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Conducive Classroom Environment 200

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What is conducive classroom environment? Conducive classroom is a pivotal linchpin
in promoting a favourable mood or atmosphere in a classroom to ensure an effective teaching
and learning process to take place. Fraser ( 1994, 1998a.) found that results of studies
conducted over the past 30 years evidently showed that students learning is significantly
determined by a quality classroom environment ( as citied by Dorman, 2002 in an article “
Classroom environment research: Progress and possibilities”). This supports the fact that
students learn better in a positive classroom environment in the school. One of the integral
feature in creating conducive classroom environment is a good classroom organization and
management.
First and foremost, teacher plays the role of a manager in the classroom. Effective
management skills is important to manage a primary school classroom properly. Aijaz Ahmed
Gujjar in his article “ Role of teacher as classroom manager”, states that;
“Classroom management is the orchestration of classroom life: planning curriculum,
organizing procedures and resources, arranging the environment to maximize
efficiency, monitoring student progress, anticipating potential problems.”
Hence, the teacher as a manager should seriously take into account classroom organization
such as planning the lessons as well as the classroom’s physical arrangement. Wong and
Wong advocates that organization helps teachers to keep on schedule and eliminates chaos in
the classroom( as citied in Charles, 2011, p. 106). During the school based experience, I
found out that one of the teacher whom I observed lacked proper planning in terms of lesson
planning. During lesson, the teacher drew some pictures on the blackboard to give a clearer
picture to her students regarding a particular subject. However, I realised that drawing on the
blackboard consumes time and the student grew restless while waiting for their teacher to
complete her drawings. Hence the students were talking to their friends and made commotion
in the classroom. The teacher took some time to settle her class. Therefore I would like to
suggest that, before entering the class, the teacher should be well prepared to teach the lesson
by preparing relevant teaching aids such as charts, visual aids, and many more. Preparing
lesson plan is important as it gives the teacher the opportunity to weigh the various options
available and to make his or her choices before the lesson is carried out in the classroom
( Chitravelu, Sithamparam & The, 2005, p.26). In a study report on the factors contributing to
classroom effectiveness found out that a high number of respondents agreed that lessons
should be planned adequately because it helped them to teach better ( Ministry of Education
of Thimpu, 2001). In light with the above findings, I think that it would be better if teachers
prepare beforehand teaching materials such as charts, flash cards, picture cards and even
make full use of overhead projectors installed by the Malaysian government ( if there is any).
Besides that, I would strongly recommend the teachers to prepare a wide array of interesting
materials because it will help to keep the student engaged in the lesson. When the students are
engaged in the lesson, there would be less behavioural problems and thus this will warrant to
a conducive environment in the classroom. This point is supported by Kounin who believes
that smooth lesson flow keeps the students’ attention without frequent interruptions or
distractions, there is a less opportunity for off-task behaviour to occur ( as citied in Larrivee,
2009, p. 39).
In addition, organizing a classroom requires a good time management skills. Jones
found that massive time wasting was the main characteristic of less-productive classes ( as
Parvani Sivalingam, University of Otago

