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IMPACT OF CLASSROOM MANAGEMENT ON STUDENT BEHAVIORS OF SPECIAL SCIENCE ELEMENTARY
SCHOOL TEACHERS IN MARAGONDON ELEMENTARY SCHOOL 1
CONTEXT AND RATIONALE
In today’s society, one of the vital aspects of classroom management is discipline
on how the teachers impose well-managed learning environment so that the students will
be encourages, motivates and retains positive behavior during class. Classroom
management embodies establishing rules and regulations to organize the class, to plan
materials and activities for the student’s learning process. One of the most difficult
elements of the teachers in the classroom is managing and maintaining the positive
behavior of the students in class. Therefore, teachers need to establish a good approach
and best learning environment such as warm, cooperative, pleasant atmosphere and
suitable materials for the students so that they can easily acquire the topic in an
appropriate manner to achieve the desired learning objectives and goals. Classroom
management includes how the teacher or how the class functions, how the teachers and
the students cooperate to thrive socially and academically in class. Ineffectively control
homerooms are normally described by problematic practices, for example, dozing, late
coming, miscopying of notes, eating during class, calling of monikers, verbal or non-verbal
bullying and physical abuse to individual learners. These problematic practices are a
hindrance in learning that can hamper the studies of the learners. For this reason,
teachers must be ready to deal with them with utmost care, patient and understanding.
Associations like elementary schools are focused on powerful and proficient
administration of the human and material assets. The teacher’s viability in instructing is
surveyed by their capacity to utilize different classroom management methods to control
learners. Today’s classrooms are much more complicated than in years past because
some students do not respect teachers, more students come to school with different
behavioral problems. Through their words and actions that can affects their character and
academic performance of the students. Therefore, they need to know how they will teach
students most effective and progressive ways. Teachers need to be more careful about
the strategies and managing their classes to prevent unorganized environments and
negative behaviors of the students. The significance of classroom management is it makes
way for instructing, learning, and behaving of the learners. Classroom management varies
in view of the teacher's character, preparedness, teaching style and the number of
learners in the classroom. Classroom management shows expanded commitment,
decrease in improper and troublesome practices that improves the studies of the learners.
It is useful to try to make every lesson full of interesting activities and tasks. Thus, try to
make all the activities simple, but very effective that will make an interest to minds of the
students. Of course, you should not make their tasks very easy. Choose the most
understandable and productive method for presenting new information for children during
lessons. It is the primary work of the teachers to develop a well-managed classroom
condition to engage the students in learning, enhances student’s academic skills,
understanding of one’s self as well as their social and emotional development.
There are many aspects that teachers should apply to make their students a better
people. Teachers should have their own strategies and techniques to affect positively on
students’ behavior. All these steps assist teachers to be professionals and students to
have proper behavior. Effective teaching and learning cannot take place in a poorly
managed classroom. If students are disorderly and disrespectful, and no apparent rules
and procedures guide behavior, the classroom will be distracted. In these situations, both
teachers and students suffer. Teachers struggle to teach and students most likely to learn
much less than poor students’ behaviors. According to Obot (2010), instructional
supervision involves moving around the classroom to observe students closely, engaging
students in academic activities, asking questions and employing both verbal and non‐
verbal teaching methods to ensure that students are paying undivided attention and taking
more from the lesson than simple facts. Everything a teacher does has implications for
classroom management, including creating the setting, decorating the room, arranging the
chairs, speaking to children and handling their responses, putting routines in place,
developing rules and policy, and communicating those rules to the students.
Teachers vary in how they manage their classrooms, but little is known regarding
the relationship between elementary school classroom management styles and student
outcomes (Brannon, 2010). Peer relationships may cause students to initiate poor
behavior and react contrary to the standard behavior set by adults, thus, resulting in
behavioral problems that may disturb the teachers and parents who have immediate
concerns and control over students. Thus, to cope up with this, teachers use technology
and classroom management practices in order to nurture children toward acceptable and
desirable behavioral patterns (Lumanug, 2015). According to Sowell (2013), he explained
how ineffective classroom management skills can waste instructional time, reduce time-
on-task, and interrupt learning environments. In addition to interrupting the classroom
environment, if proper classroom management is not exercised, disruptive behavior by a
few students can have a negative effect on teacher’s instruction, which can lead to other
students joining-in and can cause students to question the abilities of their teacher. For
these reasons, it is important to study instructional and behavioral classroom
management. According to Dr. George, Sakirudeen1, Adam (2017), classroom
management has been highlighted across numerous research studies as a major variable
that affects students’ academic engagement in learning. It sets a tone in the classroom
that captures students’ attention – as a necessity for effective teaching and learning. This
statement is obvious since a classroom which is chaotic and disorganized as a result of
poor classroom management is highly unlikely to enhance expansive learning and
students’ academic performance and might, indeed, inhibit it. In chaos, very little academic
learning can take place. Classroom management differs from one teacher to another
because of the teacher’s personality, teaching style, preparedness, and number of
students in the classroom.
According to Saifi, Hussain, and Salamat, (2018), the classroom management is
referring to the general daily maintenance of the classroom, which comprises on
classroom rules for student input during instructional time and material to be use. Some
teachers may manage classroom that have a positive impact on the students’
achievement, performance or character but some methods may affect students’ behavior
negatively. However, little is known regarding how classroom management impact student
outcomes by teacher classroom management style.
According to Umoren (2010), the concept of classroom management is broader
than the notion of student control and discipline, it includes all the things teachers must do
in the classroom to foster students’ academic involvement and cooperation in classroom
activities to create conducive learning environment.
According to 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 who suffer from
poor eyesight, poor reading, poor writing, poor spelling, shame, dullness, hyperactivity
and poor study habits.
Clearly, individual classroom teachers can have a major impact on student
achievement. Of the three roles of the classroom teacher—making choices about
instructional strategies, designing classroom curriculum, and employing classroom
management techniques—classroom management is arguably the foundation. According
to Bassey (2012), the wider view of classroom management shows increased

