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GOD-FEARING RECIPROCATING COMMITTING TO EXCELLENCE 1
CHAPTER I
INTRODUCTION AND ITS BACKGROUND
This chapter is include the introduction, background of the student, theoretical
framework, conceptual framework, statement of the problem, Hypothesis, scope and
delimitation, significant of the student and definition of terms.
Classroom management, behavior, and strategies for elementary teachers have been a
long-standing focus in the field of education. The ability of a teacher to effectively manage
a classroom has a significant impact on the learning outcomes of the students. This is
especially true for elementary teachers who are tasked with laying the foundation for the
students' future learning experiences (Jones, 2019.
Elementary teachers are often faced with the challenge of managing a diverse group of
students, each with their unique learning styles, behaviors, and needs. This makes
classroom management a complex task that requires a deep understanding of child behavior
and effective teaching strategies (Everson & Worsham, 2018).
In recent years, there has been a shift in focus from traditional behavior management
strategies, such as rewards and punishments, to more holistic approaches that promote
positive behavior and foster a conducive learning environment. These strategies include
modeling ideal behavior, creating a structured yet flexible learning environment, and
building positive relationships with students (Bailey, 2018).

However, the effectiveness of these strategies is often influenced by various external
factors, such as the socio-cultural context, the availability of resources, and the teachers'
beliefs and attitudes towards teaching and learning (Wong, 2019).
As we navigate the "new normal" brought about by the COVID-19 pandemic, there is a
need to revisit and reevaluate these strategies in the context of online learning. The shift to
online learning has posed new challenges for elementary teachers in terms of classroom
management and student behavior. It has also highlighted the need for adaptive strategies
that cater to the changing learning environment (Gautam,2020).
This study aims to explore the adaptive methods and adaptability level of elementary
teachers during online classes. Drawing from McLoughlin and Priyadarshini's (2021) eight
dimensions of adaptive performance, the study will examine how elementary teachers deal
with uncertain or unpredictable work situations, handle emergencies or crisis situations,
solve problems creatively, handle work stress, demonstrate training and learning effort,
cultural adaptability, interpersonal adaptability, and physical adaptability.
The findings of this study will contribute to the existing body of knowledge on classroom
management, behavior, and strategies for elementary teachers. It will also provide insights
into the adaptive strategies that are effective in the context of online learning, thereby
informing policy and practice in the field of education.
1.1. Introduction
In any educational system, the classroom serves as a critical environment where
learning, interaction and personal growth occur. Central to this setting is the teacher, whose
role is to give knowledge as well as managing the student's behavior. The classroom
management techniques that educators use have an important impact on how well their
students behave, participate and eventually succeed academically. According to Nosey
2012, it is observed that students’ behavioral problems are constant threats to their learning
environment. Maintaining classroom management structures to be one of the universal
problems faced by teachers. Making the classroom a welcoming, pleasant and enjoyable
place to learn is the teacher's responsibilities.
During the course of any school day, teachers make many rapid decisions based on the
behavior of their students. Good and Brophy (2018) spent decades observing teachers in
their classrooms. They found that teachers are more accurate observers when they have a
method for labeling and analyzing classroom behavior. Applying conceptual labels brings
teachers' reactions to a conscious level and facilitates their accuracy in reporting their
students' behaviors. Exploring the assessment of classroom teachers in student behavior and
classroom management strategies invites reflection on the timeless wisdom of renowned
philosophers who have pondered the essence of education and human behavior. As Plato
famously stated, "The direction in which education starts a man will determine his future
life" (Plato, The Republic). This profound insight underscores the critical role of educators
in shaping the character and destiny of their students.

This research aims to contribute to this body of knowledge by assessing the role of
classroom teachers in student behavior and the effectiveness of various classroom
management strategies.
Improvement of meaningful understanding of scientific concepts has long
been a central goal of science education. In realizing this goal, learners must be
actively engaged in meaningful learning, must seek to relate new concepts to prior
knowledge, and must use their new conceptual understanding to explain experiences
they encounter. They should be able to explicitly put the information they grasp and
translate this to meaningful learning. Thus, science educators need to come up with
multifaceted strategies and approaches in order to meet this goal.
Parallel to the global call of improving the quality of performance of the
Filipino learners and graduates, the Department of Education redesigned a curriculum
that builds up the concepts in a holistic way. The 2010 Secondary Education
Curriculum has the objective to empower the Filipino learners with lifelong learning
and helps them attain functional literacy through manifestation of the 21 st Century
skills such as problem solving and communication skills.
1.2. Theoretical Framework

The famous researcher William Glasser has broadly treated the concept of
individual behavior. The theory elaborated by him is known
otherwise as Reality Theory.
According to him, acting and behaving in a particular manner in a given situation,
assessing the positive and negative sides of that attitude is fundamental and
considerably influences the behaviour of each of us.” (Glasser, W. “Reality Therapy,
n.d.) Connecting this theory with the assessment of teachers in students behaviour,
more precisely with the classroom management, it is to be mentioned that teachers
need to encourage pupils to assess and judge their behavioural reflections in order to
be able to distinguish
acceptable behaviours from unacceptable ones.
For example, those pupils, who reflect aggressive reactions in the classroom, they
often damage classroom materials, cause conflicts among their peers, etc. Motivation
and encouragement of this group of pupils in judging and reflecting over the negative
and positive aspects of their attitudes offers them the possibility of making the right
choices. Therefore, encouraging pupils to think in this way, by criticizing their wrong
actions and stimulating or rewarding their proper behaviors whenever they occur, can
undoubtedly help in minimizing problems or troubles in the classroom triggered by
pupils themselves. Besides William Glasser’s research on the topic, it is to be
emphasized that studies conducted by Abraham Maslow too on individual’s needs
have significantly contributed upon the teaching process as well as the classroom
management too.
Individual’s Needs Hierarchy consisting of needs ranked according to their
importance (starting from biological or physical needs up to self-actualization), and
the fulfilment of these needs highly influences pupils’ behaviours. The more fulfilled
or completed these needs are, the lower will problems be for the teachers and pupils
during the teaching process; the easier will the prevention and elimination of
improper behaviours be; and the easier will the achievement of a well-managed
classroom during the teaching process in the classroom.
The first category of the above needs’ hierarchy diagram, biological and
physiological needs which constitute the bottom of the pyramid, are crucial since
their fulfilment is fundamental not only inside the school environment but even
outside it. The fulfilment of pupils’ biological needs can be explained through pupils’
feeding need during the 20-minute break after the third hour finishes. When the
fulfilment of this need fails, which biologically guarantees the well-functioning of
their physical body, pupils are not likely to be concentrated during the teaching
process, consequently there is a higher probability that they cause improper behaviors
for the teachers and their peers.
The second category of the needs’ hierarchy consists of safety and security needs.
Inside the classroom pupils need to feel secure, and not frightened or threatened.
Teachers by realizing a well-managed classroom, they can offer pupils security and
safety. The more fulfilled these two basic needs are, the fewer will disciplinary
problems for both teachers and pupils.
People are human species, consequently they require warmth, closeness, and
love in order to feel good in a particular environment. When pupils feel their
teacher’s care and attention, it means they have fulfilled the next hierarchical need of
the pyramid, that of love and belonging. When the first three hierarchical needs of the
pyramid are realized, the fourth one that of self-esteem may become dominant or
obvious in pupils’ character. Pupils will believe in themselves, they will believe in
their skills and abilities, serving as an encouragement for further achievements in
their life. The opposite is likely to happen when their self-esteem is low, they are
going to experience an inferiority feeling, they are going to feel weak, worthless, etc.,
influencing negatively in their attitudes versus their peers.
Finally, at the top of Maslow’s pyramid stands self-actualization need, which
naturally comes as a result of the realisation of the other needs of this hierarchy.
Hence, Maslow reinforces the necessity of fulfilling these individual’s needs, since
they directly and undoubtedly influence the individual behaviour of each of

us.Strategies used by the teachers in reducing pupils’ problematic behaviours in the
classroom
As mentioned above, the factors that lead to the occurrence of pupils’ problematic
behaviours are numerous. What needs to be highlighted is that teachers need to take
into consideration a variety of elements before deciding upon the application of a
specific strategy that would encourage the reduction of undesirable behaviors. It is
essential that they consider pupils’ age, their background, their family, financial
situation of their families, parents and friends’ educational background, pupil’s
individual temperament, etc. All these elements together seem to frame what is
known in Applied Linguistics as “the context”, whose role is essential when it comes
to the selection of the appropriate strategy in tackling improper behaviors.But what
kind of strategies do teachers apply in order to reduce the problematic reactions of the
pupils?
How effective are these strategies in avoiding them and creating a favorable climate?
in the classroom?
Does the same strategy work in the same way with the same age groups?
Is there an immediate positive reaction after the implementation of a particular
strategy?
These and many other questions come naturally when it comes to the selection and
application of various techniques which can be used aiming at reducing problematic
reactions of the pupils. Teachers/ educators have the power to change the situation in
the classroom in their favour, avoiding the use of physical or verbal punishment,
considered to be one of the most traditional behavioral control techniques. It is to be
emphasised that, verbally or physically punished pupils do have the tendency to
respond rudely / impolitely not only versus their peers but also versus their parents
and teachers. Instead of punishments teachers may encourage discussions and
cooperation as a positive manner in increasing teacher-pupil partnership.
Observations have shown that when educators use this strategy with the most
problematic group ages, such as the 7th, 8th , and 9th grade, the results have been
promising.
The above-mentioned list of factors influencing the frequency of improper
behaviors, also includes the school factor, which incorporates the establishment of
clear instructions and rules that pupils need to follow. Sometimes, not compiling and
presenting clear instructions to the pupils by the teachers or the school leadership can
trigger various behavioral problems in the school or classroom environment. The
clearer the school or classroom regulation is for the pupils, the lower will the
frequency of improper behaviors reflected during the teaching process be Teachers’
interviews have shown that an efficient way concerning this element is also setting
and using Classroom Contracts/ Regulations, besides overall school ones which
consist of general basic rules pupils have to obey or respect inside the
educational institution.
Managing pupils’ failures by helping them increase their self-confidence
constitutes a positive way in avoiding undesirable behaviors too. Classroom diversity
implies not only diverse pupils’ backgrounds but also diversity in their learning
skills/abilities. In cases when teachers apply differentiated instruction, they take into
consideration the abilities and skills of each pupil, encouraging each of them.
Otherwise pupils’ failures, as well as the non-appropriate selection of techniques by
the teachers might become a reason for encouraging instead of reducing these types
of attitudes in the classroom.
In spite of the above-mentioned strategies, there exist other techniques which can
be implemented by teachers in order to avoid or reduce undesirable attitudes inside
the school environment such as: continuous participation and motivation of pupils,
assessment of pupils’ achievements even when they are not frequent, increasing
cooperation between teachers and parents, encouraging positive social behaviors
inside the classroom environment, etc.
In the broad range of such strategies, teachers can select the most appropriate ones
for their pupils, considering different elements such as the ones mentioned above.
What is essential is the selection of a particular strategy whose result would be
positive and effective during the teaching process.

