Classroom Management Strategies: Do Teachers Violate Child Rights?

Abstract

This paper investigates if teachers, as they apply different classroom management strategies, violate in any way possible, the rights of children in the classrooms. The study sample consisted of six teachers, selected from schools in Governorate of Muscat, Sultanate of Oman. Qualitative research method was used to conduct this research. Using interviews with research participants, needed information were collected. Results showed that bullying is a common behavioral problem in the classrooms; followed by talking with classmates during the class; coming to class late; use of a device and not paying attention.Based on the results of this paper, a number of recommendations were made.

Children’s participation rights in schools — teachers’ beliefs and practices

“…Furthermore, they are less likely to think firm rules and procedures are a key to good classroom management and are less controlling of students when distributing materials, arranging seatwork and organizing different daily routines. This finding is in line with previous studies showing that teachers with more favorable attitudes toward children's participation rights are more likely to include children in decisions about classroom rules and procedures (Thornberg, 2009), seating arrangements (Thoyibi et al, 2021) and discipline problems (Hamad & Al-Abri, 2019) as well as to exercise less control during their classroom management practices (Penović, 2021).…”

“…These include getting to know students' interests, incorporating these interests into teaching and inviting students to give input during classroom activities (Marzano et al, 2005). Studies show that inviting students to participate in discussions about classroom rules (Thornberg, 2009), seating arrangements and conflict resolution (Thoyibi et al, 2021), and not using controlling strategies (Urinboyev et al, 2016), allows for children's voices to be heard, especially when dealing with discipline problems (Hamad & Al-Abri, 2019). On the other hand, teachers with more negative attitudes toward children's rights seem to use more controlling classroom management styles (Penović, 2021).…”

“…For example, studies show many teachers favor the controlling style characterized by applying pressure and their own agenda on students (Reeve, 2009). When managing discipline problems, teachers rarely include students' perspectives on classroom rules or best discipline practices (Hamad & Al-Abri, 2019;Thornberg, 2009). Furthermore, hierarchical school structures are often tied to anti-democratic school climates leading to poor adherence to children's rights in schools (Howe & Covell, 2018).…”