1

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Classroom management refers to the strategies that teachers employ

to effectively create safe, respectful classroom environments that reinforce

positive behaviors and eliminate behaviors that negatively impact learning

opportunities. Management strategies range from specific "rules of thumb"

recommended by educators such as ensuring expectations are clearly

identified and responses are consistent to more comprehensive theories that

emphasize human relationships and respect for diversity such as choice

theory (Glasser,2015).

There are common classroom management techniques used in most

classrooms to create optimal learning opportunities for students, teachers

often develop their own management systems from a variety of techniques

that work well for their particular grade level or school population. Teachers

need to be accurately aware of the needs of different student populations.

No matter what techniques teachers employ, the behaviors they must

respond to in the classroom setting generally are the same across grade

levels and among different student demographics. When developing

classroom management systems, teachers who recognize behavior as form of

communication, respect diversity, and value human connections and

relationships, find the most success in responding to common behavioral

issues.
 2

It is on this promise why this study will be conducted to find out the

management Practices of the elementary teachers of Ramon Magsaysay

Memorial Colleges.

Theoretical Framework

This study is anchored on the theory of Kohn’s which states that

approaches are more consist wit those used in elementary classroom. The

key element is a “shift a quiet, well -managed classroom to one that is lively

and features an emphasis on student learning ,”explains Thomas Hanson on

Open Education .To implement Kohn’s approaches in the classroom, teachers

can allow students to explore the topics that interest them most.Students

should be able to think and write and explore without worrying about how

good they are,” he suggest.In general, Khon believes that there is too much

emphasize on achievement rather than the learning process .He emphasize

that not all students learn at the same pace, and standards so not take this

into account. In general, Khon believes in classroom where the students is at

the center of everything. Ideally, such as a classroom would feature.

Statement of the Problem

The researcher intends to find out the classroom management

practices of elementary teachers of Ramon Magsaysay Memorial Colleges

during school year 2018-2019

Specifically, the researchers seeks to answer the following :

1. What are the common classroom management practices of Elementary

Teachers of Ramon Magsaysay Memorial Colleges ?

 3

2. What implication can be drawn from the result of the study?

Significance of the Study

This study is significant to the following beneficiaries:

Administrator This study will help them to know what are more practices they

need to improve in the classroom management commonly practiced by the

Elementary teachers.

Students This study will help them avoid the problems in the classroom and

they should recognize the effort of their teacher in managing a classroom.

Researcher This study will serve as a new knowledge related to the stock

knowledge of the researcher so that she will be more knowledgeable and help

her also to be effective in managing a classroom in the future.

Future Researchers This study will serve as a guide to other students who

will soon conduct a research related to this study.

Slope and Delimitation

This study is only limited in finding the Classroom Management

Practices of Elementary Teachers of Ramon Magsaysay Memorial Colleges

here in General Santos City.

Definition of terms

To establish better and common understanding of words used in this

study, the following are defined operationally.

 4

Classroom Management. It refers to elementary teachers of Ramon

Magsaysay Memorila Colleges take charge or act from the circumstances in

the classroom.

Chapter 2

REVIEW RELATED LITERATURE

This chapter presents the review of the related literature from books,

internet sources to give more insights to the researcher’s work.

Classroom management refers to all those essential activities which

are highly necessary not only to create but also to maintain a supportive and

orderly atmosphere. It includes planning and preparation of teaching and

learning materials, Organization of the materials, decoration of the classroom,

creation of expectation and establishment and enforcement of the rules and

routines in the classroom( Sardo-Brown, 2003)

Baker and West Rup (2000), also highlight the significance of achieving

good CM in large classrooms. They put forward several strategies such as

balancing teacher talking time and student taking time, teacher’s insecurity

with English, giving clear instructions, considering reasons for using the

students’ first language in the classroom, using consistent language,

questioning techniques, dealing with students with mixed abilities (weak,

average, and stronger students).

