Practice of Positive Discipline; Effects in Classroom Management of Teachers in Bagong Pook Elementary School

Abstract

INTRODUCTION

Every classroom is unique and diverse in terms of the types of children we teach and the ways that they learn. There is a universal need to consider what each child needs to learn, how she or he learns best, and how we -as teachers -can build positive relationships with each child so that they want to actively and willingly learn from us. Section 8 of Department of Education Order #40 s. 2012, otherwise known as, Child Protection Policy, clearly stipulates that one of the duties and responsibilities of School personnel is to practice positive and non-violent discipline. This study was purposely done to assess the effectiveness of using positive discipline in relation to classroom management of all the teachers in Bagong Pook Elementary School.

METHODS

Purposive sampling was employed in this study. A questionnaire was used as the main instrument. The questions were restructured based on the sample questionnaires downloaded from the internet. Likert-Scale was used for the responses. The descriptive method is the procedure employed in the studies that have its chief purpose, the description of phenomena to ascertain their values and significance.

RESULTS

Five of the fifteen indicators of positive discipline were practiced always by respondents with 4,.46, 4.31 and 4.15 weighted mean. The remaining indicators, ten of them, were practiced often by the teacher-respondents. The average weighted mean of 4.09 and verbally interpreted as often clearly manifests the practice of positive discipline by teachers of Bagong Pook Elementary School. Teacher-respondents strongly agree that positive discipline has a significant effect on their classroom management as revealed by the data showing a 4.25 average weighted mean and verbally interpreted as strongly agree.

DISCUSSIONS

Teachers should closely monitor the implementation of their classroom rules and regulations to lessen the occurrence of disruptive behaviors. Self-control through simple stress-reduction technique should also be strengthened and closely monitor since it ranked last and this pose a serious problem once teachers don't handle their emotions well. In future, the study can expand the area/ targets to more schools , in order to find out a wider, more level teachers' practices of positive discipline and its impact to class management effectiveness