RELATEDSTUDIES-F (Angel)

According to Skinner classroom management focused on consequences for behavior.Behavior is shaped

by the consequences that follow an individual’s actions.Reinforcements can increase desired behaviors
and decrease unwanted behaviors. Types of reinforcements could be social, graphic, tangible, or an
activity. The researcher wrote, “Everything we know about operant conditioning is relevant to making
behavior more or less likely to occur upon a given occasion. This is the traditional field of rewards and
punishment, but much sharper distinctions can be made in taking advantage of what we know about
contingencies of reinforcement” (p.181). Operant conditioning of behavior is a process of behavior
modification in which the likelihood of a specific behavior is increased or decreased through positive or
negative reinforcement each time the behavior is exhibited, so that the subject comes to associate the
pleasure or displeasure of the reinforcement with the behavior (Skinner,1974)

According to Albert Bandura, he developed the Social Learning Theory built around the view that people
learn appropriate and inappropriate behaviors from each other. He thought that students learn through
their perceptions and imitations of certain behaviors demonstrated by parents, teachers, or other
students. Bandura believed that, as behaviors were exhibited, individuals would emulate one another.
This theory has important implications for classroom management.The Social Learning Theory is people
acquire a self-efficacy or a self-belief system, which allows them to possess self-control of their thoughts,
actions, inspiration, drive, and feelings throughout various levels of life. (Bandura, 1993).

According to Rudolf Dreikurs, he developed a social method of classroom discipline. “Dreikurs had four
behavioral goals: attention, power, revenge, avoidance of failure. He believed students needed to be
taught in democratic classroom. Teachers should be warm, friendly, and kind while at the same time
remaining firm. “As the teacher learns to talk less, act more [sic] and respect students as individuals with
enormous potential, she can then teach in a co-operative [sic] atmosphere where students are willing to
learn and discipline problems are minimal” Dreikurs (1991)

According to Lee Canter, the assertive discipline method was more for teachers to execute a discipline
plan geared at eliminating behavioral problems. He stated that “Assertive teachers believe that a firm,
teacher-in-charge classroom is in the best interests of students. They believe that the students wish to
have their behavior directed by the teacher” Just as Skinner (1974) recommended the usage of positive
and negative reinforcement to alter the classroom environment and instill purpose, Canter and Canter
believed in the utilization of rewards and consequences to stimulate students to make suitable choices.
(Canter ,1993)

According to the researchers , classroom management alludes to every one of the things that an teacher
does to compose students, space, time, and materials with the goal that students learning can occur
characterizes student focused learning groups as having shared administration, group building, and a
harmony between the requirements of the instructors and students (Wong et al., 2012). Students of all
learning capacities and social foundations are adapting together in the same classrooms with teachers
being considered responsible for every individual students’ achievement (Brannon, 2010). Scholastic
achievement has been diversely portrayed: as level of capacity achievement in academic work or as
formally obtained data in university subjects which is routinely addressed by rate of engravings gained by
students in examinations.Due to societal changes, universities have more behavioral issues that affect
the way a teacher manages the classroom (Etheridge, 2010)

Classroom management is concerned with a course of action of teachers’ behavior and activities that are
basically anticipated that would develop student co-operation and consideration in classroom (Brannon,
2010). Classroom management is concerned with a course of action of teachers’ behavior and activities
that are basically anticipated that would develop student co-operation and consideration in classroom
(Freiberg, 2013). A reasonable teacher has certain essential information and capacities. The teacher is
seen as the most basic component in executing every single informative change at the grassroots level.
The educational capacities, data of the theme, capacity and aptitudes of instructing and the
commitment of the teachers have capable impact on the teaching learning process (Harmer, 2008).