engagement, reduction in inappropriate and disruptive behaviors, promotion of student
responsibility for academic work, and improved academic performance of students. This
view of classroom management contrasts to a narrower view of classroom management
as it deals with just discipline and control. Students’ misbehavior in the classroom is a
common scenario. In some researches, students’ misbehavior is associated with social
skill deficiency resulting in behavior problems and poor academic achievement. This study
is timely and vital in addressing the need for a program that will reinforce positive discipline
in the classroom. It was anchored on the inculcation approach of set absolute values
processed according to social skills processing of change: seeing, thinking, and doing.
The common classroom misbehaviors such as not submitting projects homework, cutting
classes, absenteeism, and violating school rules.
According to Embry and Biglan (2011), there are 11 Types of Classroom Management:
1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or
more explicit hand signals to cue self-regulation. One popular cue involves moving to the
front of the room and making eye contact with the high schooler who is acting out, then
pausing until you have the individual’s attention. Younger students are less familiar with
social cues and might require a verbal signal to accompany the nonverbal cues. Example:
“What should you be doing right now?”
2. Nonverbal Transition Cues: Kids can become so immersed in an activity that
they might not notice your attempts to shift them into the next learning event. Ringing a
bell or turning lights on and off are unmistakable signals that shift attention to the teacher
or a new task. Asking a class to collectively decide what signal to use can be a community
builder.
3. Timeouts: Hundreds of studies support the timeout strategy, which is now
considered an indispensable component of many evidence-based behavior management
systems. Unlike the dunce cap punishment, which intentionally shames and stigmatizes
students, a timeout is now used in progressive classrooms to provide an emotional
breather in a less socially charged area of the room. It’s also a way for students to
decompress, reflect on and enhance their self-awareness, and then return to their seats
with improved self-regulation.
4. Over-Correction: Younger students may find classroom routines foreign or
overwhelming. Take the time to model the appropriate procedure and then rehearse it
three times or more until each step of the routine becomes second nature. After these
rehearsals, my second graders took pride in executing the required actions quickly and
perfectly for the rest of the year.
5. Notes of Praise: A private note left on a student’s desk praising improved
classroom effort is a powerful reinforcement, especially when the note is heartfelt. Studies
also show that sending positive letters home improves kids’ self-management and
decision making.
6. Private Reminders: When partnered with discreet praise, private reminders to
students about how to act responsibly increase on-task behaviors. Researchers
recommend using short and unemotional reminders.
7. Greetings: It might seem like an insignificant gesture, but greeting students by
name and making a positive statement enhances their self-regulation and increases class
participation. Example: “Hey, Marcus. How is my brilliant student today?”