1.3. Conceptual Framework
The conceptual framework of the study focuses on measuring the assessment of
classroom teachers and student’s behavior based on classroom management in
selected Elementary school in Caloocan City. The demographic profile of the
responded were include the age, sex, length of service rank and educational
attainment. These serve as the background information about the subject.

The survey questionnaire was the process used in which included the responded
observation towards the classroom management and student’s behavior. Thus, the
personal information, educational assessment and like scale are the following content
of the survey questionnaires.
Therefore, this study results in understanding the classroom management and
student’s behavior. Thus, this can generate a basic teaching strategy which they can
use as a guide to teach the students.
1.4. Statement of the Problem
The study aims to Investigate the Assessment of classroom teachers in student
behavior in selected Elementary school in Caloocan City based on classroom
management strategies.
Specifically, it sought to answer the following questions:
1. Profile of the respondents
-age
-sex
-Length of service
-Rank
2. How does the respondent Create a Positive Learning Classroom
Environment?
2.1 Consistency
2.2 Respect
2.3 Harmonious Atmosphere
2.4 Sense of Family
2.5 Culture of Learning:
2.6 Positive Interactions
2.6.1 How does the teacher encourage teamwork and collaboration among
students?
2.6.2 How does the teacher celebrate students' achievements and successes?
2.6.3 How does the teacher model positive communication and interpersonal
skills?
2.7 Nurturing Feedback

2.7.1 How does the teacher provide constructive feedback focused on student
growth?
2.7.2 How does the teacher encourage students to give and receive feedback?
2.7.3 How does the teacher support students in overcoming challenges and
setbacks?
3. How does the respondent Assess their classroom management in terms
of their;
3.1 Authoritarian
3.2 Authoritative
3.3 Permissive
3.4 Indulgent
4. How does the respondent assess their learners in problematic behavior
in terms of;
4.1 Health Problem
4.1.1 What methods does the respondent use to spot health issues?
4.1.2 How does the respondent involve healthcare professionals in
assessment?
4.1.3 How does the respondent collaborate with parents regarding health
concerns?
4.2 Personal or Family Problem
4.2.1 How does the respondent observe and document such behavior?
4.2.2 How does the respondent communicate sensitively about personal or
family issues?
4.2.3 How does the respondent collaborate with support services for these
issues?
4.3 Adjusted Development Issues
4.3.1 What methods does the respondent use for developmental screening?
4.3.2 How does the respondent develop individualized education plans for
learners with adjusted development issues?
4.3.3 How does the respondent monitor progress and adjust interventions for
these learners?
5.How does the respondent asses the behavior and classroom
management in terms of the following.
5.1 Preventive Intervention

5.1.1 Do you believe that implementing clear expectations and rules
proactively helps in maintaining classroom order?
5.1.2 Do you agree that establishing positive relationships with students
contributes to preventing disruptive behavior?
5.1.3 Do you think that implementing engaging and varied instructional
strategies helps prevent student misbehavior?
5.1.4 Do you believe that consistently enforcing consequences for
misbehavior aids in preventing further disruptions?
5.1.5 Do you agree that fostering a supportive and inclusive classroom
environment reduces the likelihood of behavioral issues?
5.2 Remedial Intervention
5.2.1 Do you believe that addressing misbehavior promptly and consistently
helps in maintaining classroom control?
5.2.2 Do you agree that providing individualized support and guidance to
students with behavioral challenges is effective?
5.2.3 Do you think that involving parents/guardians in addressing behavioral
issues helps in implementing effective solutions?

5.2.4 Do you believe that offering alternatives to punitive measures helps in
correcting behavior and preventing recurrence?
5.2.5 Do you agree that regularly reflecting on classroom management
strategies and adjusting is essential for addressing ongoing behavioral issues?
6. Is there significant difference between the problematic behavior of the
learner behavior and classroom management of the learner.
1.5. Hypothesis
There is a significant relationship between the profile of respondents and 21st
Century teacher about the Classroom Management, behavior and strategies of
a teacher There is a significant difference between Classroom Management,
behavior and strategies of a teacher.
1.6. Scope and Delimitation of the Study
The study has its limitations. It will be confined to selected elementary
schools in Caloocan City and may not represent the situation in other cities or
countries. The study will rely on teachers' self-reported data, which might be
influenced by personal biases. It will not consider other factors that may
affect student behavior, such as family background or personal circumstances.
Lastly, the study may not fully capture the complexity of classroom dynamics
and the multifaceted nature of student behavior.

1.7. Significance of the Study
This study aims to know the perceptions of the classroom management,
behavior and strategies of a teacher in the class. selected elementary schools
in Caloocan City. Thus, the findings of the study will be beneficial to the
following:
1. Students. The study will provide insights into effective classroom
management strategies that can create a positive and conducive learning
environment for students. Students will benefit from improved behavior
management techniques implemented by teachers, leading to a more
engaging and productive learning experience.
2. Teachers. The findings will help teachers gain a better understanding of their
own classroom management practices and how they can be improved.
Teachers can learn from successful strategies employed by their peers,
leading to enhanced teaching effectiveness and student engagement. The
study will provide valuable information and recommendations for
professional development opportunities focused on classroom management.
3. Researchers. This study will help them to explore more knowledge and
strategies about the topic and enhance their Classroom management skills in
doing this research.
4. Future Researchers. This will be beneficial in future Researchers to use this
study as a source of useful information to conduct related research.

1.7. Definition of Terms
The study has its limitations. It will be confined to selected elementary
schools in Caloocan City and may not represent the situation in other cities or
countries. The study will rely on teachers' self-reported data, which might be
influenced by personal biases. It will not consider other factors that may affect
student behavior, such as family background or personal circumstances.
Lastly, the study may not fully capture the complexity of classroom dynamics
and the multifaceted nature of student behavior.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter indicates local literature, foreign literature, local studies and
foreign studies that the ideas relevant to the present subject relating to the other
studies and is briefly discussed to provide the foundation of the proposed system.
Foreign Studies
According to Averill F. Obee (2022) Professional Development Targeting
Classroom Management and Behavioral Support Skills in Early Childhood
Settings. Early childhood educators are expected to provide the children in
their centers high-quality care and preparation for later school success. At the
same time, nearly a third of children enter early care and education settings
displaying challenging behaviors, which in turn impacts educators’ stress
levels and wellbeing. It is then unsurprising that classroom management and
providing behavioral supports are consistently identified as areas where
educators require further training upon entering the workforce. The purpose of
this study is to conduct a systematic review of the empirical literature on
professional development (PD) approaches targeting these areas for early
childhood professionals. Forty-two studies were identified as meeting
inclusion criteria and were coded for strategies targeted, the context and
characteristics of the PD series, and the research design and outcomes
utilized. Findings revealed that studies were highly variable in terms of
targeted strategies, format of administration, training dose, research design,
educator and child samples, and reporting practices. The majority of studies
were conducted with educators from Head Start and public preschools and
utilized research staff in the administration of the PD approaches. This
indicates a need for more high-quality empirical evidence on PD approaches
that cater to the larger early childhood workforce and centers’ needs.
Implications for researchers and early childhood mental health professionals
and administrators are discussed. Early childhood educators are balancing a
range of challenging responsibilities throughout the workday: providing
learning experiences to children, responding to and comforting children,
taking care of children’s health and hygiene, curriculum planning, preforming
administrative tasks, communicating with caregivers, and more. These
educators are not only expected to keep 3–5-year-old children safe, but also
to be inclusive and prepare all children t o be successful when they enter
kindergarten. Additionally, they are expected to accomplish these goals when
the overall workforce is less well-paid, has fewer years of formal education,
and fewer opportunities for professional development (PD) compared to
educators working in elementary grades. In the face of all of these factors and
demands, early educators’ well-being is negatively affected, which then
impacts the quality of the education and care they provide. Data from a
nationally representative sample of Head Start teachers indicated that one in
three teachers experience some depression over the course of the school
year, with up to 70% of some samples experiencing subclinical levels of
depression Educators who are not happy are more likely to leave their jobs,
which partially explains why about a third of early childhood educators quit
within a year. Unfortunately, work-related stress has only increased since the
beginning of the COVID-19 pandemic. Educators’ well-being has major
implications for the children in their care. Educators experiencing high levels
of stress are more likely to have classrooms with lower emotional climates
and higher levels of exclusionary discipline practices, such as expulsion and
suspension. Overall, preschool children experience expulsion at higher rates
than children in any K-12 grade, and Black boys receive far more
suspensions than their female and White peers. The concerning and
disproportionate rates of exclusionary discipline practices may be attributed to
educators' levels of stress when they do not have the tools to manage
challenging behaviors in their program and implicit bias, where educators are
more likely to expect Black children and particularly Black boys to display
challenging behaviors. Early childhood educators’ stress levels have been
consistently connected to the level of challenging behaviors present in their
classroom. Behavior challenges are common for children enrolled in early
care and education programs, who are new to the classroom environment
and need to learn how to function in this setting, such as sharing toys or
supplies with other children and following instructions from adults. These
children are also going through a period of social–emotional development
where they are learning how to identify and manage their emotions and
interact with their peers. On top of this, 14–30% of children entering early
care and education programs are exhibiting problematic, challenging
behaviors, many of which are disruptive in the classroom. Because of this,
classroom management and implementing positive behavioral supports are
consistently identified as areas in which early childhood educators need

additional training after they have begun working in a classroom setting.
However, many early childhoods educators report that they do not have
access to high-quality PD opportunities that meet their and their classroom’s
needs.
According to Alexander Wettstein (2021) Class- and subject teachers’ self-
efficacy and emotional stability and students’ perceptions of the teacher–
student relationship, classroom management, and classroom disruptions.
Teacher self-efficacy and emotional stability are considered crucial resources
for coping with classroom demands. They examined how class and subject
teachers’ self-efficacy beliefs and emotional stability are related to teachers'
and students' perceptions of the teacher–student relationship, classroom
management, and classroom disruptions. In a sample of eighty-two swiss
German 5th and 6th grade classes, 1290 students, their class teacher (N =
82), and a selected subject teacher (N = 82) filled out a questionnaire
assessing classroom disruptions, teacher–student relationships, and
classroom management. In a first step, we conducted t-tests on whether class
teachers and subject teachers differ in their self-efficacy beliefs and emotional
stability. In a second step, we explored by correlation analyses the relations
between teacher self-efficacy in classroom management and emotional
stability and the teachers’ and students’ perceptions of classroom disruptions,
teacher–student relationships, and classroom management. In a third step,
we examined by stepwise multiple regression analyses to what extent