According to the researchers, the concept of classroom management is broader than the notion of
student control and discipline, it includes all the things teachers must do in theclassroom to foster
students’ academic involvement and cooperation in classroom activitiesto create conducive learning
environment. Morse (2012), relates that classroom management involves curtailing learner’s disruptive
behaviors such as fighting and noise making, close observation, arrangement of classroom learning
materials, and response to students whosuffer from poor sight (vision), poor hea3etb ring, poor reading,
poor writing, poor spelling,shame, dullness, hyperactivity and poor study habits.(2Umoren,2010)

RL-L (Amalia)

According to Philippine Basic Education Website the classroom is the centerpiece of a school's education.
Inside each room is a teacher and pupils engaging with one another. The main purpose is to create a
climate suited for learning. Classroom management could be a challenging task to any teacher. There are
times when a teacher needs complete silence and there are times when a teacher wants active
participation from the students. The objective is always keeping the attention of the pupils. Both lectures
and activities can be held inside a classroom. (Anonymous, 2012)

According to Eric Website, managing the classroom and establishing effective discipline have always
been areas of concern for teachers. Despite years of concentrated study concerning the relationship of
classroom control by the teacher and academic achievement by the student, there is no single set of
guidelines established for the classroom teacher to address the aforementioned concerns. Classroom
management is a situational phenomenon; there are no universal prescriptions for student control under
all circumstances. This paper describes the differences between classroom management and discipline,
and lists secrets of success from teachers with very good classroom management and excellent
classroom discipline. The mission, objectives, core values, and rules and policies for inside and outside
the classroom at Polytechnic University of the Philippines Laboratory High School (PUPLHS) are shared as
an example for establishing sophisticated management techniques to ensure satisfactory classroom
discipline. (Castolo, 2007)

According to Press Reader Website, Philippine Education System has focused much of its protection and
education work on physical and psychological punishment in and around schools. Singling out
punishment issues from its context of effective teaching and classroom management may have resulted
in less impact than expected. Schools and teachers can dramatically influence the extent and quality of
learning for all students, and we know how! The emphasis must be on success, rather than on failings
and shortcomings. To make this possible, a learning environment needs to be created in which all
children feel safe and understood, and can reach their potential. A teacher has to care for many different
students, including those from poor, disadvantaged families, students who may have to work before or
after school, children from different ethnic, religious or language minority groups and those with a
variety of learning difficulties or disabilities. Children may come to school hungry or tired, they may not
have been able to do home-work because of lack of electricity or parents who are illiterate and not able
to help them with their school assignments. (Anonymous, 2017)

According to Rowan Digital Works Website there are four main factors that have a great impact on
students behaviour. The four types are: (1) physical environment, (2) time management, (3) behavior
management, and (4) teacher effectiveness. If this factors perform correctly, this will result as a good
contribution in students learning. But if one of the factors are being neglected it will damage the
learning of the students. These factors needs to be execute all together to have a positive impact on
students learning. The first factor is physical environment, where the first step to create an orderly
setting to established an environment conductive to learning. Producting the physical environment of a
classroom includes selecting and installing furnitures, arranging seats, and organizing materials and areas
for easy access. If the physical environment of the classroom is incoherent and excretive it can give a
negative impact on how the students behave, feel, and think. The chairs in the classroom should be
arrange properly to have a more spacious vicinity. This will make the students, especially a student with a
disabilty to move freely inside the classroom. Teachers can also maneuver around the classroom to
check the students behavior. Arranging the seats properly will make the students feel comfortable to
study accordingly with their classmates. An orderly and attractive classroom can have a good impact on
behaviour of the students. Teachers can make the classroom a bright, lively, and colorful environment to
have also a very lively teaching. The next factor is time management. If this factor is being used, it can
keep a classroom run smoothly. Teachers should create a schedule to have an on time lessons. It will also
help the teacher if he/she create a plan for the next period so that the students will have a bit
knowledge on what they would do the next period or semester. It will give the students a stress free for
their time. The third factor is behaviour management, this factor is very important to have a very
organize classroom. The teachers should make rules to have a disciplined students. These rules should be
stated at the beginning of the school year. It will allow students to have an orderly and neat classroom
until the school year ends. The last factor is teacher effectiveness, the teacher should have a positive
relationship in his/her students to have a good teaching and learning. A teacher, who have a bad
relationship in his/her students is not effective. It is important to have a good relationship to his/her
students because it will affect the students learning about on what is your lecturing about. (Turano,
2005)