8. On-the-Spot Corrections: During a lesson, don’t leave behavioral missteps
unaddressed. Immediately, briefly, and without drama, cue students about responsible
conduct. Example: “What should you be doing right now? Right. Let’s see that happen.”
9. Mindfulness Practice: Citing numerous studies, Emily Campbell writes that
teaching a student to meditate or practice nasal breathing (inhale through the nose, exhale
through the mouth) enhances emotional regulation. This animated gif helps students (and
teachers) learn the technique.
10. Notice and Comment: The Peacebuilders website shares several “Minute
Recipes for Building Peace,” such as recognizing changes in student behavior and
showing interest. Example: “I really like how you’re acting today. Did something happen
to make you feel better about your group?” Noticing and commenting sends an
unmistakable and powerful message: I care.
11. When-Then: Another intervention published by Peacebuilders, “When-Then”
helps students make responsible decisions—but also leaves the choice in the students’
hands: “When you start talking to me with a lowered voice, then we’ll problem-solve this
situation.”
Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
District of Maragondon
BUCAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
Bucal 2, Maragondon, Cavite
INNOVATION, INTERVENTION AND STRATEGY
(ACTION PLAN)
Innovation/Intervention Strategy Time Frame Person Involved
1. Disruptive Pupils: Teacher to

• Teachers
Lessen Classroom Student Twice a Month
• Students
Interruptions Discussion
Conducting a
2. Preservation of Parent’s Meeting
• Teachers
Classroom to organize a Quarterly
• Parents
Organization well-mannered
classroom
Conducting a
3. Contextualization Seminar for the
in Teaching as teachers to fulfill
Teachers
Motivation to the role of Twice a year
Students’ appropriate and
Interaction in Class strong classroom
management
Conducting a
4. Disciplinary Action Parent’s Meeting
• Teachers
of Teachers to regarding the Quarterly
• Parents
Students students
behaviors
Parent’s
5. Orientation about Orientation about
• Teachers
Influencing the Academic
Quarterly • Parents
Student Conducive Engagement in
Learning in Class the performance
of the students
Table 1: Action Plan for Classroom Management towards the Student Behaviors
RESEARCH QUESTIONS
In the Philippines, the issue of discipline in the classroom continues to surface as
one of the most challenging problem in education today. It is necessity of classroom
management that teachers will acquire if they intend to have a well-managed classroom
environment free from disruptions for student’s learning process. Student behaviors
towards the classroom management by the teachers greatly affects their discussion and
students’ character. This study will seek to determine the classroom management styles
or techniques of Special Science Elementary School (SSES) teachers and the behaviors
of students during a class. It aims to keep students organized, orderly, focused, attentive
and academically productive on class.
Specifically, this research study finds to answer the following questions:
1. How do the teachers utilize the role of “classroom management” towards the student
behaviors in Maragondon Elementary School?
2. How does classroom management affect the student behaviors in learning?
3. What are the benefits of classroom management on the behavior of the students in
Maragondon Elementary School?