According to Dreikurs (2006), students have an increased sense of

belonging when they are included in the process of decision making in

various aspects of their day. This should include not only the making of

rules but consequences as well. He believes that when students aren’t

 5

involved in the decision making process, they will more than likely search

for attention and power in less desirable ways

In an effort to ensure all students receive the best education it would

seem beneficial for educator programs to spend more time and effort in

ensuring educators and instructors are well versed in classroom

management. Teachers do not focus on learning classroom management,

because higher education programs do not put an emphasis on the teacher

attaining classroom management; indeed, the focus is on creating a

conducive learning atmosphere for the student. Eisenman, Edwards, and

Cushman (2015)

Douglas Brooks (2015) reported seminal research on the first day of

school activity selection and sequence of novice middle school teachers

compared with experienced, successful classroom managers. Brooks reports

that effective classroom managers organized their activities on the first day of

school consistent with the emerging needs of the students. Middle school

teachers that meet these 10 student needs with specific activities tend to

communicate competence and effectively communicate behavioral and

academic expectations.

In this study, it was found that teachers mostly employed verbal

strategies such as verbal warning, communicating with parents, threatening,

talking with students and giving responsibilities and also nonverbal strategy

such as using eye contact and ignoring in handling misbehavior

Babkie (2006), suggested that teachers should evaluate how the

misbehavior is benefitting the students. Perhaps the students are looking to

 6

get out of doing a particular task. Maybe they are seeking attention from their

peers. If the teacher is aware of why the behaviors may be occurring, he or

she can better decide how to manage the situation. Babkie also recommends

that when redirecting a student toward appropriate choices there are specific

dos and don’ts. For instance, the teacher should get within close proximity to

the student to prevent or diffuse potential problem. The teacher should not

embarrass or call attention to the student’s misbehavior as this may cause

resentment or worsen the situation.

Teachers should exhibit the cardinal principal of congruent

communication, which is that they should address the situation and never the

students’ personality or character. This approach shows the students that they

are socially equal to the teacher as opposed to beneath him or her. The ability

for a teacher to do so instills the mindset that the student is capable of making

decisions that are good and appropriate Manning & Bucher ( 2001).

One aspect of classroom management that seems to get looked past is

that of transitioning. Often times teachers don’t even realize how much time

passes between activities. When compared to Chinese and Japanese

classrooms, it was discovered that American classrooms spend significantly

more time during transitions which then results in a decrease of academic

instruction, causing American students to be at a disadvantage academically,

According to Stevenson & Stigler, (2002)

Smart and Igo (2010), investigated what behavior management

strategies were being used by first-year elementary teachers along with how

well the teachers perceived the effectiveness of the strategies. The

 7

researchers found that first-year teachers categorized behaviors into two main

subcategories. The first was mild behaviors, which consisted of breaking

established rules, off-task behavior, and attention-getting behavior. The

second category was that of severe behaviors. These behaviors included

defiance, aggression, and deviant behaviors. Teachers cited using strategies

that they had learned during student teaching experiences from colleagues

when handling mild behaviors. These strategies included positive

reinforcement, praise/verbal feedback, conferences, and negative

punishment. However ,when needing to address severe behaviors the

responses varied.

Some teachers stated ignoring the behavior because confronting the

problem would cause a tantrum, a lot of trial and error in desperation, and

thinking of something new that might work. The study concluded that teachers

only perceived a strategy as being effective if it produced a definitive and

sustained change in the behavior (Smart & Igo,2010).

Gieger (2000), argued that clear communication between teachers and

students minimizes the chances of misunderstanding. This will lead to less

discipline problems in the classroom. For maintaining good discipline behavior

management is a necessary. Hence, teachers must show firmness,

tenderness and gentleness to deal with students’ misbehavior.

Classroom management training not only facilitates teachers becoming

better managers of a classroom of students, it also fosters teachers shaping

better relationships with other teachers in the school. This observation in the

study was confirmed in the study by( Rooney, 2006)

 8

Classroom management is a complex exercise in the process of

education . It demands talents, skills, energy and ability from teachers to

manage classrooms because it directly deals with the behavior of learners.

Human ability from teachers to manage classroom because it directly deals

with the behavior of learners. Human behavior is the most complex

phenomenon. Teachers with highly practical vision, strategies , skills and

knowledge can manage classroom effectively ( Tan 2003).

It is important when creating classroom rules to phrase them in a

positive manner, reinforcing what you want students to do, rather than stating

what they are not allowed to do. Often, it is easier for us to focus on the

negative behaviors that we do not want to see in class, and it is fine to begin

this way. However, once you have established the undesirable behavior, try

asking yourself, "What is the behavior that I'd like to see?" Then, rephrase

your rule (Denton 2014).

