Beruflich Dokumente
Kultur Dokumente
Marvie C. Millapre
State College, Sorsogon City 4700 Philippines
Abstract
Effective classroom management is a requirement to attain effective education. This study determined
the classroom management practices of teachers along rules and procedures, disciplinary interventions, teacher-
student relationships and mental set in Biriran National High School Juban, Sorsogon, school year 2015-2016.
The descriptive survey method of research was used in this research. Survey questionnaire was formulated to
gather the needed data from 89 public secondary school teachers in Juban District. This study determined that
most teachers have institutionalized practices in directing their students guided by the use of various sets of
rules and procedures, disciplinary interventions, teacher-student relationships inside the classroom. Teachers
practice and see the importance of laying down clear classroom rules and discipline and they practice being
friendly, optimistic and open-minded to ease the burden of classroom management. This study also revealed
that there were classroom management problems met such as inattentiveness, disobeyed rules and procedures
and uncontrolled behavior of student’s despite of the clear consequences. This study recommended that the
Department of Education should conduct trainings or seminar-workshop along classroom management to
enhance the expertise or capabilities of the teachers in utilizing the various strategies and teachers must utilize
appropriate strategies and design activities that will engage students in a task so that disruptive behavior will
be minimized.
INTRODUCTION
learning can happen. This goal can be achieved through the help
education.
classroom, the daily schedule and routines and the social and
learning is possible.
to teach and students most likely learn much less than they
management.
rules inside classrooms so that the students may see and follow
them.
dedication and commitment, the end result was a school that was
meaningful feedback.
effectively.
teachers.
At the local setting, there were several studies conducted
classroom discipline.
his behavior and keep them on the right track of his scholastic
Bogṅa Integrated School for the school year 2014-2015. The study
for discussions. They were all found relevant since they focused
TABLE 1
The Respondents
point Likert scale. And, part III comprised the problems met by
their answers.
TABLE 2A
Indicators F %
1. Provide set of rules at the beginning of 89 100
classes.
2. Involve students in the design of rules and 85 96
procedures.
3. Post systematic class rules, routines and 84 94
procedures in a manner easy to see, read and
understand.
4. Organize the physical layout of the classroom. 86 97
5. Apply consequences for lack of adherence to 85 96
rules and procedures.
by the teacher for the day. With these, teachers and students
are well guided of rules that will be a great help in achieving
classroom goals.
(Ostrosky, 2008).
learning methods.
rule, and possible rewards for following the rules. These were
done because they kept the class run smoothly and that they had
obey the rules which they had set. Students will be reminded of
classroom. These were because some stated the rules verbally and
inside classrooms so that the students may see and follow them.
TABLE 2B
Indicators f %
1. Use clear classroom discipline. 89 100
2. Praise students for desirable behavior and 88 99
things accomplished.
3. Assign special and/or additional task for 71 80
students who misbehave during class
discussions.
4. Pause lecture until disruption ceases. 83 93
5. Call parent’s attention for the students’ 85 96
misbehavior.
with the student by the adviser, for the second offense: report
that all students were able to improve their own behavior. They
approach.
students felt that they belong to the class and they were
that moral punishment, rewards, praise and blame create room for
got 96%. This implied that most teachers informed the parents of
child.
Some teachers seldom or never informed the parents of the
bullying or retaliation.
being silent for few minutes, students reflect why their teacher
did not talk. In this case, students keep silent too and
and the like. On the other hand, doing this leads the students
TABLE 2C
Indicators f %
1. Portray a friendly and positive attitude. 89 100
2. Make eye contact with each student during 86 97
discussions.
3. Plan lessons that allow students to work in 87 94
preferred learning styles and intelligences.
4. Establish clear learning goals-use rubrics 83 93
frequently.
