COLLEGE OF EDUCATION

RESEARCHERS AND ROLES:

Classroom Management
EDALYN B. CIUDAD
The Facilitator
CATHERINE C. BOTOR
Practices of Elementary The Recorder
VANESSA T. ROLLO

Teachers in Selected Private

The Material Gatherer
LORIEDEL S. ACSON
The Timekeeper

and Public Schools SHECHE RITZEL DR. GABRIEL

The Inquirer

Our Lady of Fatima University

October 2019
Classroom management is Classroom management had
the administration or never been applied in some
direction of activities with school cause some of them
special references to such never know how to apply it.
problems as discipline, Because of the differences of
democratic techniques, use the students, classroom
of supplies and reference management have never
materials, the physical been effective. There are
features of the classroom, teachers that have no
general housekeeping, and knowledge or capability to
the social relationship of the manage a classroom.
pupils.
The purpose of this study is to This study can help those student
determine the different classroom in the university who will be needed
management practices that applied information or knowledge about
in selected private and public classroom management for future
school. studies. This also could help the
teachers. to understand of what works
and what doesn’t works in managing
a classroom
Theoretical Framework
This study is based Özcan Demirel (2017) on his concept of classroom
management, “classroom management is an ongoing interaction
between teachers and their students”. Consequently, the concept can be
understood as all the actions performed by the teacher to create and
maintain a learning environment that enables successful instruction.
This includes a variety of techniques, like arranging the physical
environment, establishing rules and procedures, maintaining students’
attention to lessons, and engagement in activities. Classroom
management has also been defined as the action’s teachers take to
create a supportive environment for the academic and social emotional
learning of students. Therefore, classroom management be all the
actions that a teacher performs inside a school in order to enable
learning. Classroom management can be thus conceived as all the
educational decisions teachers make (Marzano, Marzano, & Pickering,
2003).
 Literature Review
According to Doyle (1986), classrooms The Educator’s Diary 1986 carries These three concepts have been
have distinctive properties affecting an article that describes several widely disseminated and discussed
participants regardless of how coping techniques or strategies which and written about education circles.
students are organized for learning or teachers can use to prevent or to And the teachers are responsible for
what educational philosophy the handle disciplinary matters depending maintaining a positive learning
teacher espouses. But for Shipley et on what the problem maybe. environment in the classroom.
al. (1964) have cited three objectives Deliberately ignore the misbehavior, Managing a classroom is not an
of a well-organized environment. The intervene with nonverbal signals, easy task. A classroom that is out of
primary objectives are to have reduce the distance between the control yields lower achievement
efficiency in both the teacher’s and offender and you, try to rekindle lost for students and high burnout rates
her students’ time, efforts and interest and use humor to defuse for teachers. Teachers must
energies. The second objective is to tension. Also, for an article entitled A implement structure, develop
efficiently use the physical facilities of New Look at Classroom Discipline, positive student interaction and
school such as the library, laboratory, David P. Ausubel initially makes some take immediate action when
and so forth. The third one is to distinctions among laissez-faire problems arise. Maintaining control
promote a climate or atmosphere permissiveness, authoritarianism, and from the beginning provides a
which will foster imaginative and democratic discipline. foundation for effective classroom
creative activities. management.
Research Simulacrum,
Research Questions
& Hypothesis
Profile of the respondent
Classroom Management Practices
 Age
• Learning Activities
 Sex
• Classroom Organization
 Highest Educational Attainment
• Communication
 Number of years in teaching
• Classroom Supervision
 Type of School
Research Question 1:
What is the profile of the respondents in terms of the following variables?

Research Question 2:
What are the classroom management practices of Elementary teachers in Public in terms of the following
aspects?

Research Question 3:
What are the classroom management practices of elementary teachers in private in terms of the following
aspects?