Classroom management is central to teacher practice. Successful

student learning depends on a teacher's ability to manage the group as a

whole--keeping the attention of 30 or more students, redirecting negative or

distracting behavior, and continually assessing the pulse of the room to

optimize student motivation and engagement. Despite the size and

importance of the task, classroom management is perhaps the most

underdeveloped area of teacher education. Rarely do new teachers feel that

their classroom management skills are a match for their students.

The classroom has been called the experimental lab of the child.

Because children spend a major part of their formative years in school, it

 9

becomes vital to examine the roles of classroom management and discipline

as an important dynamic in student experience and success. A controlled

classroom environment is essential for effective learning, good teacher-pupil

relationships, and peer collaboration. Results of several national Gallup polls

clearly document that both the general public and teachers agree that a major

problem for public schools is lack of student discipline in classrooms (Rose &

Gallup, 2003, 2004).

It is easy to fall into the trap of creating general rules and assuming students

all understand what it means to "Be a good neighbor." Unfortunately, every

student comes to school with different background knowledge and may have

different interpretations of what a "good neighbor" is. In addition, research has

shown that the ideal number of rules to have in the classroom is between

three and five. For these reasons, it is essential to carefully choose your

wording when deciding on classroom rules. If you want students to be

responsible, be sure to explain what that looks like (Kostewicz et al. 2008)

Every teacher must develop classroom procedures in order to make

their life easier and create a more effective learning environment for students.

Teachers who have not created and reinforced procedures for each of the

following situations will cause themselves undue stress while robbing their

students of important classroom time. Melissa Kelly (2012)

In addition to teaching for lesson mastery and practicing positive

expectations, classroom management makes an effective teacher. Therefore,

a teacher cannot be effective without the ability to deal with potential conflicts.
 10

In the absence of classroom management skills, the effectiveness of quality

instruction is compromised as well.

Discipline is not about getting kids to do what you want them to do. That's

what dictators do, and you are not a dictator—you are an educator. Discipline

is providing an environment in which positive teaching and positive learning

can occur simultaneously. Discipline is not control from the outside; it's order

from within.(Chris Anderson, 2012).

According to Gootman (2008), rules give students concrete direction to

ensure that our expectation becomes a reality. They also try to be consistent

in enforcing these rules and procedures. Many would also argue for positive

consequences when rules are followed and negative consequences when

rules are broken. There are newer perspectives on classroom management

that attempt to be holistic. One example is affirmation teaching, which

attempts to guide students toward success by helping them see how their

effort pays off in the classroom. It relies upon creating an environment where

students are successful as a result of their own efforts. By creating this type of

environment, students are much more likely to want to do well. Ideally, this

transforms a classroom into a community of well-behaved and self-directed

learners.

According to Dreikurs (2008), students have an increased sense of

belonging when they are included in the process of decision making in various

aspects of their day. This should include not only the making of rules but

consequences as well. He believes that when students aren’t involved in the

 11

decision making process, they will more than likely search for attention and

power in less desirable ways Dreikurs, (2008).

Donnelly (2007) indicated that one of the struggles for at-risk students

was learning how to function in a school environment with minimal

interruptions due to misbehaving. Donnelly contended that some at- risk

students were low academic achievers who exhibited low self-esteem. As a

result, at- risk students became more problematic as they lagged behind other

students relative to academic achievement.

Management was defined as the actions taken to create an environment

where learning and success are possible. One of the first aspects related to

the learning environment is the physical environment. argue that, "Every

activity is shaped by the physical environment" .(Savage,2010).

Classroom management training preventative measures are excellent

professional development training topics. A preventative measure

emphasized through professional development and that teachers can employ

in their classrooms is to incorporate social-skills training and violence-

prevention curriculums such as Second Step and Promoting Positive Thinking

(NASR ,2001)`

According to Santrock (2006) teacher must be ready to attend to

students’ individual learning needs. For this the teacher can actively monitor

the teaching learning process by creating an engaging environment. Hence,

teachers can actively monitor students by watching them closely, giving

feedback to correct undesirable behaviors and to praise for good behaviors.

Jones (2000) elaborates that the use of communication pattern is an

important variable in classroom management. The communication which

 12

takes place between students and teacher determines the degree of

achievements of the students. Teachers who give clear instructions for

assignments and responds to students’ questions actually understand the

needs of students. Thus communication in a clear language enhances

students understating of the concepts.

