province

Abstract

This study concerns itself with issues relating to classroom management and organisation for effective teaching and learning. The study focuses on these aspects of classroom management and organisation: What is classroom management? What is effective within the management of the classroom? What role does or should a teacher play in classroom management? What contributions do discipline and 'tasks' make to effective classroom management in the Mafikeng District? Eighteen primary schools were selected from the six circuits in the Mafikeng District and five educators of grade four, five and six were chosen. The principal deputy principal, heads of department and educators who were part of the eighteen schools formed the sample. Questionnaires and interviews were used to collect information on the following issues: location of the school, personal details, qualifications, position held, age category, teaching experience, educator behaviour, how educators give directions and assignments, classroom climate, how to maintain discipline in the classroom, classroom management and lesson delivery. Conclusions drawn from the study reveal that there is a need for improvement in the issues of classroom management and organisation. The School Management Team (SMT) must also help the educators to improve their classroom management. The In-Service Empowerment must also help to emphasise the importance of intervention and prevention strategies in the classroom. The study ends with recommendation on how problems, lack of knowledge in classroom management and organisation can be alleviated.