Classroom management practices have been identified by observing effective teacher behavior or combining behavioral approaches that have been established through research (Oliver, Wehby, Reschly, 2011). Researchers claim that, in order to achieve effective instruction, teachers need to possess two types of knowledge: knowledge of subject matter and knowledge of classroom management (Kagan, 1992).
This study was conducted to identify good practices of classroom management in the Japanese primary school classrooms, based on lesson observations at two primary schools in Ibaraki Prefecture, Japan. Ten lessons were observed in the subjects of Social studies, Life environment studies, Moral education and Special activities. Overview of the education system, special features of school calendar and curriculum of the primary school system were summarized. The good practices identified were Effective questioning techniques, group work and cooperative learning, teaching with elaborate blackboard planning.
In addition, speaker's experience in applying the above mentioned good practices in the context of teacher training at the university level in Sri Lanka will also be discussed.