Of all the variables, classroom management has the largest effect on

student achievement. This makes intuitive sense-students cannot learn in a

chaotic, poorly managed classroom. It is very important that there is a balance

between teacher actions that provide clear consequences for unacceptable

behavior and teacher actions that recognize and reward acceptable behavior.

Research has shown that the quality of teacher-student relationships is

the keystone for all other aspects of classroom management. Further,

research has shown that teachers who had high-quality relationships with

their students had fewer discipline problems and rule violations than those

who did not have high-quality relationships.

 13

Chapter 3

METHODOLOGY

This chapter presents the research design, research locale, the respondents

and sampling design, the research instrument, the research procedure and

the statistical tool of the study.

Research Design

This study will use descriptive survey to determine the classroom

management practices of elementary teachers of Ramon Magsaysay

Memorial Colleges.

According to Calmorin and Calmorin(2010) descriptive survey is a

design which is appropriate to a study where there are respondents and if one

is interested to know the extent of which different conditions and situations are

obtained. Descriptive survey was done through a questionnaire.

Research Locale
The study will be conducted at The Basic Education Program of Ramon

Magsaysay Memorial Colleges during the school year 2018 - 2019. This is a

privately owned non-sectarian educational institution located at Amando

Fenequito ST. General Santos City.RMMC is first and the only Higher
 14

Education Institution (HEI) in Region 12 with the most number of PACUCOA

Accredited Programmes and this school is also known for its academic

Excellence in South-Central Mindanao. This School has been receiving the

people since 1960.This institution unleash the potential of its students by

providing affordable holistic education.

The Ramon Magsaysay Memorial Colleges is committed to innovate

and propagate quality instruction, development, and community extension by

mobilizing and maximizing internal and external resources establishing strong

sectorial industry linkages and upholding diverse culture geared towards

developing competent and responsive citizens. It is also committed to fully

realizing individual potentials by offering holistic education while instilling the

highest Filipino ideals based on spiritual values , philanthropic, leadership and

service aimed towards building sustainable development.

Respondents of the Study

The respondents of this study will be the Elementary teachers of

Ramon Magsaysay Memorial Colleges Basic Education Program . They will

be chosen through the purposive sampling method.

Research Instrument

In order to get the data for this study the researcher prepared a

Questionnaire. It is about the Classroom management practices of the

Elementary Teachers of Ramon Magsaysay Memorial Colleges

Research Procedure

First, the researcher will ask permission from the principal of the Basic

Education Program of Ramon Magsaysay Memorial Colleges, Mrs.Nora Fe o.

 15

Velasco, MA to conduct her research study with their elementary teachers.

Second, preparing the research instrument, the researcher will prepare the

instrument with the guidance of her adviser which will answer the needed data

in their study. Third, after the researcher got the permission from the school

head, she will coordinate with the School’s guidance counselor, Fourth, the

researcher will ask the teachers to answer the questionnaire, Fifth, collecting

the instrument, the researcher will collect the answer sheet from the teachers

right after the administration of the instrument. Last is, evaluating, the

collection of data followed and interpretations of results were done by the

researcher with the help of the researcher’s adviser and statistician.

Statistical Treatment/Tools

To analyze the gathered data of this study, the researcher will utilized

frequency distribution and weighted average mean and percentage. A Likert

scale will be use to find the common classroom management practices of

Elementary Teachers of Ramon Magsaysay Memorial Colleges,and their

perceptions.
 16

REFERENCE

Babkie, A. M. (2006). 20 ways to be proactive in managing classroom

behavior.
Intervention inSchool & Clinic, 41(3), 184–187.
Baker and west rup, A. (200o). Be proactive in managing classroom behavior.
Intervention in School and Clinic, 41(3), 184-187.
Calmorin and Calmorin (2010) Research Method And Thesis Writing.
Dreikurs (2015). "Teachers as Leaders: The Impact Of Adler-Dreikurs
Classroom Management Techniques on Students' Perceptions Of The
Classroom Environmentand On Academic Achievement". Journal
Donnelly (2007). What to look for in a classroom. Educational Leadership, 54,
54–55.
Denton (2014). The effect of classroom management skills of elementary
school teacher son undesirable discipline behavior of students. Procedia
Social and Behavioral Sciences, 1, 1215-1225.
Jones (2000) Problems Faced by Teachers in Classroom.