According to Stoughton “How will I get them to behave?”: Pre service teachers reflect on classroom
management. Teaching and Teacher Education, asserts that to avoid discipline problems, teachers need
to acquire and employ classroom management strategies. (Stoughton, 2007)

According to Edwards classroom discipline and management considered classroom management as a

troubling aspect of teaching. (Edwards, 1993)

According to McCormack investigating the impact of an internship on the classroom management beliefs
of pre-service teachers. (McCormack, 2001)

According to Martin and Sass construct validation of the behavior and instructional management scale.
(Martin and Sass, 2010)

RS-L (angelica)

According to the researchers classroom management has been defined as the provisions and procedures
necessary to establish and maintain an environment in which instruction and learning can occur (Duke,
1979).

The primary goal of effective classroom management is not the reduction of misbehavior or even the
creationof an orderlyEnvironment. According to the researchers classroom management has been
defined as the provisions and procedures necessary to establish and maintain an environment in which
instruction and learning can occur (Duke, 1979).

Although they are related issues, effective classroom management and the establishment of order are
not synonymous. For example, teach-ing practices that lead to passive nonengagement would not
threaten an orderly environment, but would reduce opportunities for learning . Student learning is the
primary goal of effective classroom management.(Doyle,1986) Although the presence of order in a
classroom does not necessarily indicate high levels of learning, the research clearly suggests that an
emphasis on effective strategies to promote learning can facilitate order. reported that effective
teachers in difficult management situa-tions pushed students through the curriculum as a way of
achieving and sustaining order.(Doyle, 1984)

According to Mohammad Aliakbani teachers of all types often try to keep their classrooms free from
disruption. To do so, they need to manage the class and correct the learners’ behavior in such a
passionate way that encourages, motivates, and retains positive behavior. Though, the terms classroom
“discipline” and “management” may be considered synonyms, discipline is “associated with the notion of
bringing children into line which is a needed element for learning and teaching. (Skiba&Peterson et al,
2003)

According to College cure classroom management is one of the most crucial aspects, which guarantees
every teacher to reach their main goals in the classroom. It is a well-known fact that all teacher always
tries to find the best techniques, which can help them to manage the challenging classroom students’
behavior. Moreover, they need to know many different methods that will help them to teach young
people in the most effective and progressive ways. Teaching is that kind of art, that requests a lot of
teacher’s effort and knowledge. Additionally, it includes many significant steps following which every
teacher makes the learning process much easier for students, and the atmosphere in the classroom
more relax, calm and positive. Despite the fact, that there is an extremely high number of strategies, that
teachers can apply in order to reach their goals.(Editorial staff, 2018)

According to PUPLHS Managing the classroom and establishing effective discipline have always been
areas of concern for teachers. Despite years of concentrated study concerning the relationship of
classroom control by the teacher and academic achievement by the student, there is no single set of
guidelines established for the classroom teacher to address the aforementioned concerns. Classroom
management is a situational phenomenon; there are no universal prescriptions for student control under
all circumstances. This paper describes the differences between classroom management and discipline,
and lists secrets of success from teachers with very good classroom management and excellent
classroom discipline. The mission, objectives, core values, and rules and policies for inside and outside
the classroom at Polytechnic University of the Philippines Laboratory High School (PUPLHS) are shared as
an example for establishing sophisticated management techniques to ensure satisfactory classroom
discipline.(Castolo, 2007)

RL-F (maryqueen)

According to classroom management is a term used by teachersto describe the process of ensuring that
classroom lessonsrun smoothly despite disruptive behavior by students. The term also implies the
prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers;
indeed experiencing problems in this area causes some to leave teaching altogether. In 1981, the US
National Educational Association reported that 36% of teachers said they would probably not go into
teaching if they had to decide again. A major reason was negative student attitudes and discipline
(Wolfgang & Glickman, 1986).
.According to Gootman (2008), rules give students concrete direction to ensure that our expectation
becomes a reality (Gootman, M. E., 2008). They also try to be consistent in enforcing these rules and
procedures. Many would also argue for positive consequences when rules are followed and negative
consequences when rules are broken. There are newer perspectives on classroom management that
attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward
success by helping them see how their effort pays off in the classroom. It relies upon creating an
environment where students are successful as a result of their own efforts (Pintrich and De Groot, 1990).

