International Journal of Humanities and Social Science Vol. 9 • No. 11 • November 2019 doi:10.30845/ijhss.v9n11p4 22 Classroom Management Strategies: Do Teachers Violate Child Rights? Dr. Omer Hashim Ismail Hamad Associate Professor of Educational Administration Department of Educational Foundations & Administration College of Education Sultan Qaboos University, Muscat Sultanate of Oman Dr. Khalaf Marhoun Al-Abri Assistant Professor of Educational Policy Department of Educational Foundations & Administration College of Education Sultan Qaboos University Muscat, Sultanate of Oman Abstract This paper investigates if teachers, as they apply different classroom management strategies, violate in any way possible, the rights of children in the classrooms. The study sample consisted of six teachers, selected from schools in Governorate of Muscat, Sultanate of Oman. Qualitative research method was used to conduct this research. Using interviews with research participants, needed information were collected. Results showed that bullying is a common behavioral problem in the classrooms; followed by talking with classmates during the class; coming to class late; use of a device and not paying attention.Based on the results of this paper, a number of recommendations were made. Keywords: Classroom management, child rights, Oman Introduction Teachers strive to create a positive environment in their classrooms so that teaching and learning can take place effectively and efficiently. However, different forms of students’ misbehaviors may arise and need to be dealt with. Therefore, one of the key components for successful teaching is the use of effective classroom management strategies. On the other hand, in their attempt to correct or prevent unwanted behavior, teachers must make sure that they observe child rights and not to commit any violations. Howe and Covell (2005) found that classroom management and behavioural issues were the biggest stressors in teacher’s lives. If a teacher cannot manage their class, their teaching instruction was challenged.As Carter and Osler (2000) noted, being a “soft” teacher, described as someone who is not too strict, is perceived by teachers as being weak; and being a “hard” teacher means more prestige and teachers feeling that they control the class. Promotion of children rights has become a key issue in schools. It is considered a duty of School administrators to create a safe school environment and ensure the rights of children are protected. However, research findings indicated that some teachers believe that empowering students will come at the cost of their power and authority. Therefore, they are unwilling to adopt pupil voice approaches in their classroom (Flutter, 2007).The use of such an authoritarian style of teacher-pupil relations in the classroom does not comply with the children’s participation rights stated in the child rights convention. Classroom Management Definitions Evertson and Weinstein (2006: 4) identified two distinct purposes for classroom management: It seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, and it also aims to enhance student social and moral growth. They stated that“The actions teachers take to create an environment that supports and facilitates both academic and social–emotional learning … It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance students’ social and moral growth”.