Melissa Kelly, Updated March 08, 2012 Five Important Classroom Procedures

Manning and Buncher . (2001). Reflections of pre-service teachers’

throughout their teaching
practicum: What has been good? What has gone wrong? What has
changed? (Unpublished Master’s Thesis).
NASR. (2001). "Success strategies of inner-city
teachers: A year-long study". Journal of Educational Research. 69 (8):
283–289.
Rose and gallup. (20003,2004). Effective classroom control. London: Hodder
& Stoughton.
Robert J. Marzano and Jana S. Marzano Repurposed from an article
Educational Leadership; September 2003 V.61 Pg. 6-13.
Rooney (2006). Pepper Accelerated
Development, 1998 - Education - 353 pages The learning gap : why our
schools are failing and what we can learn from Japanese and Chinese
education / Harold W. Stevenson,. James W. Stigler. P. cm.
Stevenson and Stingler (2003). Hearts and minds. Educational Leadership,
61(1), 14–18.wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks,
Amanda,Science and
Children, v49 n9 p60-64 Jul 2012 Managing Your Classroom for Success.
 17

Smart, J. B., &Igo, L. B. (2010). A grounded theory of behavior management

strategy selection, implementation, and perceived effectiveness reported
by first-year elementary teachers. Elementary School Journal, 110(4),
567–584.
Soheili, Fariba; Alizadeh, Hamid; Murphy, Jason M.; Bajestani, HosseinSalimi;
Ferguson, Eva Dreikurs (2015). "Teachers As Leaders: The Impact Of
Adler-Dreikurs Classroom Management Techniques On Students'
Perceptions Of The Classroom Environment And On Academic
Achievement". Journal of Individual Psychology. Academic Search
Complete. 71 (4): 440–461.
Savage & Savage (2010) argue that, "Every activity is shaped by the physical
environment" (p. 66).

Tan ( 2003). Transcript of A

Comparison of Current Trends in Classroom Management. A Comparison
of Current Trends in Classroom Management Adlerian-Dreikursian.
 18

Appendix A

LETTER OF PERMISSION

Republic of Philippines
RAMON MAGSAYSAY MEMORIAL
COLLEGES
Pioneer Avenue, General Santos City
COLLEGE OF TEACHER EDUCATION

Nora Fe o. Velasco, MA
Principal of basic Education Program
Ramon Magsaysay Memorial Colleges

Dear Ma’am:

Greetings of Peace and Good Day!

I am conducting a research study entitled “CLASSROOM MANAGEMENT

PRACTICES OF ELEMENTARY TEACHERS OF RAMON MAGSAYSAY
MEMORIAL COLLEGES” in partial fulfillment of the request in Method of
Research in Bachelor in Elementary School.

In this connection, may I request permission from your good office to allow me
to conduct the study to the elementary teachers in your school.

Rest assured that whatever data will be gathered from this study will be
treated with utmost confidentiality.

I am looking forward that this request will merit your kind approval.

Thank you very much and more power.

Very truly yours,

Noted by:
 19

JEZELLE L. TEVES HELEN P. MONTECLARO , MA

Researcher Adviser

Appendix B

LETTER TO THE RESPONDENTS

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
COLLEGE OF TEACHER EDUCATION

Dear Sir/Ma’am:

Greetings of Peace!

The undersigned is presently working on her research study entitled

“CLASSROOM MANAGEMENT PRACTICES OF ELEMENTARY
TEACHERS OF RAMON MAGSAYSAY MEMORIAL COLLEGE”. In partial
fulfillment of the requirements for the degree of Bachelor of Elementary
Education at Ramon Magsaysay Memorial Colleges.

Being one of the chosen respondents, I would like to ask your favor and
cooperation by answering the attached questionnaire. Rest assured that all
information from you shall be kept confidential.

I am hoping for your sincere and honest answers. Any contribution from
you will be treasured for the accomplishment of my research.

Thank you very much.

Respectfully yours,

JEZELLE L. TEVES
Researcher

Noted by:

HELEN P. MONTECLARO , MA
 20

Adviser

Appendix C

LETTER TO THE VALIDATORS

RAMON MAGSAYSAY MEMORIAL

COLLEGES
Pioneer Avenue General Santos City
Tel No. (083)-552-3348 Fax No. (083) 301-
1927
www.rmmc.edu.ph

Sir /Ma’am:
Greetings of Peace!

