Abstract:

Initial and continuing training in classroom management, is a major concern especially in anglo-american countries, and these programs demonstrates their effectiveness in relation to teachers behavior and students performance and behavior. Referring to the studies conducted in Romania on classroom management, they aim issues like, the relationship between educational management and classroom management, characteristics of the educational climate, leadership styles and effectiveness of initial training of students. We believe that we are deficient in terms of current approaches of classroom management, and also in teacher training programs, which can change or develop teachers attitude and behavior, according to the new perceptions and social needs of the students.

Needs analysis conducted on a sample of 54 teachers from rural and urban areas in Sibiu, led to the identification of the main topics of the training program, such as: self- management strategies, classroom management strategies and also techniques for managing students behavior problems. This paper has proposed to radiography managerial styles of primary school teachers, using nine scales of teachers perception. These scales relate to the teachers discipline ability, flexibility, control and monitoring class, management of time and teaching materials, diagnostic competence and communication skills, students orientation and task orientation, and to the ability of introspection, self-evaluation and response to feed-back.

The curriculum of the training program is designed according to the priorities decanted from the needs analysis and they target the self - management strategies, classroom management strategy LEARN ( adapted from Olsen, and Nielsen, 2009), and behavioral interventions for the management of students with behavioral problems. Experimental and control groups contained in the experiment were build of primary teachers from county of Sibiu. The teacher training program was implemented in colaboration with CCD Sibiu (Casa Corpului Didactic Sibiu). The experiment was based on the hypothesis that the involvement of teachers in a training program with the role of developing classroom management skills, facilitates the adoption of managerial styles centred on interaction.

Following the formative intervention made, teachers have developed the diagnostic competence revealed by the ability to identify a series of emotional and behavioral problems of students, to understand their impact on the personality and school performance of the pupils and to provide suitable measures in order to offer these students favorable conditions for progress. The training intervention had made a significant contribution to strengthening the students orientation of the teachers, to increase responsiveness to the needs and demands of students and also awareness of the need for engagement of all educational stakeholders in the classroom management process. Another aspect of the interaction centred management styles that has been optimized, relates to the capacity of introspection, self-evaluation and response to feedback of primary school teachers.

Keywords:

Classroom management, management styles, training program, self-management strategies, classroom management strategies, students with behavior problems.