5. Provide school materials for the needy 86 97
students.
of the students and made them feel that they were loved. This
then, students readily accept the rules and procedures and the
message. Looking into the eyes of the students may tell the
because they had the apple of their eyes. Atta and Ayaz (2014),
classroom.
were generous and willing to give what they have just to support
and help the students who were incapable of supporting their own
in school activities.
obtained 93%. This meant that not all teachers stated the
do. They also have a clear picture of the end goal of the
TABLE 2D
heads. These helped them feel better and focused on the things
and Zapp (2009) said that teacher burnout has a negative impact
themselves from the problems because they have to face them and
give solutions. Patterson (1997) says that it is important that
great help for them if there are complaints. They had proofs to
that 4% of the teachers did not keep notes due to lack of time.
They would rather make lesson plan and visual aids than to have
TABLE 3A
4.66 weighted mean. This meant that all teachers provided rules
respective areas.
needs. It makes all students feel safe and comfortable and that
4.26 weighted mean. This implied that the rules posted were the
behavior.
must explain what they want from their students so that students
sure that students are aware of the rules and the consequences
TABLE 3B
highly practiced.
This finding meant that teachers have established specific
meetings with the parents are important to address not only for
the students.
support.
TABLE 3C
his or her students, the more likely they will be able to help
may occur when teachers make eye contact with the students
because in their eyes they can see what they need and if they
giving grades.
the needy students had the lowest weighted mean of 4.20 and
TABLE 3D
problems encountered.
someone who can listen to their problems and ask for advice.
at the end of the day had the lowest weighted mean of 3.07 but
day of challenges.
practiced to ensure that they are really doing the best for
teaching.
TABLE 4
Sum of Final
Problems Encountered
Ranks Rank
1. Students ignore teachers’ instructions, orders 380 4
and/ or suggestions.
2. Students are restless due to overcrowded 474 5
classrooms.
3. Student ridicules teachers. 634 8
4. Students are inattentive. 277 1
5. Students disobey classroom rules and 345 2
procedures.
6. Students’ behaviors remain uncontrollable 369 3
despite of the clear consequences.
7. The set of class officers are not doing their 562 6
respective jobs to assist the teacher.
8. Teacher and students have insufficient time of 639 9
communication and interaction during the class.
9. Teachers are impulsive in giving decisions 568 7
related to classroom management.
10. Teacher fails to provide measures for some 667 10
expected behavior of the students.
At present, students use cellphone and other electronic
lesson and when the teachers fail to motivate them that may
stimuli.
when they are bored. They cannot simply control themselves and
courage to break the rule. It also tells that the youth of today
mostly tend to do things which are against the rules which may
teachers have the full control. They go over the set of rules
watching movies and playing games from their phones. They do not
mind teachers’ orders due to their laziness and they are brave
to ignore their teachers’ instructions because of peer
influence.
cannot move freely and they are affected by others when they
behavior.
The sixth problem was that the set of class officers are
may always believe in whatever they say. They should always look
class. One hour would not be enough to talk and discuss the
(2015) showed that the main reasons for the conflict between
institution; and (4) set clear and purposive goals and direction
Set a unified Faculty meetings and School Year Round Unified rules
school-wide planning head, and procedures
classroom rules and Teachers are posted on
Rules and procedures walls easy to
Procedures see, read and
understand.
Students are
Develop student’s Seminar-workshop on Teachers Year Round provided with
handbook on rules classroom management individual copy
and procedures of student’s
handbook.
Develop and promote Focus group Teachers Year Round Students are
appropriate discussions and obedient and
disciplinary faculty meetings disciplined.
Intervention to
ensure positive
behavior of the
Disciplinary students
Interventions
Improve one’s Seminar-Workshop on Teachers Year Round Appropriate
strategies to gain Classroom Management classroom
desirable strategies management
behavioral results strategies are
of the students used to solve
specific
problems met in
the classroom.
Set clear and Designing a personnel School Year round Sense of self-
purposive goals and development plan Head and management is
direction for self teachers developed.
and others
Mental Set
Innovate new ideas Training workshop on Teachers As Teachers used
and processes to creating virtual and Required innovative
manage the interactive classroom teaching
classroom well strategies.
management problems.
References
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