psychological variables predict teacher perceptions after controlling for
students’ ratings, representing rather “objective” classroom features. In class
teachers, high self-rated emotional stability and self-efficacy are associated
with a more positive appraisal of teachers–student relationships and
classroom management skills (compared with student ratings). By contrast, in
subject teachers, high self-efficacy beliefs are associated with a more
favorable perception of classroom disruptions, teacher–student relationships,
and classroom management, from both the teachers' and students'
perspectives. The results of the present study show a distinctive pattern for
class teachers and subject teachers. In class teachers, high self-rated
emotional stability and self-efficacy are associated with a more positive
evaluation (compared to student ratings) of the teacher–student relationship
and classroom management skills but not teacher perceptions of student
misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are
associated with more favorable perceptions of classroom characteristics, both
from the teachers' and students' perspectives.
According to Nathan A. Stevenson (2020) A Commentary on the
Misalignment of Teacher Education and the Need for Classroom Behavior
Management Skills. Teachers’ skill in fostering students’ engagement and
limiting disruptive behavior is important for maintaining a safe, productive, and
effective learning environment. Yet, teachers lacking specific training in
classroom and behavior management continue to report high levels of stress

and are more likely to leave the profession (Ingersoll, Merrill, et al., Seven
trends: Despite wide agreement from experts about the importance of
developing classroom and behavior management skills, many teacher training
programs do not require specified coursework or experiences to develop this
skill set for teacher licensure or degree completion. In this article, we describe
what we observe to be a disconnect between current requirements of teacher
preparation programs, and the nature of adequate teacher training to
appropriately manage and support student behavior. We argue that this
disconnect currently contributes to a host of problematic outcomes
observable in schools, including teacher attrition, racial disproportionality in
discipline actions, and an overreliance on punitive and ineffective behavior
support practices. We end our discussion with additional recommendations
for improving teacher training and ensuring systems alignment. The term
classroom management conjures a range of meanings. Here, we define
classroom management as the set of skills, practices, and strategies teachers
use to maintain productive and prosocial behaviors that enable effective
instruction in whole-class or small group settings. As simply state, “Skillful
classroom management makes good intellectual work possible” (p. 327). This
definition is generally consistent with the way classroom management has
been conceptualized in contemporary education research. More specifically,
key components of classroom management include establishing behavioral
expectations (e.g., positively stated rules), explicit teaching, practice, and

reinforcement of classroom routines and procedures, and instructive
responses to behavioral problems that reduce the likelihood of future behavior
problems have outlined five critical features of evidence-based classroom
management practices: (a) maximize structure in your classroom, (b) post,
teach, monitor, review, and reinforce a small number of positively stated
expectations, (c) actively engage students in observable ways, (d) establish a
continuum of strategies to acknowledge appropriate behavior, and (e)
establish a continuum of strategies to respond to inappropriate behavior.
More than a decade ago, Oliver and Reschly conducted an analysis of
teacher preparation programs to determine the extent to which universities
require classroom management coursework as a degree requirement. Of the
participating institutions only 27% offered a course focused on classroom
management skills. The remaining institutions included classroom
management content, “dispersed within various courses or had courses
specific to individual behavior management interventions”. Among the full
sample, less than half included content on establishing a structured
classroom environment, providing active supervision, increasing student
engagement, establishing school-wide behavioral expectations, and or
developing classroom routines. Reviewed course offerings in classroom
management, and voluntarily submitted course materials from teacher
preparation programs. Only 65% of these materials demonstrated evidence of
teaching evidence-based content. Though the majority of teacher education

programs responding to a survey reported that they did offer instruction in
classroom management strategies, such as establishing rules and creating
positive climates, fewer programs reported inclusion of evidence-based
classroom management strategies, such as specific strategies to increase
appropriate behavior and decrease inappropriate behavior. Freeman et al.’s
findings, as well as those from a similar study by Flower indicate that many
pre-service teachers do not receive important content necessary for the
success of students and teachers. It is important here to note that
descriptions of evidence-based practices may differ widely across
researchers and agencies. We use the term ‘evidence-based’ here to refer to
those practices that have been shown to be effective by credible research
that classroom management strategies that are taught in pre-service educator
preparation programs should exhibit the traits of evidence-based, or credibly
researched and vetted practices.
According to Barbara Larrivee (2018) Strategies for Effective Classroom
Management. To be effective, the classroom teacher needs to conceptualize
classroom management from a perspective that integrates managerial
concerns with concern for student personal growth and development. This
broadened concept of classroom management puts the teacher in the role of
providing a learning environment in which students are assisted in expanding
both their cognitive awareness and their behavioral response repertoire by

developing problem solving strategies, adaptive skills, and student autonomy.
This concept of classroom management goes beyond organizational tasks
and behavior control to include consideration of individual student
characteristics, curriculum appropriateness, and performance expectations. In
order to provide the necessary framework for effective classroom
management, several conditions are integral: A stimulating and supportive
learning environment. An atmosphere in which teacher expectations are
reasonable. A class structure which provides opportunities for all students to
experience success. This section includes setting reasonable and ethical
expectations, establishing procedures and task structures which facilitate
meaningful learning, and key principles for effective classroom management
that support a productive teaching and learning environment. Alternatives for
Handling Behavior- There are four options available to the teacher for
handling behavior in the classroom. The alternatives are permitting, tolerating,
interfering, and preventive planning. Permitting: Bchavior which the teacher
chooses to allow. Tolerating: Behavior the teacher decides to tolerate though
not necessarily approve Interfering: Behavior which the teacher needs to
curtail. Preventive Planning: Proactive process involving developing
classroom procedures which prevent problems from occurring. Managing
Surface Behavior- Some overt student behavior needs to be curtailed
immediately, without regard to underlying causes or motives. Intervention
techniques for use as on-the-spot, immediate reactions to student behavior

are referred to as surface management techniques. They are meant to be
short-term, surface-level strategies appropriate for student behavior which
warrants immediate intervention. They are used spontaneously as problems
or disruptions arise. Twelve surface management intervention techniques to
be used as specific situations occurring in the classroom are described.
According to Dr Barry S. Parsonson (2018) Evidence-based Classroom
Behaviour Management Strategies. This was a range of evidence-based
strategies for application by teachers to reduce disruptive and challenging
behaviors in their classrooms. These include a number of antecedent
strategies intended to help minimize the emergence of problematic
behaviors and a range of those which provide positive consequences for
appropriate student behaviors. Also included is information on teacher
feedback and a review of strategies for enhancing teacher-student
relationships. The approaches covered by the paper are consistent with
those of the Ministry of Education’s Positive Behaviour for Learning (PB4L)
initiatives. Behavior problems in a classroom increase the stress levels for
both the teacher and pupils, disrupt the flow of lessons and conflict with
both learning objectives and the processes of learning. They also change
the classroom dynamic as the focus of attention shifts from the academic
tasks at hand to the distractions provided by disruptive behaviors.
Typically, one or two pupils are identifiable as ‘problems’, sometimes they

act in ways that compound management difficulties by inciting each other
and, possibly, others in the class into disruptive activities. The usual
response to problematic behavior is to identify the child(ren) involved as
‘the problem’, to focus on them as a source of ‘trouble’ and to devise
strategies specifically to deal with their inappropriate behavior. Strategies
to manage or change behavior in schools can involve school-wide,
classroom based or individual child-focused interventions: the focus of this
paper is on classroom-based interventions derived from Applied Behaviour
Analysis, Over the past 44 years the application of ABA to classroom
behavior Weaving educational threads. Weaving educational practice. 17
management has demonstrated the efficacy of a wide variety of
interventions which involve the use of both antecedent and contingency
management strategies which can be used by classroom teachers to
create positive and functional learning environments which minimize
disruptive behaviors and reward engagement and achievement. Several of
these effective strategies are outlined below.
According to Regina M. Oliver (2018) Effective Classroom Management:
Teacher Preparation and Professional Development. The ability of teachers to
organize classrooms and manage the behavior of their students is critical to
achieving positive educational outcomes. Although sound behavior
management does not guarantee effective instruction, it establishes the

environmental context that makes good instruction possible. Reciprocally,
highly effective instruction reduces, but does not eliminate, classroom
behavior problems. Disruptive behavior is a particular problem in classrooms
of economically disadvantaged students. Thus, the ability of teachers to
prevent or address disruptive behavior becomes especially important in the
context of the No Child Left 2001 and the Individuals with Disabilities
Education Improvement Act. These federal laws place a high priority on
improving results for students with historically low achievement (e.g.,
economically disadvantaged students) and students with disabilities. In
addition, these laws embrace the following: teacher quality as a critical factor
affecting student achievement; the amelioration of learning and behavioral
disorders; and broad educational outcomes for students, such as high school
completion and participation in postsecondary education and careers. The
inability of teachers to effectively manage classroom behavior often
contributes to the low achievement of at-risk students and to their excessive
referrals for special education. These effects are exacerbated by the current
pattern of teacher distribution, which reveals a disproportionate assignment of
less qualified and less experienced teachers to classrooms with economically
disadvantaged children. Thus, many of the least capable teachers begin their
careers teaching the most challenging students-with the predictable result
being low student achievement.

According to Julia Combest (2021) Classroom Management and its
Effects on Student Behavior. The purpose of this study was to bring
awareness to the use of highly effective classroom management strategies
amongst Early Childhood Education classrooms. In this study, qualitative
research was conducted by interviewing a variety of teachers in grades Pre-
Kindergarten-3rd at one elementary school in Northeast Tennessee. More
specifically, the study asked for their personal opinions and experiences on
specific classroom management approaches they use to manage student
behavior. The sample consisted of five Early Childhood Teacher; three first
grade teachers and two Kindergarten teachers. Data was analyzed using a
thematic content analysis method. Results revealed that the implementation
of classroom management strategies and procedures present a number of
thematic similarities within the range of teachers that were interviewed. Those
being, on/off task behavior, reinforcements and rewards, rules and
expectations, and a unified set of school-wide expectations. Overall, results
suggest that the implementation and use of classroom management
strategies in Early Childhood Education classrooms do have a positive and
lasting impact on student’s behavior. Classroom management is one of the
most critical components of teaching young children. Oftentimes, with the use
and implementation of evidence-based practices and strategies, it can make
the classroom run smooth and more efficiently starting on the first day of
school. In an article highlighting Social-Emotional Learning, the author states,

“Classroom management is not about controlling students or demanding
perfect behavior. Instead, effective management is about supporting students
to manage themselves throughout daily learning and activities.”. Of the
students that are defiant to such procedures, a teacher who has implemented
an evidence-based practice or strategy may have the means to be more
responsive in the situations and manage the behavior more effectively with
the use of said methods. In an article supporting the notion of Research-
Based Practices for Managing Students During Instruction, it states, “Rules
and expectations are designed to teach behaviors that will prevent predictable
errors and provide students with guidelines for managing their own behavior.”.
That being said, teachers will argue different approaches to classroom
management depending on what works best for their classroom, their
students, and their years of experience. The overarching purpose of creating
a learning environment that is conducive to following a classroom
management routine and procedure is to maximize student success, which in
turn, teaches young children self-regulation skills and expectations that
prepare them for future grades and life as a whole. According to the article,
Get Them Back on Track: Use of the Good Behavior Game Improve Student
Behavior, teachers and administrators can spend up to 50% of their time
addressing issues related to problem behavior, which can adversely affect
teaching and learning. In an article highlighting teacher vision and the
perspective between experienced and novice teachers and how they perceive
problematic classroom behavior, research shows, “The key issue behind
managing problematic classroom management may not be a strict question of
whether or not a teacher sees an event and has access to the requisite
relevant information, but more a matter of how they notice what they are
observing and recognizing what it means for teaching practice.”. When
looking at the range of teachers, it has been said that novice teachers tend to
feel overwhelmed by the complexity of a defiant situation quicker than a
teacher who has experienced far more scenarios. As the data continues to
progress, it’s evident that these types of interventions and strategies are only
enhancing students’ success and academic outcomes. Furthermore, “Daily
practice in education has changed rapidly. It is increasingly characterized by
student-centered approaches to learning as opposed to teacher-centered,
with a large emphasis on students' metacognitive skills and cooperative
learning.”. Consequently, given the rapid change in focus, when it comes to
choosing an effective classroom management strategy, novice teachers will
be quicker to try the “new” and “improved” method in hopes of overcoming
that overwhelming feeling as opposed to experienced teachers who are set in
their ways (H., Harms, T., De Boer, H., Van Kuijk, M., & Doolard, S. 2016).
Whether novice or experienced, who can determine which approach is best?
How can teachers determine which approaches are truly effective for
appropriately managing student behavior?