RESEARCH METHODOLOGY
This chapter presents the methods that were employed to achieve research
objectives. The chapter describes the method which was used in this action research
such as participants/sources of data, data gathering method, ethical issues and data
analysis.
A. Participants/Sources of Data
Maragondon Elementary School teachers uses different styles or techniques in
managing a good learning environment but the most challenging problem that they are
facing is the student behaviors like idleness, lack of respect, undisciplined attitude and
others disruptions behavior that teachers must deal with them with utmost care and
understanding. Not all classroom has a strong and good classroom management so some
students does not participate and active when it comes in individual or group activity that
might affect their performance and character. One of the vital aspects of classroom
management is discipline. It has a process of ensuring the classroom lessons run without
disruptive behavior of the students. Student behaviors is how students are acting or
responding in the classroom to what is going on or present around them during class
hours. The purpose of this action research study is to engage the students in learning to
prevent undesirable interruptions during class. The selected respondents are teachers of
Special Science Elementary School of Grade I to Grade VI in Maragondon Elementary
School because they are concern in effective management of student behavior when they
implementing their own style of managing and organizing the classroom environment. The
researchers choose 6 teachers from the adviser of Special Science Elementary School
from each grade level. The first one will be from Grade I - SSES teacher, the second one
is from Grade II - SSES teacher, the third one is from Grade III - SSES teacher, the fourth
one is from Grade IV - SSES teacher, the fifth one is from Grade V - SSES teacher and
the sixth one is from Grade VI - SSES teacher. The rationale of choosing different
teachers is to get their perception and experiences in managing and organizing a
classroom during a class they had encountered for everyday teaching. The method we
used is under Non-Probability Sampling which is Purposive Sampling. It is a sampling
technique in which researcher relies on his or her own judgment when choosing members
of population to participate in the study.
B. Data Gathering Method
The researchers prepare a procedure in conducting research listed below:
1. Determining the problem of chosen research topic
2. Identifying the objective of the research
3. Writing the questions of the study
4. Concluding the exact population and sample of the research
The Special Science Elementary School adviser teachers from Grade I to
Grade VI in Maragondon Elementary School is the population of this research in
every grade level are the sample of this action research.
5. Writing letter for getting the permission of school principal from Bucal National High
School – Senior High School and to school principal in our work immersion venue
6. Interviewing the teachers
The six selected teachers from Special Science Elementary School from
Grade I to VI will interview by the researcher in order to support the role of
classroom management towards the student behaviors and to gather more

information related to the benefits of classroom management on the behaviors of
the students in Maragondon Elementary School.
7. Collect answers coming from selected respondents by transcribing the recordings
8. Collecting, analyzing and interpreting the data
9. Presenting the results by using tables each of which is followed by describing the
results and the most important findings, and interpretations of the data.
10. Drawing the main findings and, conclusions, discussing them, and presenting
recommendations for further research.
C. Ethical Issues
The protection of human subjects of ethical considerations and ethical guidelines
should have considered to keep the balance between the potential risks of action research
and the likely benefits of this problem. It deals with participants from different cultural
backgrounds, and to handle and manage distress during an interview session.
Informed Consent
The process of obtaining consent consists of the following:
This action research comprehends the information and have a power of freedom
of choice to allow them to decide whether to participate or decline. Participant’s agreement
to participation in this study was obtained only after a thorough explanation of the research
process. The potential participants were approached individually and given an explanation
of the purpose of the study and data collection process. They were given an appropriate
time to ask questions and address any concerns. It was explained that as their
participation is their willingness to accept the one to one interview, refusing to participate
from the study while it was in progress would not affect their job in the respective field of
profession. A participant’s information in transcript record was provided for data gathering.
The potential participants were given appropriate time (in this case: we will give the
Consent Letter for our respondents for we to know when is their free time to conduct our
interview) to decide whether or not they wanted to be involved in this action research
study. They were required to sign the informed consent form before the interview to
indicate their permission to be part of the study and this signature was confirmed prior to
the interview session. Consent to record the interview was also asked from them. The
participant’s information sheet and informed consent (letter) was available in language of
English with designated signature of the researchers, Adviser of Inquiries, Investigations
and Immersion subject, Head of Science Teacher and School Principal that serve as legal
agreement in the process of data gathering.
Anonymity and Confidentiality
The anonymity and confidentiality of the participants was preserved by not revealing
their names and identity in the data collection, analysis and reporting of the study findings.
Privacy and confidentiality of the interview environment were managed carefully during
face to face interview, interview recordings, data analysis and dissemination of the
findings. Interview Stage Data analysis was conducted simultaneously with the data
collection to protect the personal information regarding the interview questions.
D. Data Analysis
The researchers will analyze the data base in the answers of the selected teachers
through an interview. The researchers will get an ideas and information about the problem
between classroom management towards the student behaviors that will be used in
interpreting the results. The compare and contrast technique can help to analyze the data
and to determine the possible findings. Having collected all the data from the interview,
the researchers will review the data. First, the researchers will transcript the recorder voice
from the interviewees. The researchers will recognize how teachers utilize the role of
classroom management towards the student behaviors, how it affects the student
behaviors in learning and also, the benefits of our action research problem. And then from
the interview, the researchers will obtain the details and more in-depth information about
the effective classroom management that teachers use to admire the students on their
behavior so that they engage their selves in learning.
The teachers’ answer in interview will conclude the possible solutions to acquire good
classroom management free from disruptions to aim the learning goals of the students.
The question no. 1 will determine the different strategies or techniques that the teachers
use in managing the class. Question no. 2 will examine the behaviors either it is more
likely of positive or negative behaviors that the teachers observe and handle in a well-
mannered approach. Question no. 3 will identify the factors that might affects their
performance and character in class. Question no. 4 will establish good and strong
classroom concerning management of student behaviors for an effective learning
environment. Question no. 5 will help the benefited various sectors through the student,
teacher, school and curriculum planner. Question no. 6 will find an appropriate treatment
to lessen the disruptive behaviors of the students and to engage them in learning.
Question no. 7 know the methods for giving solutions on how the teacher control the noise
and disruptive behaviors during class discussion. Question no. 8 will describe how the
teacher see classroom management as a vital aspect of discipline for their students if it is
an innate skill or something which can be taught.

