Learners’ Attitude, Make it Come True

According to (Duke, 1982), classroom management is frequently conceptualized as a

matter of control rather than as a dimension of curriculum, instruction, and overall classroom

climate. As one of our greatest concerns has been to elude dogmatic behavior in its general

sense within classroom learning environment, there is, in fact, a certain degree of tension and

misattribution between flexibility of control and prescriptive attitudes in the classroom

climate. Therefore, let us all my dear colleagues at LIS persuade ourselves that learners at all

different ages do express things in irregular stanzas and perceive them unequally, so not

everyone will move at the same rate or in the same direction. Based on the findings of a

comprehensive array of conducted research, it is highly probable that educators who

approach classroom management, as a process of establishing and maintaining effective

learning environments, and as a multi-lateral ambience, tend to be more successful than

others who might place more emphasis on their roles as authority figures or disciplinarians

since classrooms are composed of numerously diverse personal views, characteristics, ethics

and values.

In the philosophy of life, in order to build a solid foundation for our relationships with

those we care about, we need to find what we supremely value in our connections with them.

Considering that the classroom setting is some sort of a compact and miniaturized version of

what we encounter in our real lives, it is reasonable to say that learners primarily need to be

recognized in such a classroom setting too, they need to feel that they are valued or at least

accepted quite as they are, not as we wish them to be. Haven’t we been learners sitting in

their places one day pursuing what we think was good education? How many times have you

dreamt of an educator’s image? How many times have you hoped the dream might come

true? Dear educators, now the dream is in your hands, the dream is you; let it be; help the

learner be, and make your dream come true.

Essentially, renewal and development would come into being when the learner in his

learning environment no more needs to become aware of the particular ways of "wearing a

mask" just to avoid being hurt again. The classroom climate influenced by the teacher has a

major impact on the learners’ motivation and attitude towards learning; that is to say, for

teachers, having been equipped with pedagogical and professional characteristics would not

be enough to establish a positive, learnable, and teachable classroom climate. Specifically,

the factors that best facilitate student learning are considered to be the ones that are described

as being purposeful, task-oriented, relaxed, warm, supportive, respectful and empathetic, and

has a sense of order and humor in an integrated wisdom. Dear educators, all of which stem

from conveying to learners that you understand, share, and value their feelings as individuals

on the whole range of matters and experiences, academic, social and personal. Such a climate

fosters learning and motivation of learners and their attitudes toward their whole learning

process.

Furthermore, research indicates that certain personality characteristics influence

student evaluations of teachers. From the students' points of view, teacher-expressive

characteristics such as warmth, enthusiasm, composure, and extroversion apparently separate

effective from ineffective teachers. Reasoning in this way, out of three generally accepted

characteristics of teachers, namely; professional, pedagogical, and personal, the last one of

the three will illuminate, as a neglected vision to follow the end product-shapeable learners,

the ways of reaching at a better learning environment as well as self-assured future

generations. Classroom management is the facet of the effective curriculum and lesson

planning, instruction that facilitates learning construction; it is the effective running of the

dynamics of any learning environment; making a long story short, my dear LIS family,

classroom management is the aspiration allowing inspiration.

Dear sister and brother leading the hearts and shaping the minds of our daughters and

sons, our real asset, in your hand is the virtue and in your words compassion dwells, you are

the power, the real influence; you are the attitude maker, developer; you are the change; make

it come true.

Written by,

Manal Sharab Ramadan