The undersigned is presently writing a thesis entitled “Level of Classroom

Management Practices of Elementary Teachers of Ramon Magsaysay
Memorial Colleges l” for the academic year 2018-209.

In line with this, the researcher is humbly requesting for your expertise to
validate my survey questionnaire considering the appropriateness of the
content.

Your positive response will greatly help on making the study successful.

Thank you and more power.

Respectfully Yours,

JEZELLE L. TEVES
Researcher

Noted By:
 21

HELEN P. MONTECLARO , MA
Adviser
Appendix D

Republic of the Philippines

Ramon Magsaysay Memorial Colleges
Pioneer Avenue, General Santos City
Tel. No. (083) 552-3348 Fax No. (083)
301-1927
www.rmmcmain.edu.ph

VALIDATION RATING SHEET OF EXPERT VALIDATORS

For Validator: Please check the appropriate box for your rating.

Point Equivalent: 5- Excellent 3-Good 1-Poor

4- Very Good 2- Fair
Criteria 5 4 3 2 1
Clarity of directions and items. The vocabulary
level, language structure and conceptual level of
respondents. The test directions and item are in clear
and understandable manner.
Presentation/Organization of Items. The items are
presented and organized in logical manner.
Suitability of Items. The manner of items
appropriately represented the substance of the
research. The questions are designed to determine
the conditions, knowledge, perception, and attitudes
that are supposed to be measured.
Adequateness of items per category. The items
represent the coverage of the research and equality.
The number of questions per area is respectively
enough of the question needed of the research.
Attainment of the purpose. The instrument as a
whole fulfils the objectives of which was conducted
Each item questions require only specific answer of
measures only behaviour and no aspect of the
questionnaire suggest bias of the researcher.
Scale and Evaluation rating system. Scale adapted
is appropriate for items
 22

Name and Signature of the Evaluator

Appendix E

RAMON MAGSAYSAY MEMORIAL COLLEGES

General Santos City, Philippines
Teacher Education Program

Name: _____________________________________________
Instruction: The List below are statements which are designed to determine
the classroom management Commonly practiced by the Elementary
Teachers. Check (/) the box that corresponds to your best answer which
reflects your rating using the legend below.
Scale Description Interpretation
5 Always Classroom Management is practice Everyday
4 Very often Classroom Management is practice Every other
day
3 Often Classroom Management is practice Three times a
week
2 Sometimes Classroom Management is practice Twice a
week
1 Rare Classroom Management is practice Once a week

5 4 3 2 1

1. I immediately tell students the correct answer

when they cannot figure out by themselves.

2. I give students feedback if they did positive

or negative behavior.
3. I keep the class interested.
 23

4. I give consequences for not following the

rules.
5. I develop routines and procedures from the
beginning and end of the class.
6. Whenever a student chooses to behave
appropriately , I immediately recognize and
reinforce that behavior.
7. I follow through consequences and not play
favorites, be biased or inconsistent.
8. I give feed back and corrections

9. I arrange students desks in a manner that it

is like support learning center.
10. I place waste basket nearby.

11. There is Flexible seating arrangement.

12. I have signal to get my students immediate

behavior
13. I create the right classroom climate.

14. I assign and manage work assignments.

15. I always prepare my pupils the instructions.

 24

JEZELLE L. TEVES
Purok Del Pilar, Kipalbig, Tampakan South Cotabto
E-mail: jezelleteves12@yahoo.com
Mobile #: 09307531798

PERSONAL BACKGROUND

Age : 20
Birthdate : August 12, 1998
Birthplace : Tampakan South Cotabato
Religion : Roman Catholic
Nationality : Filipino
Father’s Name : Henry F. Teves
Mother’s Name : Elizabeth L. Teves

EDUCATIONAL ATTAINMENT

Tertiary : Ramon Magsaysay Memorial Colleges

Bachelor of Elementary Education
Pioneer Avenue, General Santos City
2015-present
Secondary : Tampakan National High School
Tampakan South Cotabato
2011-2015
Elementary : Tampakan Central Elementary School
Tampakan South Cotabato
2007-2011