RESULTS AND DISCUSSION
This chapter deals with the presentation, analysis, and interpretation of the data
gathered from the respondents by the researcher. This action research study sought to
determine the classroom management styles or techniques of Special Science
Elementary School (SSES) teachers, the behaviors of students during a class and the
benefits of classroom management in the selective sectors. The respondents are
composed of 6 Special Science Elementary School (SSES) teachers from Grade I to
Grade VI. The researchers interviewed the respondents about their perceptions regarding
how the teachers implement classroom management towards the student behaviors
during class. The outcome of the gathered data was presented in graphical and verbal
manner.
1. What are your strategies and techniques in managing and organizing a
class?
17%
Classroom Rules and Reward
System
Classroom Organization
17%
Activity through Games

66%
Figure 1: Teachers’ strategies and techniques in managing and organizing a
class.
Interpretation:
Figure 1 illustrates the teaching strategies and techniques used by the
Special Science Elementary School teachers through their skills and knowledge.
Out of 6 respondents, 1 respondent (17%) answered that the teacher is using
Classroom Organization for conducive learning of the students, while also 1
respondent (17%) answered that the teacher is using Activity through Games.
However, the majority or the 4 respondents (66%) revealed that the teachers used
Classroom Rules and Reward System on how they manage and organize the
class.
Based on the given data obtained by the researchers on the answers of the
respondents in Question no. 1, the researchers were able to prove that the teacher
who used Classroom Organization is to be ready in encountering the different
behaviors of students inside the classroom and to see to it that her classroom is
well-organized to have a good learning environment. The following is response of
the teacher who used the strategies and techniques of Classroom Organization for
classroom management:
Teacher 3:
“To manage and organize my classroom, I have to be prepared always not
only to the lessons I'll going to teach but also being prepared how to handle
my pupils’ behavior. I'll see to it that my room is well organize, comfortable,
and attractive to give them conducive place for learning.”
Teacher who used Activity through Games to caught the attention of his
students. The following is the response of the teacher who used the strategies and
techniques of Activity through Games for classroom management:

