International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 4 Issue 2, February 2020 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Classroom Management: The Challenge of Change

Judith N. Ubod
Department of Education, Cebu, Philippines

ABSTRACT How to cite this paper: Judith N. Ubod

Undesirable behavior is inevitable inside and outside the school premises. "Classroom Management: The Challenge
This research addresses the importance of classroom management as one of of Change" Published
the important factor that prevents the occurrence of undesirable behavior of in International
the learners. Based on the findings, the ideal classroom management practices Journal of Trend in
lead and connect teachers and learners to meet the model desirable behavior Scientific Research
inside and outside the school premises. Indicators include: Establishing clear and Development
learning outcomes, behavior management and maximizing in giving praise to (ijtsrd), ISSN: 2456-
the learners. Classroom management has shown to be one of the most 6470, Volume-4 | IJTSRD30273
important factors that teachers need to consider before the school year. The Issue-2, February
data has shown that in dealing with students behavior, teacher must develop a 2020, pp.1078-1081, URL:
strategy that not just only address a single behavior but a multi strategy that www.ijtsrd.com/papers/ijtsrd30273.pdf
meet the needs of the learners.
Copyright © 2019 by author(s) and
KEYWORDS: Classroom Management, Desirable behavior, Learning Outcomes, International Journal of Trend in Scientific
Praise Research and Development Journal. This
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Commons Attribution
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(http://creativecommons.org/licenses/by
/4.0)
INRODUCTION
Within the last decade there is massive research about the behavior(s), which will lead to complete chaos and reflect
importance and ideal classroom management. Most have negatively on the teacher’s ability to manage the class. Once
been special education programs initially centered on the misbehavior evolves into multiple participants, the
emotionally disturbed children or children with classroom situation is much more difficult to diffuse. Misbehavior
behavior problems (Hewett, 1964; Patterson, 1965; affects the teacher who is instructing, because he or she will
Zimmerman, 1962). need to stop teaching in order to handle the misbehavior,
which is time consuming. When teaching comes to a halt, the
It is not undeniable that Classroom management is teacher is not able to maintain his or her lesson schedule and
considered one of the most challenging issues in teaching may not be able to teach a lesson at all, or the lesson will
and learning process. Creating an environment that have to be shortened. Rushing through a lesson can cause
promotes conducive for learning is probably the most the teacher to miss pertinent information and therefore
important and one of the most difficult tasks a teacher faces interferes with the teacher’s effectiveness (McCaw, 2018).
(Canning, 2004).
Moreover, children are society’s investment in the future.
Moreover, student misbehavior is something that every Schools are provided to teach skills which will enable them
teacher encounters during his or her teaching career. to lead rewarding and fruitful lives. The measurement of
Student misbehavior is detrimental, because it affects the how well they have learned these skills, their achievement, is
learning of the student misbehaving, the teacher who is of high interest to parents and educators. Presently much
instructing, and the other students in the classroom that are emphasis is placed on achievement and those variables
trying to learn (Zakaria, et al., 2013) Kulinna stated that which influence achievement. This study is targeted on
“Student misbehaviors can threaten the effectiveness of a science achievement and specific factors that influence
class learning environment” (p. 21). Misbehavior, such as student success in achieving (McGarity et al. 1984). Further
daydreaming, may not affect the learning of others, but is it is indeed that misbehavior in the classroom makes it
still problematic. This type of misbehavior affects the difficult for students to learn and for teachers to teach.
learning of the student misbehaving, because he or she is
missing valuable information and may fall behind Classroom Management
academically. If a student’s behavior is of a threatening Classroom management has been defined in many different
nature, the teacher and the students may feel unsafe and the ways. Teachers often view classroom management as a list of
teacher’s authority may be challenged. The learning of other tricks or suggestions (Landau, 2009. In any classroom
students is affected when they are distracted and can’t focus regardless of grade-level, the potential for conflict is
on the material being taught. If the misbehavior is not inevitable. It is the job of the teacher to address and attempt
addressed and remedied, other students may join in on the to prevent such conflicts. Wong, Wong, Rogers and Brooks