According to Muhammad Nisar (2020) Relationship between Classroom
Management and Students Academic Achievement. It is evident that teachers
who organize and manage the classroom properly will assist students’
learning. This study focuses on the association and connection between the
classes managing practices and activities used by secondary school teachers
and the students’ academic achievement. Correlational research design was
used for this study. A sample of 550 secondary school teachers was selected
conveniently from 50 government schools of district Kohat. A self-constructed
questionnaire based on a five-point rating scale was used for collection of
data. Mean, standard deviation and coefficient of correlation was used to
analyze the data. It was found that secondary school teachers used moderate
to high levels of classroom management practices. Managing physical
resources had the highest mean score while managing students’ behavior
and teaching methodology had the lowest mean score. Good relationship
between teacher’s practices and learner’s achievement was found as a vital
and basic element for the school's high academic scores. It was
recommended that secondary school teachers must be trained in classroom
management strategies to increase their capacities which may lead to ensure
students’ learning. It is observed that students’ behavioral problems are
constant threats to their learning environment. Numerous studies have
focused on the role of teachers in shaping effective education. It is generally
considered that the results of the learners at school level is mainly related to
the class practices of the related teachers with their students. Research
results showed that teaching could be only effective if the entire environment
for teaching would be made healthy and upgraded. Those schools where the
practices were superb but the management was weak were not producing
good academic results.
According to Chandra Ritu (2018) Classroom Management for Effective
Teaching. Teachers play a major role for effective class conduction. It is the
responsibility of the teacher to make his /her class interesting so that students
are keen to attend and participate in the class. Some of the teachers keep
complaining about the class which they teach. The problem is normally
related to student’s behavior and discipline. Such students miss out on
learning. They usually bunk or are irregular to class. They don’t even bother
to be present for the class. So many students today just don’t value their
education. If we suspend such students for bunking class they don’t seem to
care at all. Sitting at home doesn’t change their attitude. Maybe a fresh look
at the approach to Classroom management is required. But why we as a
teacher are losing our grip with the classes? This paper focuses on the
problems, reasons and suggestions for effective class management.
According to Lenida Lekli (2020) Pupil’s Individual Behavior and Its
Impact on Classroom Management. Lack of respect, disagreements, bullying,
use of indecent vocabulary, lesson abandonment, lack of motivation, etc.

constitute some of the most typical forms of undesirable behaviors reflected
by pupils which considerably influence not only the process of classroom
management but also the efficacy in the achievement of high results during
the teaching process. Problematic behaviors inside the school environment
are not a new, unprecedented phenomenon. However, it is to be highlighted
that the frequency of the occurrence of such behaviors, and their complexity
has been increasingly requiring attention over the last years by the
educational institutions. A great variety of social changes reflected in our
schools and families have dramatically decreased the efficacy of the
managing strategies implemented by the teachers during the teaching
process. In most of the cases, educators try to address and solve undesirable
instantaneous behaviors of the pupils, without reflecting over the reasons that
lead to such pupils’ reaction. Various social changes have influenced family
and school, these two important institutions, reducing in this way the efficacy
of the strategies implemented by teachers in achieving a successful
management of the classroom. This is the reason why conducting research
on individual’s behavior is being paid more attention recently, as a key
element but also as a possible strategy which would guarantee efficacy
during the lesson. The purpose of this research is pointing out and
highlighting some of the factors that cause problematic behaviors, the
theoretical approaches that treat person’s behavior and its influence, as well
as the discussion of strategies implemented by teachers in reducing

disruptive behaviors of the pupils. Considering pupils as unique individuals,
characterized by unique behavioral patterns requiring featured classroom
strategies could lead to classroom management success as well as higher
pupils’ school progress.
Local Studies
According to Jun Evangeline C. Miguel (2019) Influence of Teacher's work
conditions on classroom management practices. The study was conducted to
investigate teachers working conditions and classroom management
practices and determine how specific working conditions identified influence
classroom management practices. Leadership efforts to improve working
conditions were also explored. To address the research questions which
required the use of both quantitative and qualitative data, the mixed method
research design was utilized. The results of the study revealed that teachers
perceive their working conditions as poor in terms of workload, student
behavior, facilities and resources and class size. Majority of the teachers'
classroom management practices are characterized by aggression towards
students which is an indication of their poor perceptions. This has an
implication for school leaders to address working conditions that have the
most profound influence on teachers' classroom management practices.
Improving the status of these working conditions may enable principals to

effectively improve teachers' classroom management practices. The influence
of working conditions on different school outcomes such as teachers' internal
states, effectiveness, retention, and student achievement has been
extensively studied. However, less attention has been paid to the influence of
different aspects of teachers' working conditions on classroom management
practices. Therefore, the study investigated teachers' working conditions and
classroom management practices and determined how working conditions
identified influence their classroom management. Moreover, leadership efforts
to improve working conditions were explored. Specifically, the study
addressed the following questions: 1 What are the working conditions of
teachers in terms of the following domains 1.1 Workload; 1.2 Student
behavior, 1.3 School-wide management of student behavior, 1.4 Facilities and
resources; and 1.5 Leadership? 2. What are the classroom management
practices of teachers? 3. How do working conditions influence classroom
management practices? 4.What are leadership efforts to improve working
conditions? Majority of the teachers still use aggressive classroom
management strategies which is an indication of their poor perceptions of
working conditions in terms of student behavior problems, heavy workload,
poor facilities, and large class sizes. These working conditions were identified
by teachers as major factors influencing them to use aggressive discipline
strategies to deal with student misbehavior. Nevertheless, teachers are
cautious not to use corporal punishment in the form of inflicting physical pain
or discomfort on students mainly because of the DepEd Child Protection
Policy which prohibits teachers from using such kind of punishment. Due to
this policy, corporal punishment is almost non-existent in the public schools
which participated in this study. The study also reveals that teachers are
knowledgeable and creative when it comes to their classroom management
practices. Through supportive working conditions, teachers will reach their
highest potential and will achieve greater success for their students. There
are efforts made by the school heads to address teachers' concerns with
student behavior, workload, facilities and class size. However, leadership
efforts to improve these working conditions are hindered by factors such as
government policies and limited funds that are most of the time beyond the
control of the school head. As a result of these limitations, teachers perceive
their working conditions as poor which in turn influence them to use
aggression in classroom management.
According to Callang (2022), Teacher's competence can only be gauged
by using student achievement as seen on the performance. Considering how
important a teacher's competence is, he also warned that it is also alarming
that sometimes in any event, the least competent among applicants are given
reigns in the classroom particularly when the clientele is young. - He said that
this is dangerous practice, for it is a requirement that experienced teachers
should give chances to young children. Furthermore, he emphasized that for

a teacher to become competent, he must continually upgrade himself in terms
of knowledge, skills, values, and motivation to excel in one's area of
discipline. Capizzi suggested that a well-organized plan for classroom
management at the beginning of the year was critical for creating a serene
environment that is conducive to instruction and learning for all learners. It
was also stated that structured plans reduce the stress and anxiety that
teachers undergo during an uncontrolled environment. In turn, the structured
plans would support novice teachers in their attempts to keep a well-managed
classroom, as well as veteran teachers with underdeveloped management
strategies. The student-teacher's relationships are the most significant
component of classroom management and are crucial in creating an effective
community of learners. These relationships are manifested in all aspects of
classroom management from the choice of teaching methods to behavioral
management. teacher's relationship, For some children, the student- created
with managing behavioral issues which provides emotional security and a
model for future social interactions. The study of Ydia (2018) on the
classroom management practices and performance of pupils in the
Elementary schools in the Division of Cavite, has these findings, she found
out that almost all the variables used in classroom management practices are
being used teachers themselves to enhance the performance of the pupils.
She recommended and suggested that teachers should expose for more
seminars and workshops on different teaching strategies and techniques,

school administrators should motivate/ encourages teachers to be enrolled
and attend graduate studies to enhance their administration and supervisory
capabilities; principals consistently/constantly monitor and observe teachers
so that they can suggest the best techniques and strategies to meet the
needs of the learners in order to attain classroom management goals and
priorities; review the performance evaluation criteria giving more weight to
pupils/learners achievement level; the proposed action plan should be
submitted to the Division of Cavite for implementation in order to strengthen
their management capabilities, disseminated and discussed all concerned
information/purpose and to elicit feedbacks. Furthermore, he emphasized that
for a teacher to become competent, he must continually upgrade himself in
terms of knowledge, skills, values, and motivation to excel in one's area of
discipline. The study addressed the following questions: 1. The classroom
management practices of teachers were highly competent. 2. The
assessment of the respondent with regards to classroom management
practices has no significant difference. 3. The performance of the learners
for the school 2015-2016 with a mean performance score (MPS) of 63.42
which was interpreted as average. 4. There was a significant relationship
between the classroom management practices of teachers and performance
of the learners. 5.The problem has been identified and pinpointed that it could
be resolved if it is properly addressed by the school administrators. 6. The

develop action plan served as template for the school administrator to
improve the academic performance of the learners.
According to RICARTE M. CANDIA (2020) MANAGEMENT
CLASSROOM PRACTICES ACADEMIC PERFORMANCE OF LEARNERS
AND FOR GRADE 6: BASIS FOR A PROPOSED ACTION PLAN.The study
aims to assess the classroom management practices of the teachers and the
academic performance of the learners toward the development of the
proposed action plan. Specifically, it seeks to answer the following sub-
problems:
1.How do the school heads, teachers, and PTA officers assessed the
classroom management practices of public elementary school in terms
of. 1.1. Positive Discipline: 1.2. Democratic Technique; 1.3. Use and care
and facilities; of supplies, materials 1.4. Physical features of the classroom.
1.5. General Housekeeping; and 1.6. Human relations? 2. What is the
academic performance of the learners for the last three years? 3. Is there a
significant relationship between the practice’s management and the
academic performance of the learners? 4. Based on the finding, what action
plan may be proposed? 5. How acceptable is the proposed action plan?
Based from the findings of the study, the following conclusions were drawn:
1.. Enhance and improve the classroom management practice to develop a
conducive learning environment. 2. The academic performance of the