Teacher 4:
“My strategy is games because as a teacher, you need to caught the
attention of the pupils because they are more inclined or does not want to
seem serious about teaching so we have to play few games so I can get
the pupils attention.”
(My strategy is games kasi kapag nag games ka doon maca-caught ang
attention ng bata kasi mas hilig ng bata or ayaw ng bata ng seryoso sa
pagtuturo so lalagyan natin ng konting games para makuha ang attention
ng bata.)
Teachers are mostly using Classroom Rules and Reward System
so that students will be a good leader that will take responsibility whenever
their teachers are not around and to engage more the students in learning
by having an additional grade.
Teacher 1:
“Establishing guidelines/setting the rules encouraging initiative and
offering praises.”
Teacher 2:
“Orient the pupils and by giving standards to be followed during class
hours.”
Teacher 5:
“Organizing a class is one of the crucial factors that contribute to a well-
managed class. As an adviser, before the opening of the class I do an

orientation to my incoming pupils with regard to my classroom rules and
regulations and I see to it that this was posted on one corner of my
classroom. I also give my pupils a task of being a leader of the day who will
lead the class when I am not around and this worked a lot.”
Teacher 6:
“My strategy or technique in terms of classroom rules is Class Orientation,
what should be observed in the classroom so that they can be easily
managed, so they can organize what disciplines they should have. Aside
from it is the Reward System, they are easy to engage with when it comes
to additional grades, so praise them by saying "Very good!” I also have
that technique for them to listen to me.”
(Ang aking strategy o technique ay Class Orientation muna tungkol sa
classroom rules, kung ano yung mga dapat sundin sa loob ng classroom
para medyo madali silang ma-manage, maging organize sila kung anong
mga discipline dapat yung meron sila. Bukod dun Reward System, madali
silang ma-engage kapag may additional sa grades, ip-praise mo sila sa
pamamagitan ng pagsabi ng “Very good!” isa ko rin yung technique para
makinig sila sa akin.)

2. What are the behavioral problems of the students you experience in class?
33% Simple Bullying and Quarrel
Inattentive Students, Talkative,

Laziness, Lack of Respect and
67% Discipline
Figure 2: Behavioral problems of the students in class.
Interpretation:
Figure 2 illustrates the behavioral problems of the students that Special
Science Elementary School teachers experience in class. Out of 6 respondents, 2
respondents (33%) answered that teachers experienced simple bullying and
quarrel of the student behaviors during class. However, the majority or the 4
respondents (67%) revealed that the teachers have more experience towards the
student behaviors of being talkative, laziness, lack of respect and discipline in
class.
respondents in Question no. 2, the researchers were able to prove that teachers
who experienced simple bullying and quarrel toward their student minimal
behaviors during class is they can easily handle on it. The following are the
responses of the teachers who experienced simple bullying and quarrel of the
behavioral problems of the students during class:
Teacher 1:
“Disruptive talking, harassing classmates and bullying.”
Teacher 5:
“I only encountered minimal behavioral problems to my pupils since they
belong in a Special Science Elementary School section likes simple
bullying, simple quarrel and these were easily managed.”
The following are the responses of the teachers who experienced being
inattentive students, talkative, laziness, lack of respect and discipline of the
students towards the teachers in class:
Teacher 2:
“Inattentive students, absenteeism, laziness in doing homework, projects
and being talkative.”
Teacher 3:
“Some behavioral problems that I encountered to my pupils are:
1. Too much talking
2. Some did not make their assignments and projects.
3. Laziness and out of focus.”

Teacher 4:
“Bullying cannot be prevented by some children, but in my naiveté of my
section I have one pupil that one time he/she was absent, a lot of his/her
classmates was happy because there's no bully for that day.”
(Pambu-bully kasi hindi talaga maiwasan ng bata ang mang bully, kasi sa
na-experience ko sa section ko meron akong ditong isang estudyante na
one time umabsent at natuwa lahat ng bata kase walang nambubully.)
Teacher 6:
“First of all for the behavioral problems of the pupils are no respect for the
teachers or even with their classmates but at the same time, the pupils are
busy doing the task but some of the pupils are lazy to do the things that is
not related to what the teacher instructed. Attitude is really the problem of
the pupil, which is lack of discipline.”
(Unang-una dito sa behavioral problems, walang respect sa teachers kahit
sa kaklase basta sa lahat, tamad yung ibang bata gumagawa na yung mga
kaklase yung iba nakatunganga pa rin kalimitan ganoon. Attitude talaga,
attitude ang problema ng bata, kulang na kulang talaga sa disiplina.)

