الفهرس 
The Problem and its significanceOnly 14 pages are availabe for public view
 |  | from | 403 |  |  |
| | | from | 403 | | |
Abstract
The problem of the present study could be stated in the following question:
How effective is a training program in language activities classroom management skills for Third year English Major on their acquisition and use of these skills?
More specifically, the study tried to answer the following questions:
1-What are the management skills and sub skills that pre-service teachers of English need to be trained in?
2-What is a program of management skills that could be used in training pre-service teachers of English like?
3-How far would a training program in classroom management improve pre-service teachers` management skills, namely:
A- Group Focus skills.
B- Establishing rules and routines skills.
C- Instruction -giving skills.
D- Orientation skills.
E- Time management skills.
F- Pairing and grouping skills.
G- The managerial skills in giving a lesson.
Research Hypotheses
The following hypotheses were tested:
1-There are statistically significant differences (favoring the treatment group) between the means of scores obtained by subjects of the treatment group and those of the no-treatment one in the post test of management skills.
2-There are statistically significant differences (favoring the treatment group) between the means of scores obtained by subjects of the treatment group and those of the no-treatment one as measured by post observation in the use of the following managerial skills:
a- Group Focus skills.
b- Establishing rules and routines skills
c- Instruction-giving skills.
d- Orientation skills.
e- Time management skills.
f- Pairing and grouping skills.
g- The managerial skills in giving a lesson.
Limitations of the Study
1-Only seven management skills dealt with in the program (mentioned above).
2- 50 pre-service teachers (3rd graders, Faculty of Education students) were involved.
Subjects of study
Fifty female pre-service teachers of English were involved in the experiment, since males DROPped out. They were chosen from the Third Year English Majors in the Faculty of Education. They were randomly assigned to either the experimental or the control group.
Design of the Experiment
The study adopted a pre-post control group design. An experimental group and a control one were exposed to pre-post means of getting data. The experimental group was instructed and trained in the management skills while the control group received no such training. Both groups took the pre-post test in classroom management skills. Also both groups had been subjected to classroom management observation sheet to measure their use of certain managerial skills by video taping their performance in practice education schools prior to conducting the suggested training program. They had been also subjected to classroom management observation sheet after conducting the training program to measure its effects on developing their use of certain managerial skills for both groups by video taping their performance in practice education schools.
Variables of the study
1-The independent variable is training third year EFL students at the Faculty of Education, Minia University in the suggested program in some classroom management skills.
2-The dependent variables are:
A- Pre-service teachers` knowledge of the management skills.
B- Pre-service teachers` performance of the management skills.
C- Collecting data of teacher performance in the management skills by using management skills observation sheet.
3-Frequencies and means were obtained for each particle.
Tools of the Research
1- A classroom management training program.
2- An achievement test in the classroom management skills.
3- Classroom management skills observation sheets.
Procedures of the study:
1- Reviewing the literature in the field of classroom management.
2- Having discussions with experts in the field of TEFL about classroom management.
3- Constructing the test, observation sheet.
4 - Presenting these tools to members of a jury to judge the validity and reliability of the tools.
5- Constructing the frame of the program.
6- Verifying the appropriateness and validity of the frame of the training program by a jury.
7- Constructing the whole training program which included a teacher’s guide and Students book.
8- Carrying out the pilot study.
9- Presenting the program to members of a jury
11- Deciding upon the subjects of study from among third year English,, Faculty of Education, Minia University.
12- Pre-testing the subjects.
13- administering the experiment.
14- Post-testing the study group and getting the data.
15- Analyzing the data and getting the results.
16- Interpreting the results and making the recommendations.
17- Providing suggestions for further research.
Results of study
The t.test and Mann-Whitney tests were used as non-parametric measures to analyze the data since the sample was 25. The two hypotheses of the research were confirmed. The experimental pre-service group teachers surpassed their control group counterparts in the post testing and performance as revealed by the observation sheets.
Recommendations
1-Students in the Third year English department in the Faculty of Education should be taught a comprehensive program in classroom management skills parallel to practicing these skills in teaching practice schools.
2-Pre-service teachers` evaluation should concentrate on the instructional skills. Observation sheets should be prepared and provided for the supervisors for observing management skills and other teaching skills.
3-More focus and care should be given to the classroom management skills in training in-service teachers.
4-There is a call for continuous evaluation of in-service teachers` classroom management skills by University staff members to develop these skills and support them with what’s new in this field.
5-Maximizing the area devoted to classroom management in teacher preparation programs in the faculty of Education.
Suggestions for Further Research
1-The training program can be re-experimented with a video taping training to show model demonstration of every management skill.
2-The training program can be re-experimented with in-service teachers and testing the effect of this program on their pupil’s performance.
3-Further research is needed to introduce other management skills to both pre and in-service teachers.
4-There is an increasing need to study the students` perceptions and interpretations of teachers` behaviors to link students` behaviors and teacher behavior.
5-Further work is needed to develop this training program to make three different training programs corresponding to the three stages of education in Egypt (the elementary stage, prep stage and secondary stage).