learner’s average for the last three years. 3. There a positive effect was
management practice of the teachers on the classroom to the academic
performance of the learners.
According to Ritu Chandra (2019) Management for Effective Teaching.
Teachers play a major role for effective class conduction. It is the
responsibility of the teacher to make his class interesting so that students are
keen to attend and participate in the class. Some of the teachers keep
complaining about the class which they teach. The problem is normally
related to students' behavior and discipline. Such students miss out on
learning. They usually bunk or are irregular to class. They don't even bother
to be present for the class. . So many students today just don't value their
education. If we suspend such students for a bunking class they don't seem
to care at all. Sitting at home doesn't change their attitude. Maybe a fresh look
at the approach to Classroom management is required. But why do we as a
teacher are losing our grip with the classes? This paper focuses on the
problems, reasons and suggestions for effective class management,
Keywords: classroom management, Discipline, With-it-ness, ripple effect. The
Role of a Teacher is not to grade a student and to control but the main role of
the teacher is to help every student reach the highest possible level of
achievement. The long-term goal of any classroom management program is
self-management. The procedures typically involve the use of PBS 'positive

reinforcement, negative reinforcement and time to time. interventions.
Effective classroom management must be aligned with instructional goals and
activities. Brophy noted that when teachers identify what a good student's
behavior looks like, they can work backwards from desired outcomes to
determine which management systems will be most effective. Arriving in class
and being in one's seat on time, being prepared for a lesson, paying attention,
volunteering information and responding to questions lead to effective class
control. Accepted behaviors may vary for different classrooms and unique
strategies may be adopted for different contexts and environments that
emerge in. classrooms.
According to Dennis G. Caballes, Beverly O. Palma (2018)
“STUDENTS’ MISBEHAVIOR AND BEHAVIORAL CLASSROOM
MANAGEMENT PRACTICES AS PERCEIVED BY STUDENTS AND
TEACHERS: BASIS FOR INTERVENTION PROGRAM”. The study
investigates the perceptions of grade seven students and teachers regarding
classroom misbehaviors and the corresponding management practices.
Utilizing a descriptive survey design, data was collected from 30 grade seven
students and 7 teachers at the Maranatha Christian Academy of Manila.
Analysis involved percentages, mean, and standard deviation. The identified
frequent misbehaviors included failure to submit assignments on time, verbal
aggression, foul language, inattentiveness, physical aggression, and bullying.

Among the classroom management practices, low-profile intervention and
assertive I-message exhibited lower dispersion. The study recommends the
implementation and evaluation of a proposed behavioral intervention program
for managing students' misbehavior. Based on the findings, it is concluded
that addressing misbehaviors, especially related to assignment submission
and verbal aggression, requires assertive classroom management. The
proposed intervention program is recommended for implementation, with a
call for further studies involving a larger respondent pool in diverse research
environments.
According to Ashton J. Kirkpatrick (2019) The Impact Student Behavior the
Impact Student Behavior has on Learning. This action research project was
conducted to determine if a child’s behavior can affect their learning,
especially in the area of early literacy. Information from FAST Bridge and the
documentation from the “Check In/Check Out” process was used to
determine if certain students using this process struggled in the area of
literacy. After analyzing the data, it was determined that this certain student
that was followed did struggle in the area of literacy and showed signs of
emotional and social concerns alongside their behaviors. After the “Check
In/Check Out process was implemented, the student showed academic
growth according to the FAST literacy screener. The Impact Student Behavior
has on Learning. It seems as if the expectations of what is expected of a

student in all grades have become way higher than ever before. Teachers
have noticed a shift in what they are expected to teach, and the standards of
each grade level reflect that. Kindergarten is often compared to the new first
grade by teachers and even parents. With the higher expectations,
conversations have been heightened on the subject of whether we are
pushing our students too much and possibly behaviors are occurring due to
those higher expectations. The researcher is curious about how a child’s
behavior may impact their learning, which seems to be just a loop of the
behaviors stemming from the student workload. A child’s behavior can be
completely different than the next child’s, so the researcher was wondering
how the screener and assessment scores look. The researcher has hada
different experience in a kindergarten classroom this year in the area of
behaviors. She wondered if a student’s behavior does affect how they test. If
a child’s test scores are low in a certain academic area, that could indicate
that their behavior during core instruction time is interfering with their learning.
There are many different ways that a teacher can manage the behaviors in
their classrooms. Students also react to these implementations differently,
and changes may need to be made. Each year a teacher’s classroom has
different behaviors from the previous years which means that their routines
and the way they teach different strategies may be changed. The overall goal
of any teacher and any school is to support a student academically and
socially and emotionally. A school or district usually has some type of positive
behavior implementation in place for their students and this system is the
support that teachers rely on. The wonderful thing about a specific support
system is that all staff and all students are aware of this system and everyone
knows the expectations. Most students, even in elementary school, are
expected to rotate or travel between different teachers and when students
know that all teachers expect the same thing, the success is higher. Teachers
use many different methods to manage their classrooms, including the
Positive Behavior Intervention System (PBIS). The consideration of
classroom management components and possible outside reasons for the
child’s behavior will be explored as well. Assessments and screeners are
typically the same from year to year, so they would be a great indicator of
how and if behaviors affect the child’s learning. Districts across the country
use different indicators and screeners on their students to analyze student
achievement. These screeners are simply a screener and give teachers the
opportunity to look at each student's successes and the growth they have
made. Data is a substantial part of a teacher's instruction and guides the way
a teacher's core instruction time may look. Teachers, administration,
instructional coaches, and many more take times to analyze each child’s data
to determine areas of need and areas of success. Formative Assessment
System for Teachers (FAST) Bridge is a screener that some may use to
collect literacy, math and social and emotional data on their students. This
screener is proven to save time for teachers, enable data-based decisions,

improve student outcomes, and best of all, it is easy to use. This screener will
determine if a child is below, on track or above benchmark in any given area
of literacy, math and social and emotional behaviors. This information is
analyzed by professionals and instruction decisions are usually made
because of this data. This screener does not tell a teacher if a child is being
bad or showing behaviors because of a certain something, but it can help
determine if a child is suffering in a certain area.
According to Ballena, John Allen (2019) A Synthesis of Studies Pertaining
to Building Conditions, Student Achievement, Student Behavior, and Student
Attitude. The relationships between building condition and student
achievement, student behavior, and student attitude were investigated by
reviewing research. A synthesis of research studies was completed. A matrix
was replicated from Remasters’ study that identified the researchers used in
each study. The matrix presented each author and the areas each author
researched. The first task was to determine if a substantial amount of
research was available from the time period. Current research through
journals, research reports, briefs, and theses and dissertations supported this.
The main research question examined if current relationships existed
between building conditions and student achievement, student behavior, and
student attitude by synthesizing several studies. The results of the studies
within this time period presented many new phenomena and also either
substantiated or refuted findings in the previous syntheses conducted by
Weinstein, McGuffey, and Remasters. Over one hundred pieces of literature
were reviewed that supported a preponderance of evidence, which
broadened the field of focus to include certain variables that affect student
achievement, student behavior, and student attitude. There were 54 studies
to be synthesized and included some independent variables presented in
Lemasters’ study, as well as the variables of lighting, acoustics, school age,
density, climate conditions, design features, teachers, attendance, attitudes,
miscellaneous studies, and building conditions.There were 35 dissertations
reviewed that involved the dependent and independent variables mentioned
above. Student academics, student perceptions and attitudes, and behavioral
statistics were analyzed within each study. Each analysis of studies included
the author of the study, the title of the document, the purpose of the study, the
sample population used in the study, the statistical methodology used, the
independent and dependent variables identified, and the findings and
conclusions. The studies were formatted in a matrix and identified the number
of studies in which the dependent variables of student achievement, student
attitude, and student behavior. The majority of all 54 studies involving building
conditions and independent variables, had a direct influence on student
achievement, student behavior, and student attitude. Newer, well maintained,
schools had a positive influence on the dependent variables, while older, less
cared for, and non-modernized schools had an adverse relationship to

student achievement, student behavior, and student attitude. The results of
the previous three syntheses, along with the results of the findings in this
study supported and indicated that building condition was directly related to
student achievement, student behavior, and student attitude.
According to Torio, Von Anthony G. (2018) Brain teaching in the
Philippines: Teaching strategy for addressing motivation and academic
performance. Whole Brain Teaching (WBT) is a brain-based teaching strategy
rooted on the concepts developed by Biffle and Hermann. This strategy treats
every child to have four brain areas that require close attention. The four brain
areas correspond to four learning activities to address the holistic need of an
individual. The four learning activities are: (1) lecture; (2) individual work; (3)
group work; and (4) practical display. The study aims to determine the effect
of the use of whole brain teaching on students’ learning gains and motivation.
Quasi-experimental research method was used in the study. The pretest-
posttest design without control group was specifically used to determine
learning gains. A set of six lessons were planned and delivered to two groups
of grades 10 Physics classes. Learning gain was measured by getting the
difference of pre- and posttests using a validated 40-item taken from released
international test items. Motivation results were gauged using a Physics
Motivation Questionnaire (Koballa & Glynn, ). The results revealed that the
two sections of Grade 10 science students had an average learning gain of

20%. It was further found that the students had average to high motivation
with intrinsic and extrinsic motivation in the top two of the six components of
motivation. The results revealed positive effects to academic performance
and motivation can be derived from the use of WBT as teaching strategy.
According to English Teachers (2021) Teaching Styles and Methods and
Students' Learning Styles and Strategies in Selected Secondary Schools In
The Division Of Puerto Princesa City, Philippines. The study determined the
correlation between teachers' teaching styles of the Junior High School
students' learning styles, strategies in English in the Division of Puerto
Princesa City. Data were obtained through the use of survey questionnaires.
Frequency, percentage, mean, Analysis of Variance and t-test were applied in
the treatment of data. Results of the study showed that directing was evident
and was the dominant teaching style among the English teachers while the
students considered delegating as the dominant teaching style evident among
their English teachers. As to the teaching method, both the teachers and the
students considered the student-centered method as the dominant teaching
method often utilized by the teachers in teaching English. The dominant area
was the psychological style in language learning while along learning
strategy, the students moderately agreed on affective strategy. The students
moderately agreed on the metacognitive, cognitive and social strategies in
language learning. Significant correlation existed between teachers' teaching

methods and students' learning strategies and their academic performance in
English. Significant differences existed on the students' assessments on their
environmental physiological and psychological styles in language learning
when they are grouped according to gender. When grouped according to
grade level, students' environmental, physiological styles in language learning
significantly differed. Significant differences also existed in the students' and
teachers' assessments of the teachers' teaching methods.
Foreign Literature
According to Katharina Sieberer-Nagler (2018) Effective Classroom-
Management & Positive Teaching. This article offers practical information for
primary teachers to become more knowledgeable, skilled and effective in their
work. Aspects of positive teaching and learning are explored. Innovative
methods for transforming common classroom management struggles into
opportunities for positive change and for changing negative behaviors into
positive interactions are explained. Classroom climate, expectations,
motivation, and methods for constructive reflection on mistakes are
investigated to support teachers in developing a positive learning
environment. It is possible that the most difficult aspect of teaching for many
beginning teachers is managing students’ behavior. The time a teacher has to
take to correct misbehavior caused by poor classroom management skills