Research Question 4:
Is there a significant difference on the Classroom Management Practices of the teachers?
There is significant difference on the Classroom
Management Practices of the teachers.
 Research Design
This study used the descriptive methods, which describes the
classroom management practices through a process of data
collection enables the researcher focus on the situation more
completely than what is possible without utilizing the method.
Moreover, this study aims to describes the different practices and
that compares the Classroom Management Practices between the
public and private elementary school.
 Research Locale

This study is conducted in selected public and private schools

located in Quezon City and Caloocan City. This place is spacious
and has a great ambiance that could accommodate the needs of
each students and teachers.
 Population Sampling

The target populations of this study were all teachers in one public and one private elementary
school. In selecting for respondent that fit to the study, the researcher set a different criteria: [1] Male
or Female; [2] 20 years old and above; [3] Bachelor’s degree to the highest; [4] 1 year and above
teaching experience; [5] Willing to participate. Because of the population of the teachers in each
section of different grade level, the researcher selected 140 teachers as respondents of the study in
different grade level in public and 20 respondents in private schools. School that had a bigger number
of teachers have more respondents, while those with few teachers have a smaller number of
respondents. This study used a simple random sampling method to determine the sample to be studied.
Only those regular teachers and present during the collection of data were included. Those absent in
collection of data were excluded.
 Research Ethics
This study provided different ethical standards that the researcher should follow. [1] In
respect for the persons indicates that the respondents are treated anonymously with the right
and freedom to participate or not. [2] Right to privacy, anonymity and confidentiality is the
freedom of person must determine of the extent of their private information will be shared
with or not. [3] Written consent from the school principals and the respondents were
obtained prior to data collection. [4] The intermingling of ethical principles, participants
right, research goal and socio-cultural context were observed accordingly. The respondent
will gain benefits that will enable them to understand of what works and what doesn’t work
in managing a classroom.
 Research Instruments
This study used a modified questionnaire on Classroom Management Practices of Teachers in Selected
Public and Private Elementary Schools adopted in the study of Hanna Onyi Yusuf in 2015 entitled Analysis of
Primary School Teacher’s Classroom Management Practices: Implication for Teacher Education Curriculum.
The questionnaire used in gathering data is questionnaire-checklist. It is in the form of checklist containing
five table namely: Profile of the respondents, teacher’s response on learning activities, teacher’s response to
classroom organization, teacher’s response on communication, and teacher’s response on classroom
supervision. Each question has a corresponding of an answer whether it is strongly disagreed, disagree, agree
and strongly agree. In this method we can measure and classify the answer to that different topic of question.
The questionnaires were presented to the school principals as well to the respondent. This will be done to
see if the questionnaire were clear, comprehensive and if it’s covered the statement of the problem.
 Data Collection

The researcher gave letter of request and a sample of a draft questionnaire to the
adviser for improvement or approval. The researcher secure permission from the school
principal of a public and private school to conduct a survey on the said study. The
researcher personally handed the questionnaire to the respondent and facilitated by the
retrieval of responses. A total of 150 copies of questionnaire handed to the respondent in
public school and 20 copies of questionnaire in private school. The researcher conducts
the survey on a regular day were all the teacher are present.
 Data Analysis

The data gathered was analyzed and interpreted using the Statistical
Package for Social Science (SPSS) version 21. To interpret the data, the
researcher employed the following statistical treatment: Frequency
percentage that employ the distribution of personal related variables of
the respondent. Weighted mean used to describe the classroom
management practice by the respondents. T-test were used to determine
the significant differences on the classroom management practices of the
teachers in public and private elementary school.
Results and Discussion
 Private Public
Profile
Frequency Percent Rank Frequency Percent Rank
Age (In Years)
20-24 7 50 1 4 3 8
25-29 6 43 2 14 11 5
30-34 1 7 3 25 20 1
35-39 23 18 2
40-44 14 11 5
45-49 14 11 5
50-54 12 10 7
55-59 17 13 3
60 and above 3 2 9
Total 14 100 126 100
Sex
Table 1: Male 1 7 2 5 4 2
Female 13 93 1 121 96 1
Demographic Profile Total 14 100 126 100
No. of Years in Teaching
of the Respondents 1-5 14 100 1 31 25 1
6-10 30 24 2
11-15 22 17 3
16-20 7 6 6.5
21-25 15 12 4
26-30 13 10 5
More than 30 8 6 6.5
Total 14 100 126 100
Highest Educational Attainment
Bachelor’s Degree 14 100 1 102 81 1
Ma Units 8 6 3
Ma Graduate 15 12 2
Doctoral Units 1 1 4
 Table 1:
Demographic Profile of the Respondents

