Arab Educational Information Network

This research aimed at identifying the reality of classroom management skills of science teachers at the intermediate stage for developing them in the light of the modern global trends as well as presenting a proposal for activating the intermediate science teachers' classroom management skills. To achieve this aim, the descriptive method was adopted. A questionnaire assessing the reality of classroom management skills of science teachers and an observation form assessing the intermediate science teachers' performance of classroom management skills were administered to a sample of (150) science teachers and supervisors, which was divided into (89) science teachers at the intermediate stage and (61) educational supervisors at Asir Educational Directorate in the academic year (1434 -2013). The results of the study revealed that The results showed that there was a statistically significant difference at the level of (01.0) between the frequencies of the responses regarding the practice of the science teacher for the classroom management skills at the intermediate stage and the mechanisms for their development, which indicated that some skills were practiced to a high degree as the skill of assigning home works in the plan; while other skills were practiced at a medium degree in the field of organization as the skill of taking into account individual differences between students in the classroom. Results showed that some of the classroom management skills were not practiced at all, especially, in the field of communication as the skill of convincing students of the rules of conduct required in the classroom, Finally, a number of recommendations and suggestions were presented. (Published abstract)