—Managing a classroom is a challenge for teachers. Many factors have to be taken into consideration while planning and preparing for a new class of students. I feel that having a clear and consistent classroom management plan with an understanding of how the teacher will behave, the beliefs, the rules and strategies, are crucial in the running and organization of a classroom in order for all children to learn and succeed to the best of their ability. The main aim of this case study is to look into how three themes (teacher behaviour, practical strategies and interventions and rules) appear in two classrooms in an International school in Malaysia. I used case study methodology by taking observations of what we have seen and how this relates back to the background research we have found. I have focused on the question: How do the themes of teacher behavior, the use of practical strategies and the use of rules affect the behavior management of a kindergarten and primary classroom in an International School in Malaysia? My first classroom was based in a kindergarten class. My second classroom was in a standard two classroom. This paper is based upon findings of teachers of an early age range. The findings of this research showed that student-centered approach is crucial in the management of the classroom. However, the findings may not be universal due to children from different countries in the same classroom of an international school.
—Classroom environment, strategies, management, teachers.
Priya Vijayan is with Segi University, Selangor, Malaysia (e-mail: email@example.com).
Srikumar Chakravarthi is with Perdana University, Selangor, Malaysia (e-mail: firstname.lastname@example.org).
John Arul Philip is the with School of Education, Asia e University, Kuala Lumpur, Malaysia (e-mail: email@example.com) .
Cite: Priya Vijayan, Srikumar Chakravarthi, and John Arul Philips, " The Role of Teachers’ Behaviour and Strategies in Managing a Classroom Environment," International Journal of Social Science and Humanity vol. 6, no. 3, pp. 208-215, 2016.