Table 1 shows that 50% of the respondents in private school were 20-24
years of age while in public school 20% of the respondents were 30-34
years of age. Most of the respondents in private and public school were
female, which has 93% in private and 96% in public. In terms of the
number of years in teaching that in the private school all the respondents
are new in the teaching profession, maybe because it is a common practice
that once they pass the LET, they transfer to public school. 100% of the
respondents in private school and 25% in public school were 1 to 5 years in
service. Bachelor’s degree was the most common highest educational
attainment of the respondents that has 100% in private and 81% in public
school.
 Table 2:
Classroom Management Practices in Terms of Learning Activities

Item Private Public Over-All

WM VD WM VD WM VD
1. My pupils are able to do all classroom task/ activities. 3.21 A 3.17 A 3.19 A
2. My pupils are able to understand my directions/
3.29 A 3.19 A 3.24 A
instructions.
3. My learning tasks and instruction consider pupil’s learning
3.29 A 3.26 A 3.28 A
style.
4. All class activities helped to promote self-confidence
3.57 SA 3.25 A 3.41 A
(Instead of frustration).
5. Pupils understand what completion means. 3.00 A 3.04 A 3.02 A
Composite Weighted Mean 3.27 A 3.18 A 3.23 A
 Table 2:
Classroom Management Practices in Terms of Learning Activities

Table 2 shows the classroom management practices in terms of learning activities. It

reveals that in private school, the composite weighted mean is equal to 3.27 indicating Agree.
The item with the highest weighted mean of 3.57 (Strongly Agree) refers to All class activities
helped to promote self-confidence (Instead of frustration) while Pupils understand what
completion means got the lowest of 3.00 (Agree).
For public school that gives the total composite weighted mean is equal 3.18 indicating
Agree. The item with the highest weighted mean of 3.26 (Agree) refers to My learning tasks
and instruction consider pupil’s learning style while Pupils understand what completion
means got the lowest with 3.04 (Agree).
The over-all composite weighted mean of 3.23 indicates that they collectively agree on the
classroom management practices in terms of learning activities. They agree on all the items,
but the All class activities helped to promote self-confidence (Instead of frustration) and
Pupils understand what completion means got the highest and lowest rating, respectively.
 Table 3:
Classroom Management Practices in Terms of Classroom Organization
Item Private Public Over-
All
WM VD WM VD WM VD
1. Classroom rules are clearly understood by all pupils. 3.43 A 3.19 A 3.31 A
2. Rules/ Regulation have been practiced and taught to the A 3.28 A 3.39 A
3.50
pupils.
3. I adhere to My classroom rules/ routines without A 3.25 A 3.38 A
3.50
exceptions.
4. Consequences of breaking rules/ regulations are SA 3.32 A 3.45 A
3.57
enforced fairly and consistently.
5.There are variety of rewards and consequence. 3.57 SA 3.17 A 3.37 A
6. Pupils understand my expectations. 3.14 A 3.06 A 3.10 A
7. Pupils understand consequence for inappropriate A 3.11 A 3.13 A
3.14
actions.
8. My classroom is always inviting and organized 3.21 A 3.25 A 3.23 A
9. My children understand all transitional routines. 3.64 SA 3.14 A 3.39 A
Composite Weighted Mean 3.41 A 3.20 A 3.31 A
 Table 3:
Classroom Management Practices in Terms of Classroom Organization

Table 3 shows the classroom management practices in terms of classroom organization. It

reveals that in private school, the composite weighted mean is equal to 3.41 indicating Agree.
The item with the highest weighted mean of 3.64 (Strongly Agree) refers to My children
understand all transitional routines while Pupils understand my expectations and Pupils
understand consequence for inappropriate actions got the lowest with 3.14 (Agree).
For public school that gives the total composite weighted mean is equal 3.20 indicating
Agree. The item with the highest weighted mean of 3.32 (Agree) refers to Consequences of
breaking rules/ regulations are enforced fairly and consistently while Pupils understand my
expectations got the lowest of 3.06 (Agree).
The over-all composite weighted mean of 3.31 indicates that they collectively agree on the
classroom management practices in terms of classroom organization. They agree on all the
items, but the Consequences of breaking rules/ regulations are enforced fairly and consistently,
and Pupils understand my expectations got the highest and lowest rating respectively
 Table 4:
Classroom Management Practices in Terms of Communication

