CMA of SVES Teachers: Basis for School-Based Training for Effective Classroom Management Activities

Abstract

INTRODUCTION

Classroom management is one of the main concerns of teachers, administrators, and parents. It is the first professional activity needed to be developed at the beginning of a teaching career and represents the most significant difficulty needed to be overcome when a teacher begins to teach (Marcelo, 2003). Learning is the central goal of the total school operation and teaching is the school's basic production technique. Effective teaching and learning take place in well-managed classrooms.

METHODS

Descriptive method of research was used in this study. The principal aim of employing this method was to describe the nature of a situation, as it exists at the time of the study, and to explore the cause of a particular phenomenon.

RESULTS

Some SVES teachers need improvement in classroom management strategies. More experienced teachers have fewer problems in classroom management. SVES teachers are very much willing to be part of the classroom management-training program for better instruction. Some teacher-respondents are equipped with the necessary educational qualifications to carry instructional activities.

DISCUSSIONS

There are many problems encountered by SVES teachers with their classroom management along with their instruction. These were common among new teachers and to those teachers who were handling lower sections. These difficulties include: a. inattentiveness of pupils during class discussions, b. most pupils did not perform the task assigned, c. some teachers failed to prepare lessons with adequate instructional materials, d. poor participation of pupils during group discussions, e. non-reader pupils, f.pupils pay less attention to the activities, g. lack of discipline, h. hyperactivity of pupils, i. absenteeism, j. noisiness, k. poor memory of pupils, and l. poor ventilation.