results in a lower rate of academic engagement in the classroom. Effective
classroom management involves clear communication of behavioral and
academic expectations as well as a classroom environment conducive to
learning.
According to Howard P. Wills, PhD (2019) Improving Student Behavior in
Middle Schools: Results of a Classroom Management Intervention.
Transitioning from elementary to middle school is a time of particular
vulnerability for students with behavior problems. This study examined the
effects of class-wide function-related intervention teams (CW-FIT) in three
middle school classrooms to determine whether this multitiered intervention
could help teachers proactively manage student behavior. With a focus on
teaching classroom expectations, delivering behavior-specific praise, and
providing differential reinforcement within an interdependent group
contingency, CW-FIT is designed to teach functional replacement behaviors
that support students’ academic engagement. Intervention effects were
assessed with seventh- and eighth grade students from diverse backgrounds.
Results, evaluated using a single-subject withdrawal (ABAB) design,
indicated improved rates of on-task behavior at both class-wide and individual
student levels, with corresponding increases in teacher praise and decreases
in teacher reprimands. The positive way in which participants viewed CW-FIT
implementation and its accompanying effects on student behaviors was

consistent with earlier findings in elementary schools. Study limitations and
areas for future research are discussed. Middle school is a time of particular
vulnerability for students with problem behavior. Transition from elementary to
middle school brings the change from having one teacher to having six or
seven, with the related challenges of adapting to differential expectations.
Also, many students experience decreases in academic motivation and
achievement studied 99 students moving from elementary to middle school
and found increased psychological distress along with decreased academic
achievement. Furthermore, Harrison and colleagues found the most common
adolescent behavior problems reported by teachers included distractibility,
hyperactivity, and immature behaviors, which can lead to off-task behavior in
the classroom. With limited resources and training, many teachers rely on
reactive, punitive responses to classroom problem behaviors, resulting in 3.8
million school suspensions annually, dramatically higher in middle schools
(Owen, Wettach, & Hoffman,). School suspensions and expulsions
disproportionately. Clear classroom expectations are a cornerstone to
effective classroom management (Kehle, Bray, Theodore, Jenson, & Clark,
Sailor, Dunlap, Sugai, & Horner,). To design clear expectations for classroom
behaviors, teachers must identify both desired and undesired behaviors; as
they reinforce expectations, student engagement in desired behaviors will
increase (Epstein, Atkins, Cullinan, Kutash, & Weaver,). School-wide positive
behavioral interventions and supports (SWPBIS) applies a multitiered system

school wide to efficiently address the needs of all students. SWPBIS begins
by organizing the school environment for effective, efficient, and relevant use
of research-based behavioral interventions (Sugai & Horner,). Teaching clear
expectations is a first tier of support for all students, with behavior-specific
praise recommended for students who meet expectations (Teerlink,
Caldarella, Anderson, Richardson, & Guzman).
According to Paul R. Burden (2019) Classroom Management Creating a
Successful K-12 Learning Community. Classroom management highlights the
importance of having positive teacher-student relationships in promoting appropriate
student behavior (Elias & Schwab,); Hoy & Weinstein, R. J. Marzano, B. B. Gaddy,
M. C. Foseid, M. P. Foseid, & J. S.Marzano,). Building caring relationships between
teachers and students is necessary for several rea-sons. First, when students sense
that a teacher cares for them, they see the teacher as more cred-able and as an ally
rather than a foe. This increases motivation to follow directions, adhere to rules, and
put effort into classroom activities and academics (Elias & Schwab,). To address the
issue of teacher-student relationships, this section begins with a discussion about
how to communicate caring and support in the classroom. Then, adjusting based on
your students is addressed. Next, the issue of selecting appropriate levels of
dominance and cooperation is explored when developing teacher-student
relationships and maintaining appropriate student behavior. Communicating Caring
and support in the classroom. Then, adjusting based on your students is addressed.
Next, the issue of selecting appropriate levels of dominance and cooperation is

explored when developing teacher-student relationships and maintaining appropriate
student behavior. Vary the type of involvement when considering the students'
learning and cognitive styles. Information about multiple intelligences and brain hemi
sphericity can be used to plan various types of student involvement. Gardner (1985)
believes that all people have multiple intelligences. He identified seven independent
intelligences-linguistic, musical, logical-mathematical, spatial, bodily kinesthetic,
interpersonal, and intrapersonal. To address the various intelligences of your
students, plan for some activities that involve movement, student discussion,
outlining, charting, organizing, and so on. A number of good sources are available
offering suggestions for ways to incorporate the multiple intelligences into your
teaching (e.g., Campbell, Campbell, & Dickinson,; Chapman, Fogarty,Lazear,).
Sandee Graham McClowry Temperament -based elementary classroom
management. Classrooms are fast-paced environments with multiple interactions
occurring simul- taneously among the students, and between teachers and their
students. During the course of any school day, teachers make many rapid decisions
based on the behavior of their students. Good and Brophy spent decades observing
teachers in their classrooms. They found that teachers are more accurate observers
when they have a method for labeling and analyzing classroom behavior. Applying
conceptual labels brings teachers' reactions to a conscious level and facilitates their
accuracy in reporting their students' behaviors. When observations are unified into
an organized system with conceptual labels, it is called a theory. One advantage to
using a theory to explain a behavioral phenomenon is that it predicts patterns that

are likely to occur. For example, a well-developed classroom management theory
will explain and predict student behavior and, thereby, assist teachers in responding
more effectively to their students and prevent disruptive behavior from occurring.
Temperament theory lends itself to supporting classroom management. Many
teachers and practitioners in other fields, as well as parents, find understanding child
temperament appealing because it systematically formalizes the behavioral
response patterns they observe among children. A number of temperament
frameworks have been elucidated that inform teachers how to use temperament-
based strategies that are insightful, responsive, and effective. The most frequently
discussed theoretical framework for temperament-based intervention is the
Goodness of Fit Model that was first introduced by Chess and Thomas, who are
credited with being pioneers in the temperament field. Chess and Thomas
maintained that a child's adjustment depends on whether there is goodness of fit,
which is the match of the child's temperament to the demands, expectations, and
opportunities of the environment. When goodness of fit occurs, positive development
is anticipated. On the other hand, when there is a mismatch or "poor- ness of fit"
between the child's temperament and the environment, behavior problems are likely
to develop. To achieve goodness of fit, teachers and parents are encouraged to
adjust the environment to the temperament of a child.
According to C.M. Charles Gail W. Senter (2005) Elementary Classroom
Management. Disruptive behavior in the classroom is any behavior that interferes

with productive beauty learn interferes with temple points it as ingsness (1) internet’s
still ehanching of learning, (2) theater 19) oversteps society a typical clafouti, ethical,
or legal behavior Fedo noted that deceptive behavior loses about one half of theirs e
Feed lo students' disruptive behavior. Such behavior is not always that they nothing
more those long descending out of moving trout the nem the per eruptions, even
those considered benign, lower achievement and often dan peran De Consider the
following: 1. Regarding students' right to learn: Students who make irresponsible
choices dimpt learning for themselves and others, which in turn leads to lowered
academic achievement.
2.Regarding teachers' right to teach: Disruptive behavior interferes with the
teacher's basic right to teach, which also affects student learning and
produces mouch teacher frustration. 3. Regarding wasted time: Teachers
dealing with classroom disruptions lose enormous amounts of time that would
and should be devoted to instruction-the 50 percent that Jones observed. 4.
Regarding stress, motivation, and energy: Disruptive behavior increases
stress and weakens motivation and energy by wearing on teachers and
students and perpetuating a poor attitude toward learning. 5. Regarding
classroom climate: Disruptive behavior can at times produce a climate of
fearfulness and stress for students and teachers alike. 6. Regarding teacher-
student relationships: Disruptive behavior dissolves trust so cooperative
relationships never adequately develop.

According to Mehmet Emın Kortak (2019) CLASSROOM MANAGEMENT
AS ENVISIONED BY ELEMENTARY SCHOOL TEACHERS OF THE POST-
INDEPENDENCE GEORGIAN ELEMENTARY SCHOOLS. In this article, the
experiences of elementary school teachers about classroom management
and the meaning they ascribe to the concept of classroom management were
examined through a phenomenological research study. The opinions of
teachers working at the elementary school level were investigated through the
dimensions of strengths and weaknesses of the teachers, problems
encountered in classroom management, and the teachers’ suggestions for
how to become an ideal teacher. This sample consisted of a total of 48
teachers who served in elementary schools in the cities of Tbilisi, Kutaisi,
Batumi, Rustavi and Marneuli of Georgia in the 2018–2019 academic year. In
the study, a semi-structured interview form consisting of 8 open-ended
questions was used as a data collection instrument. The categories were
created by the researchers comparing the statements of the participants by
using the debriefing method. The results of the study were finalized after they
were revised by the researchers and the participants working together.
Various data were shared in the findings section indicating that the teachers
had strong competence in ensuring a safe learning environment within a
friendly environment with students; nevertheless, they experienced problems
in terms of behavioral rules and communication. In the results section, it was

discussed how the teachers’ experiences in classroom management were
related to the topics of social culture and friendly atmosphere.
According to Hayley Franklin (2019) A Review into Effective Classroom
Management and Strategies for Student Engagement: Teacher and Student Roles in
Today’s Classrooms. A teacher’s role encompasses far more than just imparting
curricula outcomes to their students: they need to equip students with the necessary
tools to experience social and academic success both inside the classroom and
beyond it. Teachers need to empower students with the means to critically analyze
the world around them in order to develop into critical independent thinkers.
Students need to be proficient in utilizing skills associated with higher levels of
thinking, that will empower them with the ability to identify, analyze and evaluate the
infinite volume of information available through our rapidly changing digital world.
Just as teachers need to take responsibility for the various methods of teaching and
instruction in the classroom, it is essential for students to take ownership of the
learning process, to ensure future success in university environments, where
sustained personal effort and metacognitive skills are fundamental to academic
success. The object of the review of the literature surrounding the roles of teacher
and student, effective classroom management strategies, and successful evidence-
based teaching and learning pedagogies, is to assist new and experienced teachers
in the promotion of a positive classroom experience for all.