3. How does behavior affect students’ academic engagement and character
traits through classroom management of the teachers?
17%
Ability to learn
Low academic achievement or

50% performance
Influence of the behaviors
33%
Figure 3: Behavior of the students’ affects academic engagement and character
traits.
Interpretation:
Figure 3 illustrates the behavior of the students’ that affects their academic
engagement and character traits. Out of 6 respondents, 1 respondent (17%)
answered that the influence of behaviors affects the character traits of the
students, while also 2 respondents (33%) answered that the low academic
achievement or performance affects the academic engagement in learning of the
students. However, the majority or 3 respondents (50%) answered that the ability
to learn of the students will greatly affects both their academic engagement and
character traits.
respondents in Question no. 3, the researchers were able to prove that the
influence of behaviors affects the character traits of the students. The following are
the response of the teachers’ experiences and observations about the behavior of
the students’ that affects their academic engagement and character traits through
classroom management of the teachers:
Teacher 6:
“Pupils’ behavior really affects how teachers manage because I usually use
the positive approach to manage but it is not applicable to all of them. There
is a section where the child is the most dysfunctional of my positive
technique. So, I would think again another approach until they were
stressed out. Within a day, many children you will handle with individual
differences such that their attitude is really difficult to handle. In character
traits, for example there are children who are kind and then some children
are sometimes influenced by others, others are not, saying bad words has
affected their character traits here.”
(Ang ugali ng bata ang talagang nakakaapekto kung papaano mag-
manage ang teachers kasi ako kalimitan positive approach yung ginagamit
ko sa pagma-manage pero hindi sya applicable sa lahat ng bata. May
section na ang bata ay pinakamatindi hindi umuubra yung positive
technique ko. Iisip ulit ako ng panibago hanggang sa nakaka-stress na sila.
Ilang bata yung hahawakan ko tapos may individual differences, iba-iba
yung attitude nila talagang mahirap i-handle. Sa character traits naman
halimbawa may mga batang mabait tapos may ibang bata ay hindi, minsan
yung iba nai-impluwensiyahan, yung iba naman hindi, yung pagsasabi ng
mga bad words naapektuhan yung character traits nila dito.)

Disruptive behaviors of the students lead to low academic achievement or
performance. The following are responses of the teachers’ experiences and
observations about the behavior of the students’ that affects their academic
engagement and character traits through classroom management of the
teachers:
Teacher 2:
“Disruption occurs and really affect classroom management which leads to
low academic result.”
Teacher 3:
“Pupils with behavioral problems and poor study habit resulted to their low
academic achievement/performance.”
The misbehavior problem of the students like lack of focus during class
lead to lose his or her ability in class to learn. The following are responses of the
teachers’ experiences and observations about the behavior of the students’ that
affects their academic engagement and character traits through classroom
management of the teachers:
Teacher 1:
“Behavior affect students’ academic and character traits through classroom
management of the teachers and it affects ther ability to learn as well as
other students learning environment.”
Teacher 4:
"Every pupil behaves very strongly in their academic engagement because
once the pupil is not focused on his or her performance because the pupil
has a behavioral problem the tendency is to drop grades due to lack of
focus, and lose his or her ability in class.”

(Malaki ang epekto ng behavior ng bata sa academic engagement nila kasi
once na ang bata ay hindi focus affected ang performance niya kasi pag
ang bata ay may behavioral problem ang tendency ay bumaba ang grades
kasi walang focus, at lalo ang pagiging makulit niya sa klase.)
Teacher 5:
“It has a great impact towards their academic engagement that is why it
should be well-managed at the beginning of the class.”
4. How important it is to have an effective and strong classroom management
for you as a teacher?
Teacher Competencies
100%
Figure 4: Importance of effective and strong classroom management to teacher.
Interpretation:
Figure 4 illustrates the importance of effective and strong classroom
management to teacher. Out of 6 respondents, 6 respondents (100%) answered
that it is important to have an effective and strong classroom management to
achieve the Teacher Competencies.

