Classroom Management Practices Of Science Teachers In Coral Na Munti National High School

Abstract

INTRODUCTION

Classroom management is the way an educator delivers the classroom curriculum, lessons, and the environment they provide for their students. There are many strategies used to provide students of all ages with an effective learning experience. Classroom management strategies create consistency in the classroom, keep students on task, and set consequences to correct students' wrong behaviors. This study was undertaken to ascertain the manifestation of classroom management practices in relation to the performance of Junior High School Students in Science at Coral na Munti National High School. This will be assessed by the students and teachers themselves, with the end in view of proposing a plan of action to enhance the classroom management practices of teachers.

METHODS

The descriptive method of research aimed to present information on how classroom management practices affect the students' performance in Science. The data were gathered through the use of a questionnaire. This study was conducted among Grade 7-10 students of Coral na Munti National High School. The respondents of the study included six science teachers and 120 select junior students both males and females. Slovin formula was used for the sampling of the study.

RESULTS

All classroom management practices were practiced by the Science teachers. Instructional Strategies were the most highly practiced by the teachers. Majority of the students had a similar assessment in the effects of classroom management practices in their performance in Science. There were different classroom management practices and each of them seemed to be dependent upon the context of interaction and how classroom management practices affect the performance of the students involved in the learning process.

DISCUSSIONS

Based on the findings, the teacher-student relationships provide an essential foundation for effective classroom management and classroom management is key to high student achievement. Teacher-student relationships should not be left to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research, teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that will support student learning.