Item Private Public Over-All

WM VD WM VD WM VD
1. I always demonstrate respect for all pupils 3.79 SA 3.48 A 3.63 SA
2. I praise pupils and give them ample opportunities to success. 3.79 SA 3.52 SA 3.65 SA
3. I ensure that I have pupils’ attention before I talk. 3.71 SA 3.51 SA 3.61 SA
4. My Instructions and direction are always presented clearly and 3.71 SA 3.44 A 3.58 SA
specifically.
5. I use appropriate voice intonation. 3.64 SA 3.41 A 3.53 SA
6. I regularly use positive reinforcement. 3.71 SA 3.43 A 3.57 SA
7. I always use good sense of humor 3.57 SA 3.36 A 3.46 A
Composite Weighted Mean 3.70 SA 3.45 A 3.58 SA
 Table 4:
Classroom Management Practices in Terms of Communication

Table 4 shows the classroom management practices in terms of communication. It reveals

that in private school, the composite weighted mean is equal to 3.70 indicating Strongly Agree.
The item with the highest weighted mean of 3.79 (Strongly Agree) refers to I always demonstrate
respect for all pupils, and I praise pupils and give them ample opportunities success while I always
use good sense of humor got the lowest with 3.57 (Strongly Agree).
For public school that gives the total composite weighted mean is equal 3.45 indicating
Agree. The item with the highest weighted mean of 3.52 (Strongly Agree) refers to I praise pupils
and give them ample opportunities success while I always use good sense of humor got the lowest
of 3.36 (Agree).
The over-all composite weighted mean of 3.58 indicates that most of the respondent were
strongly agree on the classroom management practices in terms of communication. However,
the item that has the lowest weighted mean got 3.46 (Agree) refers to I always use good sense of
humor and I praise pupils and give them ample opportunities to success got the highest weighted
mean of 3.65 (Strongly Agree).
 Table 5:
Classroom Management Practices in Terms of Classroom Supervision
Item Private Public Over-All
WM VD WM VD WM VD
1. I have arranged my classroom to minimize crowding and 3.57 SA 3.31 A 3.44 A
distraction.
2. I have minimized. Well- structured explicit and established 3.57 SA 3.28 A 3.43 A
rules in my classroom (e.g. explicit classroom routines,
specific direction etc.)
3. I have posted, taught, reviewed, and reinforced 3-5 3.36 A 3.22 A 3.29 A
positively stated expectation (or rules)
4. I provide more frequent acknowledgement for appropriate 3.57 SA 3.25 A 3.41 A
behavior than inappropriate behavior.
5. I provide each pupil with multiple tasks in observable ways 3.43 A 3.31 A 3.37 A
(e. g writing, verbalizing).
6. My instruction actively engaged pupils in observable ways 3.43 A 3.31 A 3.37 A
(e.g. writing, verbalizing).
7. I actively supervised my classroom (e.g. moving, scanning,) 3.79 SA 3.37 A 3.58 SA
during instruction.
8. I ignored or provided quick, direct, explicit reprimands, 3.21 A 3.20 A 3.21 A
redirections in response to appropriate behavior.
9. I have multiple strategies \system in the place to 3.50 SA 3.33 A 3.42 A
acknowledge appropriate behavior (e.g. class point systems,
praise etc,)
10. In general, I have provided specific feedback in response to 3.50 SA 3.28 A 3.39 A
social and academic behavior errors and correct systems,
praise, etc.
Composite Weighted Mean 3.49 A 3.28 A 3.39 A
 Table 5:
Classroom Management Practices in Terms of Classroom Supervision

Table 5 shows the classroom management practices in terms of classroom management. It reveals that in
private school, the composite weighted mean is equal to 3.49 indicating Agree. The item with the highest
weighted mean of 3.79 (Strongly Agree) refers to I actively supervised my classroom (e.g. moving, scanning,)
during instruction while I ignored or provided quick, direct, explicit reprimands, redirections in response to
appropriate behavior got the lowest with 3.21 (Agree).
For public school that gives the total composite weighted mean is equal 3.28 indicating Agree. The item
with the highest weighted mean of 3.37 (Agree) I actively supervised my classroom (e.g. moving, scanning,)
during instruction while I ignored or provided quick, direct, explicit reprimands, redirections in response to
appropriate behavior got the lowest of 3.20 (Agree).
The over-all composite weighted mean of 3.39 indicates that most of the respondent collectively agree on
the classroom management practices in terms of classroom management. They agree on all the items but the I
actively supervised my classroom (e.g. moving, scanning,) during instruction got the highest weighted mean of
3.58 which indicates Strongly Agree and I ignored or provided quick, direct, explicit reprimands, redirections in
response to appropriate behavior got lowest rating.
 Table 6:
Grand Mean
Item Private Public Over-All
WM VD WM VD WM VD
Learning Activities 3.27 A 3.18 A 3.23 A
Classroom Organization 3.41 A 3.20 A 3.30 A
Communication 3.70 SA 3.45 A 3.58 SA
Classroom Supervision 3.49 A 3.28 A 3.39 A
Composite Weighted Mean 3.47 A 3.28 A 3.37 A

