Methods of resource room management for teachers of learning disabilities in English language in light of some variables

Mohamad Ahmad Saleem Khasawneh

doi:10.30659/e.6.2.213-221

Mohamad Ahmad Saleem Khasawneh

Open Access

https://doi.org/10.30659/e.6.2.213-221

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Abstract

This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).

Highlights

The school administration is based on achieving the school’s mission through its direct relationship with the students, as it enjoys greater freedom to act and perform the roles entrusted to it, making it the most important administrative unit in the educational administration cycle
This study attempted to answer the following question: What are the classroom management methods used by teachers of LDs in English language in Irbid Governorate from their point of view?
What are the classroom management methods used by teachers of LDs in English language in Irbid Governorate from their point of view? To answer this question, the mean scores and standard deviations were extracted for the questionnaire and responses of the study sample, as presented in the following table

Summary

Introduction

The school administration is based on achieving the school’s mission through its direct relationship with the students, as it enjoys greater freedom to act and perform the roles entrusted to it, making it the most important administrative unit in the educational administration cycle. The teacher of LDs in English language is the pillar of the educational process, because he is the leader in his class, motivating students, leading them, and pushing them to achieve social, behavioral, and academic goals. English language teachers need to work as the main element in organizing classroom management and creating the appropriate atmosphere to carry it out efficiently and effectively. They have to get acquainted well with the characteristics of the students, and the developmental stages to which they belong. The methods used by the teacher of LDs in English language in classroom management have the greatest impact on building the student's personality (Al-Sharqawi, 2016)

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