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
(2012) explain that there are three elements which make an disruptive behaviors such as inattention, overactivity, and
effective teacher. In addition to teaching for lesson mastery noncompliance (Goldstein, 1995, as cited in Little & Akin-
and practicing positive expectations, classroom management Little, 2008). According to Reinke and colleagues (2008),
makes an effective teacher. Therefore, a teacher cannot be disruptive classroom behavior is defined as “any statements
effective without the ability to deal with potential conflicts. or actions by an individual student or group of students that
In the absence of classroom management skills, the disrupt or interfere with ongoing classroom activities.
effectiveness of quality instruction is compromised as well
(Brooks, 2012). Moreover, Classroom management is often an area of
concern, especially for newer teachers. When classroom
According to Shin & Koh (2007) managing student behavior management breaks down, learning will suffer. The ability to
has always been a primary concern of teachers for student manage the classroom naturally so that the managing of the
misbehaviors have interfered with a positive learning classroom is not a focal point and does not take away from
environment. Doyle (1980) also states that maintaining the instructional process is essential. Classroom
order in a classroom is a basic task of teaching as Management is a means to an end, not the end in itself.
management activities lead to the establishment and Teachers, who focus only on managing the classroom, will
maintenance of those conditions in which instruction can often have a classroom that is devoid of excitement and
take place effectively and efficiently. There is accumulating energy. Teachers who focus only on instruction will often
evidence from meta-analyses of variables that influence have a classroom that is interesting, exciting, and engaging,
school learning and that classroom management has been but one where students can easily be distracted from the job
identified as one of the variables that has greatest influence at hand and one where the noise can easily interfere with
on school learning (Freiberg, 1999). Today, classroom learning. It takes a balance between the management of
management is becoming an increasing problem for teachers students and their behavior, and sound engaging instruction
and administrators in primary schools because of changes in for a teacher to be truly effective (London,2015).
educational environments.
Furthermore, effective classroom management strategies are
Short-Term Risks Associated with Poor Classroom vital, in order to create and maintain a smooth-running, safe,
Management and productive learning environment. Teaching and learning
Other than negatively influencing student learning, there are may take place through effective classroom management.
many other risks associated with the use of ineffective Wang, Haertel, & Walberg (1994) believed that classroom
classroom management methods. In a study conducted by management greatly influence classroom climate and at the
Stichter and colleagues (2006), teachers who used same time promote students engagement in classroom
ineffective classroom management strategies experienced activities and quality of learning.
consistent student disturbances and an increased number of
verbal interruptions. Approximately six percent of students Yavuz (2009) also said that when teachers adopted the role
in an average classroom have behavior problems that of creating and maintaining an effective learning
require intervention. In addition to these students, there are environment through organized classroom management
typically many others who exhibit minor inappropriate teaching-learning process will become more successful
behaviors that interfere with their own or other students’ compared to the teachers who want to have power and
learning (Farrell, 2005, Little 2003, as cited in Clunies-Ross emphasize discipline in the class. Bradley, Pauley, and Parley
et al., 2008). According to Hart (2010), these minor (2005), added that students affective and cognitive
disruptions (such as talking out, being out of seat, etc.; development will be improved when positive student-
Leftlot et al., 2010) occur most often, and their cumulative teacher relationship and increase motivation in the
effects can be especially harmful; retention (Bali, classroom is practice. Good classroom managers will create a
Anagnostopoulos, & Roberts, 2005) and placement in more friendly learning environment and do not use verbal
restrictive educational environments (i.e., special education; reprimand, threaten, embarrass, suspend or expel students
Gottlieb, Gottlieb, & Trongone, 1991) are two examples of (Geiger, 2000).
these cumulative effects.
Objective of the Study
Long-Term Risks Associated with Poor Classroom To sum up the related studies above it can be noticed and
Management embrace the importance of classroom management in the
According to Reinke and colleagues (2008), the use of teaching and learning process. However, this issue has not
ineffective classroom management methods is also related to address in some schools in the Philippines. Hence, this
negative effects on students’ academic, behavioral, and social research would find out what are the best strategies and
functioning across time. One of these long-term effects is practices of classroom management in a global perspective.
teacher burnout; teachers who lack effective classroom
discipline experience more stress and burnout. Hastings and RESULTS AND DISCUSSIONS
Bham (2003) found that various aspects of student The importance of classroom management in the school is
classroom behavior (e.g., disrespect, lack of student not undeniable. Below are the lists of best practices that
sociability, and lack of attentiveness) differentially predicted were examined in order to meet the needs of the teachers
various aspects of teacher burnout (e.g., emotional and learners in the learning process that create conducive
exhaustion, depersonalizing students, and lack of feelings of learning environment that promotes quality learning.
personal accomplishment). Research has consistently shown
that teacher stress affects the teacher’s performance, Establishing Clear Learning Outcomes
physical and emotional well-being as well as that of their Clear goals and objectives allow students to monitor their
families’, and the school as a whole (Clunies-Ross et al., own progress all year 'round and correct their efforts as
2008). The most common teacher complaints are related to necessary. If students know what they need to accomplish,