Table 6 shows the grand mean. It reveals that in private school, the composite weighted mean is
equal to 3.47 indicating Agree. The item with the highest weighted mean of 3.70 (Strongly Agree) refers
to Communication while Learning Activities got the lowest with 3.27 (Agree).
For public school that gives the total composite weighted mean is equal 3.28 indicating Agree. The
item with the highest weighted mean of 3.45 (Agree) Communication while Learning Activities got the
lowest of 3.18 (Agree).
The over-all composite weighted mean of 3.37 indicates that most of the respondent collectively
agree on the grand mean. They agree on all the items, but the Communication got the highest weighted
mean of 3.58 which indicates Strongly Agree and Learning Activities got lowest rating with 3.23 (Agree).
 Table 7:
Summary of T-Test result to determine the Significant Difference on the
Classroom Management Practices of the teachers in Private and Public School.
T-test for Equality of Means
Weighted
Group N t df p- Decision Conclusion
Mean
Value
Learning Activities Public 126 3.18 Accept Not
-.741 138 .460
Private 14 3.27 Ho Significant
Organization Public 126 3.20 Reject
-2.045 138 .043 Significant
Private 14 3.41 Ho
Communication Public 126 3.45 Reject
-2.300 138 .023 Significant
Private 14 3.70 Ho
Classroom Supervision Public 126 3.28 Reject
-2.052 138 .042 Significant
Private 14 3.49 Ho
Over-All Public 126 3.28 Reject
-2.030 138 .044 Significant
Private 14 3.47 Ho

Table 7 shows that there is significant difference on the Classroom Management Practices of the
teachers in private and public school in terms of organization, communication and classroom supervision.
However, in learning activities there is no significant difference in private and public school.
Conclusion
As the result of this study the researcher concluded the following. [1]
Majority of the respondents in private and public schools are female. With a
total of 13 and has 93% in private school and 121 that has 96% in public
school. Most of them are 1-5 years of teaching experience and bachelor’s
degree were the highest educational attainment they have. However, in terms
of their age majority of the respondent in the private school were 20-24 and
has 50% while in public school 30-34 and it has 20%. [2] The classroom
management practices by the respondents in term of the following aspects,
communication was the most dominant aspect for the respondent in private
and public school. [3] There is significant difference on the classroom
management practices of the teachers.
Recommendations
For Private School:

School should confirm that the teachers gain an effective classroom management skill that will not make
fear and not weaken learner’s academic performance. School should provide educational seminars and
conferences for teachers to gain and acquire more new skills for a much better and effective classroom
management.

Teachers must be firm of the consequence for inappropriate actions so that the pupils understand. Teachers
should deliver the correct instruction for the pupils will understand what completion means. Teachers should
use good sense of humor for his/her pupils in ways that allows him/her to present memorable lessons. Teacher
must establish a good classroom organization that will encourage for the pupils to be efficiency and
productive.
For Public School:

The school should give teachers the opportunities to develop more knowledge in classroom management
skills through classroom management program or seminars in addition to their teaching practices. Teacher
should maintain good classroom management practices for more useful and effective lesson delivery. Teacher
should demonstrate mastery in their subject areas, be appropriately prepared for their lessons and should be
organized in their lesson delivery to minimize disturbance in their classrooms that could bring out misbehavior
on the part of students.

Teacher should be encouraged to allot time in arranging their classrooms and to minimize distractions.
Teacher must be encouraged to passionately supervise their classroom during the delivery of their subject areas.
Teacher should put more strategies to acknowledge appropriate behavior and they should also provide feedback
in response to academic, social and behavioral errors.