• sarabjeet kaur

Classroom management is a process that allows teachers to control the learning and direction of their classroom. Teachers use classroom management to keep students focused on learning while preventing disruption from slowing the learning process. A wide range of classroom management techniques are used by teachers, ranging from hands-off classroom management focused on cooperation to direction of the class to ensure students aren’t disruptive to their peers. Since classroom management keeps classes on track and prevents disruptions from slowing down the learning process, it’s one of the most fundamental aspects of high quality education. Classroom management and management of student conduct are skills that teachers acquire and hone over time. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as effective classroom management are central to teaching and require, consistency, an often undervalued teacher behavior, a sense of fairness, and courage. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students. The skills associated with effective classroom management are only acquired with practice, feedback, and a willingness to learn from mistakes. The objective of this study was to investigate the differential effectiveness of teaching methods on student’s academic performance.

"UTILISATION OF TECHING SKILLS IN MANAGING THE BEHAVIOR OF STUDENTS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 4, page no.500-508, April-2019, Available :http://www.jetir.org/papers/JETIR1904N70.pdf

"UTILISATION OF TECHING SKILLS IN MANAGING THE BEHAVIOR OF STUDENTS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 4, page no. pp500-508, April-2019, Available at : http://www.jetir.org/papers/JETIR1904N70.pdf