thesis about classroom management in the philippines

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Jerry B Tolentino An Associate Professor at the Faculty of Teacher Development, particularly in Mathematics Unit, PNU (Philippine Normal University) North Luzon, Philippines. Philippines

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Classroom Management Approach Preferences of Culturally Diverse Mathematics Learners

ABSTRACT: Classroom management is considered as one of the most important aspects of teaching and a serious concern for teachers. Indigenous and non-indigenous students learn in different manner and need to manage differently. This diversity in learning styles calls for a variety of approaches to classroom management. This study is anchored with the seven primary classroom management approaches: Assertive, Business-Academic, Behavioral-Modification, Group Managerial, Group Guidance, Acceptance, and Success. This is a descriptive correlational research. There were five of R. Likert (1932)-scale questions that correspond in each approach needed to be rated by the freshmen students in State University, who are enrolled in their Mathematics class. H. Cramer (1946) of V was used to determine the association of the most preferred classroom management preferences among indigenous and non-indigenous Mathematics learner. The most preferred Classroom Management Approach of indigenous student is the Business-Academic approach, while the non-indigenous student is the Success approach. The results will help create a positive classroom climate for effective teaching and learning process for better understating in Mathematics appropriate to the indigenous and non-indigenous learners in Mathematics.

KEY WORDS: Indigenous Student; Non-Indigenous Student; Mathematics Learners; Classroom Management Approaches.

About the Author :   Prof. Jerry B. Tolentino, M.A. is an Associate Professor at the Faculty of Teacher Development, particularly in Mathematics Unit, PNU (Philippine Normal University) North Luzon, Philippines. For academic interests, the Author is able to be contacted via e-mail address at: [email protected]

Suggested Citation: Tolentino, Jerry B. (2020). “Classroom Management Approach Preferences of Culturally Diverse Mathematics Learners” in HONAI : International Journal for Education al, Social, Political & Cultural Studies , Volume 3(1), May, pp.27-44. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, with ISSN 2621-1653 (print) and ISSN 2621-3621 (online).

A rticle Timeline : Accepted (February 5, 2020); Revised (March 17, 2020); and Published (May 30, 2020).

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Classroom Management Practices of Teachers

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.

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Being a teacher who always must handle a class of different people, it is no question that they have to maintain the responsibility of bringing peace and prosperity among the students. Hence, this research proposal aims to study the effects and how big a difference a teacher’s use of different classroom strategies can make when it comes to a student’s learning experience, giving conclusion to whether their current strategies are favorable and suitable for their class. It wishes to address the issues of a possible domino effect of mishandled conduct, such as teachers who may have an underdevelopment with their lack of knowledge in terms of classroom management when it comes to their profession. It strives to answer how teachers choose the appropriate course of action in handling various types of situations within the classroom and the involvement of the usage of imperative discipline whenever a lesson is in order, as well as showing any similarities or patterns amongst the answers from the survey to be administered by the researchers.

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This classroom management study of nine teacher participants at three public junior high schools in Muaro Jambi Regency aimed to investigate participant teachers’ implementation, efforts and hindering factors of effective classroom management. A qualitative case study approach was employed to gather the data of the study. Data were collected through interviews by using purposive sampling technique in selecting study participants. The findings showed that the effectiveness of classroom management was measured by the standards set by the teacher and student participation. Effective classroom management is achieved if two substantive elements of behavioral management and environmental management are carried out properly. The efforts made by the teachers included the use of verbal and non-verbal language, building personal relationships with students, developing relationships through social media, and changing class layouts. Furthermore, Physical environmental conditions, socio-emotiona...

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Effects of Teacher Classroom Management on Academic Behavior of Selected Grade 12 General Academic Strand Students in Bestlink College of the Philippines

• Lady Rey Anne Gabriel
• Ma. Luisa Mae Francisco
• Peachy Pajara
• Jhon Mark Valdemar
• Patrick John Canoy
• Geovannie Bernales

Classroom management refers to the variety of skills and techniques that teachers use to keep the students organized, orderly, focused, attentive, on-task, and academically productive during a class. The major aim of this study was to determine the effects of teacher classroom management on the academic behavior of the selected Grade 12 General Academic Strand students in Bestlink College of the Philippines, S.Y. 2019–2020 in terms of the physical arrangement and discipline. Based on the findings of the study, the following recommendations can be proposed to improve the teacher’s classroom management. The study used a quantitative-descriptive method research design that will elaborate on the recommendations to be considered for the implementation of effective classroom management. Purposive sampling was utilized to choose 50 General Academic Strand students. The results of this study showed that the classroom management of a teacher affected the academic behavior of students in terms of the physical arrangement and discipline. In terms of the physical arrangement, male respondents had a composite weighted mean of 3.65, and female respondents got a composite weighted of 3.97, in which both respondents had a verbal interpretation of strongly agree. In terms of discipline, male respondents got the composite weighted mean of 4, while female respondents got a composite weighted mean of 3.97, both of which had the verbal interpretation of strongly agreed. Male respondents had an overall average weighted mean of 3.82, and female respondents had an overall weighted mean of 3.97, both of which had the verbal interpretation of strongly agree. Based on the findings of the study and the conclusion drawn, the following recommendations were forwarded: conduct a parallel study to ascertain the implementation of the classroom management of the teacher to the selected Grade 12 General Academic Strand student of Bestlink College of the Philippines. Another group of respondents was involved to confirm the veracity of the results of this study, conduct another study utilizing another area of concern (i.e., teacher’s strategies), and identify the personality type and learning style of each student to fit the approach that they would have implementing rules for the class to follow.

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