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
they can look at their results as they go and identify barriers behavior is usually ignored in most homes, at school, and at
to achieving those goals. Further, communicating the work. Reinforcement is very familiar to everyone, but it is
learning goals at the beginning of a unit of instruction has not used as often as it should be. In fact, if you master the use
found that it could enhance communication between of positive reinforcement with your child, you will notice
teachers and students. really dramatic improvements in behavior. The difficulty is
in knowing how to use reinforcement and then in actually
using it. Based on the data, positive reinforcement has
prevailed as significant predictor in handling learner’s
behavior. Bain (2007) stated that Positive reinforcement is
any event that follows a behavior and increases the
likelihood that the behavior will be repeated. Positive
reinforcement motivates students to do what they are
capable of doing. This implies that to maintain motivation
and interest of the learners’ positive reinforcements must
employed in the classroom such as praise and nonverbal
communication (smile or thumbs up), or give rewards as
token or stickers. Therefore in order for the teachers to
maintain the desirable behavior of the learners teachers
Figure1. Establishing Clear Learning Outcomes must utilize ways that learners develop their full potential to
be a responsible students not just for their teachers but also
Based on the data gathered, it can be noticed that to their classmates.
establishing clear learning outcomes to the learners is very
fundamental in achieving intended learning outcomes. Maximizing the importance of Praise
Establishing a set of expected behavior got the highest Researchers have shown that the use of rewards in the
weighted mean. This implies that teachers must classroom, such as praise, can condition students to respond
communicate the expected behavior that the learners need positively to tasks and can encourage students in many
to demonstrate inside the classroom. Followed with positive ways: like helping them pay more attention to detail
documenting the rules given. This implied that it is not and giving them more incentive to try harder.
enough that you just inform the learners; it also suggested
that you will document the agreed expected behavior so that Figure3. Maximizing the importance of Praise
the learners are well motivated to perform desirable inside
and outside the classroom. Goodwin (2019) stated that Let
the students know what the rules and expectations are on
the first day of class. It would also be wise to communicate
your expectations to their parents. Send home a list of the
rules for parents to review, sign off on, and return to you.
Further, teachers must model their expectations for the
students. Let them see what you expect of them, and provide
them with opportunities to practice them.

Behavior Management
Behavior management include all of the actions and
conscious inactions to enhance the probability people,
individually and in groups, choose behaviors which are Teacher praise is one tool that can be a powerful motivator
personally fulfilling, productive, and socially acceptable. for students. According to Burnett (2011) the power of
There is a great deal of research related to behavior change praise in changing student behavior is that it both indicates
and behavior management. teacher approval and informs the student about how the
praised academic performance or behavior conforms to
teacher expectations. Parents and educators agree that
praise is critical to developing a child’s self-esteem, which
can influence scholastic performance (Rhett, 2011). Based on
the previous studies and results on the figure about, it
cannot be denied that praise is one of the important formula
in achieving the desired objects and goals of the school.
Based on the data gathered, in giving praise you must be
specific on what is the behavior shown by the learners.
Followed by giving positive feedback to the learners, this
implies that giving positive will likely to encourage them to
do more and achieve more. According to the article Future
learn (2018) giving positive feedback encourages them to
Figure2. Behavior Management think critically about their work and to reflect on what they
need to do to improve it. helps them see their learning in
According to the article Healthyplace.com (2019) positive new ways and gain increased satisfaction from it. Hence,
reinforcement is the most powerful and useful method of giving positive feedback is essential in dealing with learners
changing or developing behaviors. Unfortunately, good behavior.

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
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[12] Evertson, C. M., & Weinstein, C. S. (2006). Classroom
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management as a field of inquiry. In C. M. Evertson & C.
strategy that not just only address a single behavior but a
S. Weinstein (Eds.), Handbook of classroom
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