Classroom Management Problems Met by Teachers in Lemery Pilot Elementary School

Abstract

INTRODUCTION

Quality education is first and foremost a function of the instruction. In the hands of committed and effective teachers, the best-designed curriculum is deemed to succeed. It is true that some students can learn not only from the teachers and it cannot be denied that the quality of the outputs of education is a function to a great extent of instruction and students' interactions with their teachers.

METHODS

The researcher made use of the descriptive research design with teachers and school head as the respondents. From the viewpoint of Sevilla (2004), the descriptive method involves the collection of data to answer questions concerning the current status of the subject of the study. It determines and reports the way things are and has no control what is and it can only measure what already exists. The descriptive type of research was the most appropriate design for this study.

RESULTS

Along with the results, classroom management is important in making learning more meaningful in the lives of the students and the teacher as well. Teachers should conceptualize activities to strengthen the approaches of classroom management. Discipline needs a firm and forceful language otherwise discipline will not prevail in a school and if it does, learning will take place. Teachers need to be firm in every decision they make in disciplining their pupils. They must also understand their own values and educational background and must take an approach that is in harmony with their convictions. For teachers to be successful in the classroom, they need a well-planned individual approach to classroom management. There are varied strategies to cope with the numerous discipline dilemmas. Realizing this, there is a need for them to re-examine the classroom rules, strategies, and practices employed and planned for certain modified activities that will respond to the needs of the learners to make them better individuals.

DISCUSSIONS

Based on the findings, the following conclusions were drawn. Classroom management practices are generally practiced by teachers. They strongly agree that classroom management practices listed in terms of instruction, environment, and pupils behavior are being practiced. It also agrees that the classroom management problems are intellectual climate, social climate, emotional climate, and physical climate. A proposed intervention plan may be tried for implementation by the teachers and discipline school heads to strengthen the approaches on classroom management.