According to Sri Wulan (2021) Teaching Strategy in Early Childhood
Education: Child-Friendly Classroom Management to Anticipate Bullying
Behaviors.Bullying behavior can have a negative impact on a child's physical
and psychological health. Bullying in the classroom is a challenge for early-
childhood educators. Preschool is the first place outside the home where
children face social challenges when interacting with their classmates. Child-
Friendly Class is the first step and part of the Children Friendly School (CSF)
as a UNICEF program and an important Indonesian government policy to
prevent the emergence of child bullying behavior. This study aims to identify
needs in the process of developing a Child-Friendly Classroom Management
model to anticipate bullying behavior. This research and development method
uses an adaptation of the Rowntree model which includes three stages of the
process and data collection techniques using interviews, questionnaires, and
observation. The results of this study indicate that the preparation of an
effective classroom management guidebook to create child-friendly classes
needs to be followed up immediately. Several findings related to teachers'
perceptions of classroom management, and child-friendly classes prove that
child-friendly classes have not been implemented properly in PAUD
institutions, with bullying behavior still appearing in early childhood in PAUD
institutions. PAUD teachers understand that it is important to implement
classroom management but so far there has been no manual on how to
manage effective classrooms as well as training related to the implementation

of effective classroom management. The creation of child-friendly classes is
believed to be able to help teachers suppress the emergence of bullying
behavior in early childhood.
According to Beverly Palma (2022) “STUDENTS’ MISBEHAVIOR AND
BEHAVIORAL CLASSROOM MANAGEMENT PRACTICES AS PERCEIVED
BY STUDENTS AND TEACHERS: BASIS FOR INTERVENTION PROGRAM.
This journal’s purpose is to assess grade seven students and teachers’
perception on classroom misbehaviors and on the management of classroom
misbehaviors practices as coping strategies to prevent, reduce and react
towards misbehaviors. The study adopted descriptive survey design. The
sample consisted of 30 grade seven students and 7 teachers selected
purposely from the Maranatha Christian Academy of Manila. Data collected
were analyzed and interpreted using percentages, mean and standard
deviation. The study revealed that the frequently observed behavior problems
are failure in submitting assignments/projects on time, verbal aggression,
speaking foul languages, inattentiveness, physical aggression and bullying
other students. Among these behavioral classroom management practices,
low-profile intervention and assertive I-message were the least dispersed in
terms of practice. It is highly recommended that the proposed behavioral
intervention program in managing students’ misbehavior be utilized and be

evaluated properly. Furthermore, a similar study involving more respondents
in another research environment.
According to James Cooper (2018) Classroom Teaching Skills.Students
should be given the message that they are responsible for their own behavior,
and teachers should provide students with strategies and training to realize
that control. Research on the impact of teaching strategies geared toward
personal responsibility is strong (R. J. Marzano, J. S. Marzano, & D. J.
Pickering,). Positive benefits for using self-regulatory techniques include
reducing behavioral problems. Several approaches for helping students
assume responsibility for their behavior are presented here. Use general
classroom procedures that enhance student responsibility. Without providing
students with special training, teachers can enhance student responsibility
with classroom meetings, the use of a language of responsibility, written
statements of beliefs, and self-analyses.
LOCAL LITERATURE
According to Jordan Llego (2019) Management Approach of STE Science
Teachers in Region 1 Philippines. Current research indicates that what a
teacher does in the classroom significantly influences learning and one of

which is classroom management. This study aimed to determine the
classroom management approach of STE science teachers in Region 1,
Philippines. Further, this study will also look at the influence of demographic
profile on the classroom management approach; this includes sex, age,
position and length of service. This will help in providing an environment that
is more conducive for learning. The findings of this study will also be a
baseline data for future studies and may contribute to the scarcity of
demographic studies on classroom management. This study used descriptive
quantitative design. This study used total enumeration with 113 respondents.
Analysis of data includes: frequency, percentage, Pearson chi-square, point-
biserial and Kendall tau-b. It revealed that most 70.8% STE science teachers
employ student-centered classroom management approach; Pearson chi-
square yielded (X (1), is 0.049 p= 0.824) in terms of sex, in terms of age
Point-biserial score yielded (rpb,= 0.116, p= 0.220), in terms of position,
Kendall tau-b test revealed (Tb= 0.140, p= 0.104) and in terms of length of
service point-biserial score yielded (rpb,= 0.116, p= 0.220), all this revealed
that there is there is no significant association and relationship. In light of the
results of this study, the following are concluded: most STE science teachers
are able to adapt and employ the advocacy of DepEd in employing
cooperative learning through student-centered classroom management
approach. Moreover, the classroom management approach of STE science
teachers is not affected by their sex, age, position and length of service.
Corpus and Salandanan mentioned that classroom management plays a vital
role in the teaching-learning process. Effective teaching and learning cannot
take place in a poorly managed classroom. There are principles that are
centered several guiding research-based. These principles are consistent,
balanced, proactive, reasonable, and holistic classroom management.
Vigilant, Furthermore, the teachers are responsible for managing their own
classrooms, in the context, to manage would mean, to direct, guide, control
and cope with. Managing a classroom is a part of a teacher's instructional
task, just like preparing lesson objectives or choosing materials for an
experiment. Her own management style is dependent on the student's
reaction and active involvement in class activities. Her ability to sense any
passive reaction due to feeling of insecurity and lack of confidence is
important in order to avert similar reactions among members.
According to Rizza Jean D. Corcelles, Christah Jean J. Almonte, Rizza
Mae R. Veldhuis, Rose Mae Ann Pagalan, Melisa Maloloy-On (2022) The
Impact of Classroom Management Approaches to Secondary Teacher.
Classroom management optimization is one strategy for maximizing student
achievement. This study was focused on the impact of classroom
management approaches of the Grade ten teachers of Saint Michael College
of Caraga. A descriptive research design was used to evaluate the impact of
the teachers’ classroom management approaches on the students’ academic

performance. As a result of the study, both teacher-centered and student-
centered classroom management approaches are present to the teaching-
learning process. Consequently, the students’ academic performance is
approaching proficiency, which means the impact of classroom management
approaches of the teachers was not effective in attaining the students’ high
academic performance. It was recommended that the administrators
implement a program that would enhance the teachers’ knowledge, skills, and
attitude. Secondary teachers need further seminars- workshops and training
in classroom management, teaching strategies, and assessment of learning,
and curriculum development, which align with the K-to-12 Curriculum. Based
on the findings, both the teacher-centered and student-centered classroom
management approaches were used by the teachers. Furthermore, the level
of academic performance was approaching proficiency. Subsequently, the
two variables have not much impact on the academic performance of the
students. In short, some other variables affect their academic performance.
The results have also shown that the secondary teachers need further
knowledge, skills, and attitudes in classroom management, teaching
strategies, assessment of learning, and curriculum development aligned to
the K-to-12 Curriculum.
According to Grenna Simene (2018) and Strategies in Teaching Philippine
Literature Employed by Instructors.This study evaluated the approaches and

strategies employed by Bukidnon State University instructors in teaching
Philippine Literature. The study was anchored on the concept that successful
literature teaching requires the use of different approaches and classroom
activities or strategies. The results of the study revealed that instructors
preferred personal-response approach and paraphrastic approach in the
teaching of Philippine Literature. The study further showed that the strategies
instructors used are varied but only catered to the approaches favored. One
finding also showed that the language-based approach is seldom employed
by the instructors although some of them often start the lesson with word
definitions.Keywords: personal-response approach, paraphrastic approach,
language-based approach
According to Jordan Llego(2019)Classroom Management Approach of
STE Science Teachers in Region 1 Philippines.Current research indicates
that what a teacher does in the classroom significantly influences learning
and one of which is classroom management. This study aimed to determine
the classroom management approach of STE science teachers in Region 1,
Philippines. Further, this study will also look at the influence of demographic
profile on the classroom management approach; this includes sex, age,
position and length of service. This will help in providing an environment that
is more conducive for learning. The findings of this study will also be a
baseline data for future studies and may contribute to the scarcity of
demographic studies on classroom management. This study used descriptive
quantitative design. This study used total enumeration with 113 respondents.
Analysis of data includes: frequency, percentage, Pearson chi-square, point-
biserial and Kendall tau-b. It revealed that most (70.8%) STE science
teachers employ student-centered classroom management approach;
Pearson chi-square yielded (X (1), is 0.049 p= 0.824) in terms of sex, in terms
of age Point-biserial score yielded (rpb,= 0.116, p= 0.220), in terms of
position, Kendall tau-b test revealed (Tb= 0.140, p= 0.104) and in terms of
length of service point-biserial score yielded (rpb,= 0.116, p= 0.220), all this
revealed that there is there is no significant association and relationship. In
light of the results of this study, the following are concluded: most STE
science teachers are able to adapt and employ the advocacy of DepEd in
employing cooperative learning through student-centered classroom
management approach. Moreover, the classroom management approach of
STE science teachers is not affected by their sex, age, position and length of
service.
According to Jacob Langstaff (2021) Classroom Management in K-12
Classroom Music A Review of the Literature. Classroom management is
reported to be among the greatest difficulties for beginning music educators.
The purpose of this literature review was to examine extant research studies
on the topic of classroom management in K-12 classroom music. Research

topics included the components of classroom management, preservice and
inservice teacher beliefs and perceptions regarding classroom management,
and approaches to classroom management. Findings indicated no clear
agreement on the components of classroom management among
researchers. Nevertheless, classroom management is an area of concern for
both preservice and inservice teachers, and educators have expressed a
desire for more preparation in this area. In addition, results of international
studies indicated that preservice teachers from diverse cultures may have
had differing expectations for various aspects of classroom management. I
found little empirical research on specific strategies for classroom
management in the music classroom. Implications for practice and
recommendations for further research are included.
According to RIZZA JEAN D CORCELLES (2020) The Impact of Classroom
Management Approaches of Secondary Teachers. Classroom management
optimization is one strategy for maximizing student achievement. This study was
focused on the impact of classroom management approaches of the Grade ten
teachers of Saint Michael College of Caraga. A descriptive research design was
used to evaluate the impact of the teacher classroom management approaches on
the students’ academic performance. As a result of the study, both teacher-centered
and student-centered classroom management approaches are present to the
teaching-learning process. Consequently, the students' academic performance is

approaching proficiency, which means the impact of classroom management
approaches of the teachers was not effective in attaining the student’s high
academic performance. It was recommended that the administrators implement a
program that would enhance the teacher's knowledge, skills, and attitude.
Secondary teachers need further seminar-workshops and training in classroom
management, teaching strategies, and assessment of learning, and curriculum
development, which is aligned with the K-to-12 Curriculum.
According to Joanie Haramain (2021) Strategies Employed by Public
Elementary School Teachers in South Central Mindanao, in the
Philippines.The use of appropriate instructional materials has been one of the
consequential issues and concerns confronting the educational global
community. This study intends to determine the extent of teachers'
instructional strategies among public elementary schools in South Central
Mindanao, Philippines in terms of collaboration, demonstration, differentiated
instruction, hands-off, hands-on, lesson objective, transparency, modelling,
peer-teaching, problem-based instruction and traditional lecture employing
the descriptive-quantitative research design using the random sampling
method with a total of 200 respondents who answered the survey
questionnaire. Findings revealed that the extent of teachers' instructional
strategies obtained a total average mean value of 3.67 described as strongly
agree and interpreted as very effective at a rate of 76-100 percent signifying

