POSITIVE AND NEGATIVE CLASSROOM MANAGEMENT TECHNIQUES AND TEACHING EFFECTIVENESS IN UNIVERSITIES FROM TEACHERS? POINT OF VIEW

This research provided reasonable and constructive information for university teachers to become more knowledgable, effective, and skilled in their jobs. The purpose of this research was to survey positive and negative classroom management techniques and effective teaching in universities from teacher?s point of view. Furthermore, this research is administered to describe how Classroom management techniques are intended to offer teachers with more opportunities to organize students, materials, time, space. Because of being quantitative research, a set of questionnaires from Mohd Taib et al. (2015) were used. The selection and collection of sample group was one of non-probabilistic convenience, chosen for the availability of cases and of time. The number of subjects in this research were 74 teachers; computer software (24 teacher), information technology (24 teacher), and information and communication technology (26 teacher) teachers from Tehran universities. All of the participants were men in the average age between 26 to 57 years old. All of the teachers were selected in agreement with their field of teaching. Without any problems, Subjects welcomed to fill out questionnaires. After collecting filled questionnaires from them, the researcher were analyzed the completed questionnaires by using SPSS 23.0. According to the findings, it is revealed that most of the teachers responded strongly disagree with the negative classroom management techniques and strongly agreewith the positive classroom management techniques. The research project informed that teachers who applied positive classroom management skills were more likely to request cooperation from their students and encounter less interactional problems. Therefore,the most number of teachers indicated that effective teaching and positive classroom management techniques are essential and crucial skills for teachers.