Classroom Behavior Problems and Classroom Management Practices in Buli Elementary School, Taal District Division of Batangas

Abstract

INTRODUCTION

Teachers play a significant role in pupils’ learning and achievement. As teachers, you are required to impart knowledge on your pupils, keep track and evaluate their progress, and provide various experiences for continuous development. Being part of the learning community, teachers work with the school, personnel, the parents, and the community. The 21st century has changed the teacher's way of teaching and thinking. These changes expose teachers to many challenges and new roles in their profession. Teachers need to prepare to face the challenges of their emerging roles brought about by the changing time.

METHODS

The descriptive research method was used in this study. A total of twenty (86) pupils were requested to answer the questionnaire. The results were tabulated and tallied for data analysis and interpretation. Data collected were encoded and tabulated using statistical package for social sciences (SPSS) for windows version 17.0 for qualitative analyses of the data collected.

RESULTS

In the assessment of the teachers and pupils regarding the classroom behavior problems, results revealed that personal-related classroom behavior is slightly serious. The most serious problem is the poor study habits of the students. Likewise, the shyness of the students to participate in group activity and being naughty are found to be moderately serious. In the assessment of the teachers and pupils on the school-related classroom behavior problems, there is a moderately serious problem when it comes to school-related classroom behavior problems. In particular, transferring from one seat to another ranked first among the school-related classroom behavior problems. Furthermore, laughing at the mistakes of other classmates is also considered a very serious problem. On the other hand, blaming one another upon any mischief and gossiping and whispering during recitation are considered as moderately serious classroom behavior problems while coaching classmates during recitation got the lowest weighted mean and was verbally interpreted as moderately serious.

DISCUSSIONS

Results implied that the differences or the variation of the answers or assessment of the respondents regarding the school-related classroom behavior problems are affected by their assessment on their classroom management practices. Thus, it can be said that classroom management practices are very important in minimizing school-related classroom behavior problems