NORTHERN QUEZON COLLEGE, INC.

Brgy. Comon, Infanta, Quezon

Graduate School-Master of Arts in Educational Management

NAME: AMERIZA T. CRISOSTOMO

SUBJECT: MS 102 – ADMINISTRATION AND SUPERVISION OF SCHOOLS
INSTRUCTOR: HERBERT D. PEREZ, PhD.

DATE: May 05, 2023

Reaction Paper #4:

The suggested article for reading gives an outline of the development of classroom management
knowledge and perspectives. To sum it all up, classroom management is not only about rules or
punishments but also knowing and understanding the students’ needs and behaviors, which will serve as the
teacher’s basis for classroom management. After reading the article, I discovered that I was totally in
agreement.

One of the primary concerns of teachers and school administrators worldwide has always been
classroom management. Consistently, it is one of the topics included during LAC session and INSET of
teachers in our school. I believe this is because there is no such thing as "best" classroom management.
Students vary; hence teachers vary in how they manage their classrooms. (Dela Fuente, 2021). From “eco
systemic perspective” of De Jong, I strongly agree that “one size fits all” approach is ineffective knowing
the different backgrounds of the students that need various approach. Regarding this, one of the difficulties
I am facing as a teacher is managing a class of more than 40 different students. I constantly struggle with
how to address the requirements of the quick, average, and slow learners in my class. According to the
study of Graham (2017), the teaching process will be unsuccessful if the teachers are unable to control and
manage their students using various strategies. The same goes with the school head; if he or she failed to
address the uniqueness of his or her subordinates, the success and smoothness of the school operation
would be elusive. In the recent times, we can see how teachers and school administrators manage students
and their subordinates. Now, instead of being an authoritarian in the classroom, the teacher should adopt a
welcoming demeanor and strive to avoid using strict, condescending, and paternal attitudes. In addition,
Positive Discipline in Everyday Teaching (PDET) was created to help teachers apply positive discipline
approach in classroom management against corporal punishment. In my opinion, it has both positive and
negative effects. Although it has good intention in protecting the child, however we can see clearly how
students’ behavior and discipline changed. I think students today are too spoiled and pampered which
resulted to unwanted and disruptive behaviors. Therefore, teachers and school administrators need to
double the action in dealing with the students. Moreover, the students need to be encouraged to share
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 NORTHERN QUEZON COLLEGE, INC.
Brgy. Comon, Infanta, Quezon
Graduate School-Master of Arts in Educational Management

knowledge, attitudes, experiences, happiness, and help on another without coercion (Benlahcene et al.,
2020). In the study of Marzano et.al (20013), teachers who are able to establish strong bonds with their
students perform better academically and have fewer behavioral issues in the classroom.

To conclude, classroom management is really an essential skill that teacher must possess. Aspiring
school administrators must become an effective classroom manager first to become an effective school
leader. In fact, we can measure teacher’s effectiveness through his/her classroom management. In order to
become one, I believe it is a must to read and study different classroom management techniques since there
is no such thing as best classroom management. It is a matter of wearing the shoes of our learners to fully
learn and understand their needs.

Dela Fuente, J. A. (2021). Contributing factors to the performance of pre-service physical science teachers in
the Licensure Examination for Teachers (LET) in the Philippines. Journal of Educational Research in
Developing Areas, 2(2), 141-152. https://doi.org/10.47434/JEREDA.2.2.2021.141

Graham LJ. Student compliance will not mean ‘all teachers can teach’: a critical analysis of the
rationale for ‘no excuses’ discipline. International Journal of Inclusive Education. 2017;41:1–15.
[Google Scholar]

Yuan X, Che L. How to deal with student misbehavior in the classroom? Journal of Educational and
Developmental Psychology. 2016;2(1):143. [Google Scholar] [Ref list]

Benlahcene, A., Lashari, S. A., Lashari, T. A., Shehzad, M. W., & Deli, W. (2020). Exploring the
Perception of Students Using Student-Centered Learning Approach in a Malaysian Public University.
International Journal of Higher Education, 9(1), 204-217.

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