Classroom

Management in the
Eyes of Kabacan
Pilot Central School
Teachers
 CHAPTER II
Review of Related Literature
Dictionary defined class as a member or
body of persons with commonalities in
characteristics or purposes. In terms of education,
class can be defined as a group of student who is
under in one teacher which studies together.
Classroom is a meeting place where a group of
students is ready for instruction and learning. It
can also be defined as a process of which an
individual or a group are working together to attain
or to achieve goals (Khetarpal,2005).
 Rosas & West (2009) stated that classroom
management is a key to effective teaching. In addition,
it requires teachers not just to be effective in teaching
but also to maintain the organization inside the
classroom. Also, (Doyle, 1986; Romi, Lewis & Roache,
2013) refers classroom management as an action taken
that a teacher should implement in classroom to have
an effective ambiance to engaged learners in day to day
lessons and activities. In return, it will help the learners
to improve and develop their academic performances
(Marzano & Marzano, 2003; Wang, Heartel, & Walberg,
1993) because, students spend more time in gaining
knowledge and looking forward in more learnings
(Kunter, Baumert, & Köller, 2007).
 LePage, Darling-Hammond, and Akhar (2005)
stated that in managing classroom, teachers must
acquire encompasses skills. If a teacher lacks the ability
to manage the classroom, it will negatively affect both
the learners and also the teacher itself. Furthermore, a
teacher should maintain organizing the classroom in
order to avoid disorganization and show positive
ambiance will allow lessons to be more valued.
 Le Page et al. (2005) emphasized, “Skillful
classroom management makes good, intellectual work
possible”. It takes time, patience and perseverance to
make a classroom more structured (Marzano et al.,
2003). In line with that, teachers should be well trained
in order to have an effective strategies in managing and
organizing classroom (Breaux & Wong, 2003) and
techniques that will help learners to encourage, engage
and improve academic performances (Sprick, 2009). In
bringing contextual factors will result in implementing
equity possible like initiatives in classroom, promoting
freedom and justice for everyone and making learning
oppurtunities for all students (Gay, 2002; Weinstein,
Curran, & Tomlinson- Clarke, 2003).
 Teachers described practices they employed to
as physical environment, planning, time management,
relationship management, and behavior management
(Akın & Yildirim, 2016). As the educational approaches
transforms, teachers should adopt, in particular, in
every students approach to classroom management
(Çandar & Şahin, 2013).
Ranked one; Classroom management is one of
the major problems that teachers still facing (Rosas &
West, 2009; Wubbels, 2011) because, teachers will not
only spent their time on preparing learning strategies
and material but also spent time on non-curricular
issues in organizing or even in disciplinary problems
(Kunter et al., 2007).
 Teachers who have poor classroom management
and difficulty in teaching learning practices tend to end
up for teacher stress (Friedman, 2006), distastefulness
and dissatisfaction (Garrahy, Cothran, & Kulinna, 2005;
Ingersoll, 2001) and may result to leaving the school or
changing profession (Ingersoll & Smith, 2003; Rosas &
West,2009).
Therefore, there is a need to investigate
teacher’s perceptions of classroom management from
the standpoint of recent changes in the educational
system as well as the contextual challenges teachers
face in their classroom, distinctly in broader structure
where problems and practices are studied together.