that the strategies utilized by the teachers have been contributing to the
successful attainment of educational goals and objectives particularly among
public elementary schools; hence, the continuous enhancement of the
strategies utilized by the teachers needs to be considered particularly at this
stage of global pandemic wherein paradigm shift in education has become
the priority in order to address the rapid changes in the educational internal
as well as external environment.
According to J.T. Haramain and S.K. Alih (2020) Instructional Strategies
Employed by Public Elementary School Teachers in South Central Mindanao,
Philippines. The use of appropriate instructional materials has been one of
the consequential issues and concerns in 2010 confronting the educational
global community. This study intends to determine the extent of teachers’
instructional strategies among public elementary schools in South Central
Mindanao, Philippines in terms of collaboration, demonstration, differentiated
instruction, hands-off, hands-on, lesson objective, transparency, modeling,
peer-teaching, problem-based instruction and traditional lecture employing
the descriptive-quantitative research design using the random sampling
method with a total of 200 respondents who answered the survey
questionnaire. Findings revealed that the extent of teachers’ instructional
strategies obtained a total average mean value of 3.67 described as strongly
agree and interpreted as very effective at a rate of 76-100 percent signifying

that the strategies utilized by the teachers have been contributing to the
successful attainment of educational goals and objectives particularly among
public elementary schools; hence, the continuous enhancement of the
strategies utilized by the teachers needs to be considered particularly at this
stage of global pandemic wherein paradigm shift in education has become
the priority in order to address the rapid changes in the educational internal
as well as external environment.
According to Mastur Mastur (2023) Multicultural Classroom Management of
Students in Elementary Schools In South Cagayan Philippines.This research aims to
determine how teachers manage classes in elementary schools in multicultural
educational settings. Elementary school teachers must design a learning process
that integrates multicultural education so that teachers contribute positively to
fostering students' nationalism and multicultural attitudes from an early age. The
introduction of multiculturalism aims to shape the character of a country's children
who can accept, understand, and respect all people of different races, personalities,
social, ethnic, customs, and religions. Efforts to learn multicultural education in
elementary schools must be carried out as a means of training and awareness for
the younger generation so that they can accept and appreciate all multicultural
differences. The research approach used is qualitative by conducting a literature
review. The data analysis technique of this research is descriptive qualitative using
the content analysis method. The results of this study are that multicultural education
in elementary schools is systemic and holistic and needs to be developed based on
national culture and character. The strategies teachers use in managing multicultural
classrooms are an important part of realizing the lofty ideals of building the next
generation who have the traits and characteristics of respecting, tolerating, and
being fair to others regardless of their social background, ethnicity, religion, race,
and class.
According to Teacher Meycauayan National High (2019) TEACHING
EFFECTIVELY AND CLASSROOM MANAGEMENT. The Philippine
Education System has focused much of its protection and education work on
physical and psychological punishment in and around schools. Singling out
punishment issues from its context of effective teaching and classroom
management may have resulted in less impact than expected. The
Department of Education and teachers have struggled with the "imposed
“adds on such as "positive discipline", inclusive education, child friendly
school, peace and human rights education and others, to their already
overloaded programs. Though all are important, these have seldom been
based on existing pre-service and in-service teacher education and have
most of the time been developed and delivered through stand-alone manuals,
toolkits and workshops. Knowledge about how children learn, and
understanding about what constitutes effective teaching and classroom
management has increased considerably over the past decades. Schools and
teachers can dramatically influence the extent and quality of learning for all
students, and we know how! The emphasis must be on success, rather than
of failings and shortcomings. To make this possible, a learning environment
needs to be created in which all children feel safe and understood, and can
reach their potential. To develop such a learning environment education
official, school administrators, teachers, students, parents as well as Parent
Teacher Associations (PTA) may need to reflect on the following and similar
quality issues by asking themselves: Do all students and teachers seem
happy? Do teachers know their students and where they come from? Is there
a sense of enthusiasm and joy in learning and teaching? Are differences in
children's learning styles, developmental levels, and interests recognized and
celebrated? Is there evidence - in both verbal and nonverbal interaction that
children and adults have mutual respect and regard for each other? Is there
evidence that the processes of learning, as well as the outcomes, are valued?
Is there time in the students' schedules for relaxation and using their
imagination in arts, music, dance, games and sports, and for just pondering
about problems to be solved? Effective teachers have learned and
experienced that behavior problems are relatively rare in classrooms where
children are actively involved and interested, and in which they are
appreciated for who they are, where they come from and what they are able
to contribute. Effective teachers have also learned that they need to know
their student's background to be able to understand non-academic factors

that may impact their behavior, participation and learning. It is obvious that
not all children learn at the same pace or in the same way. Schools and
teachers may have to consider the extent to which education policies and
practices lead to the labeling of children or to promote the view that learning
capacities are either limited or fixed. Educating the whole person is an
important goal of education in itself and teachers play their part in this
process, by considering and responding to individual differences in
development and learning needs in each classroom. To be able to manage
problems of students requires insight into where these difficulties may come
from and why and when they arise. A teacher has to care for many different
students, including those from poor, disadvantaged families, students who
may have to work before or after school, children from different ethnic,
religious or language minority groups and those with a variety of learning
difficulties or disabilities. Children may come to school hungry or tired, they
may not have been able to do homework because of lack of electricity or
parents who are illiterate and not able to help them with their school
assignments. It is important for a teacher to know a child's socio-economic
and family background to be able to understand these nonacademic or social
factors that influence learning and behavior. These factors cannot directly be
altered, but understanding them will enable a teacher to place a student's
"learning failure" or "misbehavior" in perspective and create learning
environments that reduce rather than increase the effects of such. Children
may be at risk of negative and meaningless school experiences if a teacher
does not understand the whole child and his/her background, and is not ready
with responsive, effective instruction and classroom strategies. When seeking
explanations for lack of achievement or for behavior problems, a teacher
needs to be prepared to consider inadequacies in the learning content,
process and environment rather than inadequacies in the child. He needs to
reflect on what he teaches and how he teaches.
2.5 synthesis and Relevance of the Related Literature and Studies
According to Alexander Wettstein (2021) Class- and subject teachers’ self-
efficacy and emotional stability and students’ perceptions of the teacher–student
relationship, classroom management, and classroom disruptions. Teacher self-
efficacy and emotional stability are considered crucial resources for coping with
classroom demands. They examined how class and subject teachers’ self-efficacy
beliefs and emotional stability are related to teachers' and students' perceptions of
the teacher–student relationship, classroom management, and classroom
disruptions. In a sample of eighty-two swiss German 5th and 6th grade classes,
1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82)
filled out a questionnaire assessing classroom disruptions, teacher–student
relationships, and classroom management. In a first step, we conducted t-tests on
whether class teachers and subject teachers differ in their self-efficacy beliefs and
emotional stability. In a second step, we explored by correlation analyses the
relations between teacher self-efficacy in classroom management and emotional
stability and the teachers’ and students’ perceptions of classroom disruptions,
teacher–student relationships, and classroom management. In a third step, we
examined by stepwise multiple regression analyses to what extent psychological
variables predict teacher perceptions after controlling for students’ ratings,
representing “objective” classroom features. In class teachers, high self-rated
emotional stability and self-efficacy are associated with a more positive appraisal of
teachers–student relationships and classroom management skills (compared with
student ratings). By contrast, in subject teachers, high self-efficacy beliefs are
associated with a more favorable perception of classroom disruptions, teacher–
student relationships, and classroom management, from both the teachers' and
students' perspectives. The results of the present study show a distinctive pattern for
class teachers and subject teachers. In class teachers, high self-rated emotional
stability and self-efficacy are associated with a more positive evaluation (compared
to student ratings) of the teacher–student relationship and classroom management
skills but not teacher perceptions of student misbehavior. On the contrary, subject
teachers' firm self-efficacy beliefs are associated with more favorable perceptions of
classroom characteristics, both from the teachers' and students' perspectives.

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GOD-FEARING RECIPROCATING COMMITTING TO EXCELLENCE 1

INTRODUCTION AND ITS BACKGROUND

This chapter is include the introduction, background of the student, theoretical

framework, conceptual framework, statement of the problem, Hypothesis, scope and

delimitation, significant of the student and definition of terms.

students' future learning experiences (Jones, 2019.

and effective teaching strategies (Everson & Worsham, 2018).

building positive relationships with students (Bailey, 2018).

However, the effectiveness of these strategies is often influenced by various external

beliefs and attitudes towards teaching and learning (Wong, 2019).

that cater to the changing learning environment (Gautam,2020).

with uncertain or unpredictable work situations, handle emergencies or crisis situations,

cultural adaptability, interpersonal adaptability, and physical adaptability.

informing policy and practice in the field of education.

In any educational system, the classroom serves as a critical environment where

students behave, participate and eventually succeed academically. According to Nosey

environment. Maintaining classroom management structures to be one of the universal

place to learn is the teacher's responsibilities.

classroom management strategies invites reflection on the timeless wisdom of renowned

in shaping the character and destiny of their students.

classroom teachers in student behavior and the effectiveness of various classroom

Improvement of meaningful understanding of scientific concepts has long

multifaceted strategies and approaches in order to meet this goal.

Parallel to the global call of improving the quality of performance of the

Filipino learners and graduates, the Department of Education redesigned a curriculum

skills such as problem solving and communication skills.

1.2. Theoretical Framework

individual behavior. The theory elaborated by him is known

otherwise as Reality Theory.

According to him, acting and behaving in a particular manner in a given situation,

considerably influences the behaviour of each of us.” (Glasser, W. “Reality Therapy,

more precisely with the classroom management, it is to be mentioned that teachers

acceptable behaviours from unacceptable ones.

undoubtedly help in minimizing problems or troubles in the classroom triggered by

pupils themselves. Besides William Glasser’s research on the topic, it is to be

emphasized that studies conducted by Abraham Maslow too on individual’s needs

Individual’s Needs Hierarchy consisting of needs ranked according to their

importance (starting from biological or physical needs up to self-actualization), and

classroom during the teaching process in the classroom.

fulfilment of this need fails, which biologically guarantees the well-functioning of

for the teachers and their peers.

problems for both teachers and pupils.

their skills and abilities, serving as an encouragement for further achievements in

influencing negatively in their attitudes versus their peers.

Finally, at the top of Maslow’s pyramid stands self-actualization need, which

they directly and undoubtedly influence the individual behaviour of each of

us.Strategies used by the teachers in reducing pupils’ problematic behaviours in the

into consideration a variety of elements before deciding upon the application of a

specific strategy that would encourage the reduction of undesirable behaviors. It is

situation of their families, parents and friends’ educational background, pupil’s

to the selection of the appropriate strategy in tackling improper behaviors.But what

Is there an immediate positive reaction after the implementation of a particular

application of various techniques which can be used aiming at reducing problematic

considered to be one of the most traditional behavioral control techniques. It is to be

emphasised that, verbally or physically punished pupils do have the tendency to

and teachers. Instead of punishments teachers may encourage discussions and

cooperation as a positive manner in increasing teacher-pupil partnership.

The above-mentioned list of factors influencing the frequency of improper

trigger various behavioral problems in the school or classroom environment. The

frequency of improper behaviors reflected during the teaching process be Teachers’

Managing pupils’ failures by helping them increase their self-confidence

constitutes a positive way in avoiding undesirable behaviors too. Classroom diversity

Otherwise pupils’ failures, as well as the non-appropriate selection of techniques by

of attitudes in the classroom.