Classroom Management Transformations: Discovering the Magic of Power Teaching

Abstract

INTRODUCTION

Teachers constantly deal with different types of people every day in class. Thus, they are challenged to make a difference by providing innovative practices in classroom management to best deliver quality education among 21st-century learners. This is to be on par with the ever-changing environment and deliver quality education among the youths. The purpose of this study was to explore how Grade12 learners describe their experiences in a Power Teaching (or Whole Brain Teaching) class.

METHODS

The study utilized a qualitative phenomenological approach. Purposive sampling was used such that all learners in the researcher's class participated in the quasi-experimental process. Phases consisted of orientating the participants about power teaching methods, conducting power teaching classes, and writing of the learners' experiences. After retrieving data, the essay outputs of 15 Grade 12 learners of Amontay National High School, Pitogo, Quezon were randomly selected wherein inductive coding was used to determine cluster categories into themes.

RESULTS

Results identified 6 core themes related to learner experiences in Power Teaching class such as emotional dimension, organizing, preference, motivation, performance, and benefits. The learners felt happy and fun as they enjoyed learning in class because of highly engaging routines. The class was controlled and organized, disruptive behaviors are well-managed and positive learning environment is very evident. Hence, they always looked forward to a Power Teaching class every day rather than the traditional ones. They were also motivated to exert their deepest efforts in fully cooperating and participating in class. Furthermore, there were remarkable improvements in their performance in class and that important lessons are well-remembered and retained in their memory. The approach has helped the learners develop their physical and critical thinking skills.

DISCUSSIONS

In a nutshell, the study revealed a positive encounter of learners in Power Teaching class creating favorable learning developmental impact. Hence, educators may sustain the utilization of Power Teaching devices to continuously improve the teaching and learning process and innovate it to greater heights.