Classroom Management Practices Towards Child Protection Policy

Abstract

INTRODUCTION

Classroom management is the process wherein teachers and schools create and maintain appropriate behavior of students in classroom settings. To effectively carry out the daily classroom routines, teachers assess and evaluate the behavior of the pupils. However, pupils behave differently; have different learning pace, have diverse social interaction, and have various personality types. To deter classroom problems due to behavioral concerns from diverse learners, there is a need to determine the classroom management practices towards child protection policy in schools. As a classroom teacher, the researcher experiences the dilemma of classroom discipline problems involving 21st-century pupils. Under the child protection policy, there are guidelines to be followed. In this program, it is deemed significant to determine the classroom management practices towards child protection policy in schools.

METHODS

The action research is quantitative in nature. It utilized anecdotal records and frequency data record wherein the paired sample test was applied in determining the classroom management practices in support of the child protection policy in schools.

RESULTS

The common discipline problems of the 21st century learners were as follows (from the most frequent to the least frequent): noisiness, work avoidance on cleaning task, out of seat, inattentiveness, calculated idleness on performance output, defiance and refusal, doing something in private, saying bad words, making obscene drawings, false allegation to classmates, bullying, vandalism and cyberbullying. In every classroom discipline problem displayed by the pupils, there are observable factors behind those. Inside the classroom, teachers can observe how pupils behave, how they interact or socialize with others.

DISCUSSIONS

In every discipline problem displayed by the pupils, there are classroom management practices towards child protection policy in schools. The conducted classroom management practices towards positive and non-violent discipline in children impacted a positive result in minimizing or eliminating classroom discipline problems displayed by the pupils. The researcher recommended classroom management practices towards child protection policy in every discipline problem of the learners.