According to Levin et al. (2005) states that beliefs strongly affect one’s behavior; however, experience
and reflection on action may lead to changes or amendments to beliefs. Changes in beliefs are beneficial
because having a strong, positive belief system will benefit both the teacher and his or her students.
Being aware of the type of beliefs that are positive as opposed to those that need work will help
teachers become more effective educators. For example, in terms of producing constructive results in
the classroom, a belief in the importance reflection on the success of a lesson many produce a more
positive effect on teaching strategies than a belief which does not include reflection practices.
Researchers say that significant change in teachers can occur if they are engaged in personal exploration,
experimentation, and reflection upon their thoughts and actions (Richardson, 1996).

According to the American Psychological Association, aggression and disruptive classroom behaviour in
early childhood contribute to low school performance and inadequate peer relations. When a student is
in a depressed state or is angry and frustrated, then he will not be able to concentrate upon his studies.
Unstructured classroom time increases the probability of disruptive behaviour, and disruptive behaviour
can occupy time reserved for teaching and learning, which directly has an impact upon academics and
student performance. In order to prevent the likelihood that these disruptive behaviours occur, contend
that academic activities should account for at least seventy percent of classroom time. It would be
practical to hypothesize that the use of effective classroom management strategies may have a
functional relationship with student academic performance. Nevertheless, although these relationships
have been established, studies controlling for the effect of teacher instruction are uncommon (Hughes,
2014).

Synthesis

According to the research of Radhika Kapur (2018), class educational system of the educational
management and organization, classroom management could be defined is the process of organisng
classroom environment and its physical structure under the rules and policies. This is done to satisfied
the expectation of the educational system, curriculum, lesson plans, teachers, students, rules, policies,
relation patterns, administration of class order, planning, presenting and evaluating educational
activities, recognizkng students'assets,providing student motivation, arranging classroom
communjcation patterns, attaining classroom discipline, operative and dynamic employment of time,
and human and material resources in krder to prevent undesire behaviour on the part of the student.
 Within educational institutions, it is essential for teacher to depict the behavioural traits that would
encourages and motivate the students towards learning. The management of the classroom should
create an environment, in which the student should feel safe and protected. Classroom management
consists of many consistent and intrecate dimensions arising from class and environment. The teacher, is
the class manager, is expected to lead the class environment, a state as stated by considering this
proportions. Another important aspects of classroom management is to create a proper learning
environment and to prepared to physical condition of the class. Not only are the already present things
pedagogically affetive, so are their arrangements and aesthetical appearance. A well-prepared physical
environment and order eases the learning and teaching process and can enhance the class participation
of students. On the country, a dismal, noisy and ill prepared classroom environment negatively effects
the participation of students in activities and learning.

According to moskowitz & Hayman (19767), once a teacher loses control of tehir classroom, it becomes
increasingly more difficult for them to regain that control (Moskowitz & Hayman, 1976, p. 283), also
research from Berliner (1988)

According to the article of Mohammad Aliakbari, Based on the results of the study, the given sample
of the Iranian high school teachers honored teaching and teacher–student relationship strategies more
than organization and punishment–reward strategies. Therefore, it is concluded that there is a weak
positive relationship between applying assertive management strategies and the students’ achievement
at the level of 0.05 (r = .185*, p < 0.05). While the results of the current study shed more light on the
importance of teachers’ managing skills and the relationship between teachers’ effectiveness and
students’ achievement, findings call for teachers’ stress and emphasis on other effective factors in
classroom as well and develop creative approach to adjust such strategies with classroom conditions.
The findings have implications for Iranian educational administrators, especially given the in-service
training programs for EFL teachers to efficiently practice classroom management strategies.

In spite of the attempts in conducting the current research, some limitations need to be acknowledged.
Firstly, the study was limited in scope and conducted with a limited number of students who studied in
high school. Thus, the findings of this study need to be verified with different groups of the students and
different scopes. Secondly, this study investigated the students’ opinions concerns their teachers;
therefore, further research can be conducted using techniques such as observation, interview, and other
ways of data collection to verify the findings.