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posters. 2005. When planning an activity. 290). 2011. the teacher should consider interspersing student-centred activities with phases of teacher-centredness ( Chitravelu. therefore due to the large number of students. This shows the importance of time management in planning a lesson.mediated learning environments: back to the basics”). majority of the classrooms are setup in rows. 2005. the desk could be arranged in groups or pods or even ask the students to turn their chairs so that they face the students behind them in rows (Chitravelu. & Teh. For example. For example. Besides that. and high achievement . Other furniture in the classroom such as rack and cupboard should be arranged properly in a way that it does not obstruct the student’s view to the blackboard or to the teacher teaching in the front of the classroom. In addition. physical layout or seating arrangement in the classroom is key feature in creating a conducive classroom environment. Sithamparam.” ( as citied in Darch & Kame’enui. As mentioned earlier. p. Smooth flow in teaching or transition periods during activities will ensure that precious time is not wasted as the time allocation for each subject in primary schools are limited to 30 minutes minimum. thus classrooms must be structured to promote student engagement in learning ( as citied by Chai. if too little or too much time is allocated for a particular activity. Brophy (1979) and Good ( 1982) believe that there is a positive correlation between engaged time. it is oblivious that lesson plans plays a vital role. Lewis and Sugai (1996) points out that. if the activity requires group work. Moreover. Sithamparam and Teh ( 2005) opine that physical environment is important as an attractive classroom will foster effective learning ( p. 121). I observed that most of the classroom are equipped with notice boards where the teachers displayed their students works and also put up some colourful charts. 294-295). 289). “ Changes in the organization and the physical arrangement of a classroom can have a dramatic effects on student’s behaviour. we could instil reading habits in the students indirectly. Shithamparam & Teh. p. During the school based experience. The number of students in Malaysian classroom can range from thirty to fifty students. However. I recommend that the teachers prepare a small reading corner in the classroom so that the students could benefit from it by reading books or relevant material during their leisure time. theme-based displays and materials that are informative and attractive. diagrams. p. Besides that. 290). University of Otago Page 2 . p. the lesson therefore would not achieve the desired objective and worse the situation might create chaos in the classroom. I also realised that the climate of the classroom I observed are very hot and there were noise that affects the learners concentration to the teaching and learning process. This point is supported by Nitsaisook and Anderson ( 1989) where they believe that furniture should be arranged so that the students are oriented to the primary source of information such as the teacher or audio-visual materials Parvani Sivalingam. appropriate academic activities. the teacher should arrange and adapt the seating layout according to the activity and not stick to one seating plan throughout the year. 2004) Hence the teacher could rearrange the desk arrangements into an open U-shaped arrangement or a circle which encourages greater interaction ( Chitravelu. 2005.Conducive Classroom Environment 200 9 citied in Charles. Chitravelu. 2005 in an article “ Classroom management issues in information and communication technology ( ICT). the teacher should take into consideration the right amount of time required. if the noise level interferes with neighbouring classes. Sithamparam. The second aspect in creating a conducive classroom environment is by having an attractive physical classroom environment. I would suggest that the teacher device activities that does not require the students to shout loudly. & Teh.

Classroom organization and management are pivotal features in producing a conducive Malaysian primary school classroom. it can be seen that physical layout of a classroom do play an important role in ensuring a conducive classroom environment that fosters effective learning. University of Otago Page 3 . References. Based on the points above. Creating a good classroom ambience or atmosphere is not an impossible thing to do. 1466 words.Conducive Classroom Environment 200 9 without disturbing the classroom ( as citied by Aijaz Ahmed Gujjar ). Parvani Sivalingam. I think that placing the teacher’s desk at the back of the classroom is more suitable as the teacher could keep an eye on everything that is happening in the classroom without the students knowledge. I strongly believe that the government should seriously take into consideration in reducing the number of students in a class and the classroom space should be increased to permit effective teaching. Another aspect that I would like to bring to light is the position of the teacher’s desk. This is supported by Aijaz Ahmed Gujjar who advocates that teachers should be able to see the students at all times. Teacher’s desk are usually placed in front of the classroom in majority of Malaysian primary school classrooms. Teachers should take the initiative to strive to create a conducive environment for the benefit their students. I in the opinion that placing the teacher’s desk in front of the classroom is not very suitable as the teacher could not monitor students behavior who are sitting far behind.

mediated learning environments: back to the basics.education. 2010. ( 2005). C. from http://www. 2010. Larrivee. Vol.).). Classroom environment research: Progress and possibilities. 2010 from http://www. Upper Saddle River. Darch.. Journal of Educational Multimedia and Hypermedia.pl?read=3491Charles.com/cgi-bin/articles/index. Instructional classroom management: A proactive approach to behaviour management. December). Retrieved on September. J.gov.com/Classroom+management+issues+in+information+and+commu nication. December). E. Ministry of Education Thimpu ( 2001). Selangor: Oxford Fajar Sdn. Building classroom discipline.from http://www.( 2nd ed. Upper Saddle River. University of Otago Page 4 . N.pdf Dorman. ( 3rd ed. NJ: Pearson Education. 20. ( 2011). Sithamparam. Chai. ( 2005. B.112-140. Authentic classroom management: Creating a learning community and building reflective practice.). Boylston Street. ( 2009).thefreelibrary.eslteachersboard.bt/Publications/ClassRoom%20Effectiveness.). 2. M. S.18 No. (2002. 21. C. NJ: Pearson Education. Retrieved on September.-a0142339826 Chitravelu.. Boston: Pearson Education. Queensland Journal of Educational Research. ( 2004). C.Conducive Classroom Environment 200 9 Aijaz Ahmed Gujjar. Retrieved on September. & Teh S. ELT Methodology: Principles and Practice. Role of teacher as classroom manager. C. Parvani Sivalingam. Department of School Education. Bhd. Factors contributing to classroom effectiveness: a study report. B. ( 10th ed. & Kame’enui. S. p. J. 20. Classroom management issues in information and communication technology ( ICT).. Shah Alam. ( 2nd ed.