important to have an effective and strong classroom management to achieve the
Teacher Competencies are to establishes and sustains an orderly environment in
the classroom, increases meaningful academic learning and facilitates social and
emotional growth and decreases negative behaviors that leads to interruptions of
the class. Teacher Competencies are the skills and knowledge that enable a
teacher to be successful. To maximize student learning process with their own
capabilities. Achieving the learning competency is having an objective, goal and
strategy to clarify, organize and prioritize learning system in the classroom. The
following are responses of the teachers’ reasons on how important to have an
effective and strong classroom management to achieve the Teacher
Competencies.
Teacher 1:
“It is important to have an effective and strong classroom management for
me as a teacher because it provides relevant content, clear learning goals,
and feedback and help students the opportunities to build social skills and
help them to succeed.”
Teacher 2:
“It is very important to have an effective and strong classroom management
because it is one of the indicators to achieve the objectives and to get high
mastery level.”
Teacher 3:
“Effective and strong classroom management improves/enhances my
pupils’ academic skills and competencies as well as their social and
emotional development.”
Teacher 4:
“Classroom management is so important that we really know the pupils if
they follow the teaching plan because from the start they are distracted
from the class with no goal, we have no plans to do so we can have a hard
time with their attention, because we let the pupils always go if they went
too far they say.”
(Classroom management is very important kase talagang doon natin
malalaman yung bata kung sila ay nasunod sa teacher kase plan kasi yun
from the start ang mga bata ay distracted sa klase walang goal, wala
tayong plan na gagawin so mahihirapan tayong macaught ang attensions
nila, kase pag hinayaan natin ang mga bata lagi na lamang kung san san
napunta masyadong magulo sabi nila.)
Teacher 5:
“Like what I’ve said, it is very crucial for a meaningful learning process to
take place.”
Teacher 6:
“It is good that a teacher has effective and strong classroom management
if he or she is able to handle or manage the classroom in a good way that
he or she can quickly teach the children the learning competency that he
or she needs to master those skills and knowledge that we, teachers should
impart to them.”
(Maganda talaga na ang teacher ay may effective and strong classroom
management kung kaya niyang i-handle o i-manage ng mabuti yung
classroom mabilis niyang mapapatuto yung mga bata dun sa learning
competency na itinuturo niya na kailangan talaga na malaman yung skills
at tsaka yung knowledge na dapat ini-impart naming mga guro sa kanila.)
5. How will classroom management will be benefited from the following?
Increases academic achievements

33%
or performances
To achieve the competencies to be
50% learned
Fruitful learnings of the students
17%
Figure 5: Classroom management will be benefited from Student.
Interpretation:
Figure 5 illustrates the benefits of classroom management to the student.
Out of 6 respondents, 1 respondent (17%) answered to achieve the competencies
to be learned by the students, while also 2 respondents (33%) answered the fruitful
learnings of the students will take place if classroom management will be in good
terms. However, the majority or the 3 respondents (50%) answered it will increase
academic achievements or performances of the students to become more
productive and skillful.
respondents in Question no. 5, the researchers were able to prove that the benefits
of classroom management to the student is answered by the teacher to achieve
the competencies to be learned by the students. The following is the response of
the teacher on how the classroom management will be benefited to the student:
Teacher 2:
“Student - they will learn more and achieve the competencies to be
learned.”
Moreover, students produced fruitful interaction with the tool as soon as
they achieved high familiarization and constant activity with it, which ultimately
helped them improve their academic engagement in individual activities or group
task. So, teachers answered students will have benefited through fruitful learnings
of a good classroom management. The following are the responses of the teachers
on how the classroom management will be benefited to the student:
Teacher 4:
“Student - For me, classroom management plays a vital role in the student-
learning process. With a good classroom management, the student will
easily cope up the lesson and will have a fruitful learnings.”
Teacher 6:
“Student - Pupils can learn easily.”

(Student - Madaling matututo ang mga bata.)
One of the vital aspects of classroom management is discipline. So,
teachers answered students will increase academic achievements or
performances. The following are the responses of the teachers on how the
classroom management will be benefited to the student:
Teacher 1:
“Student - it increments learners’ achievement and improve their scholarly
abilities. They become progressively constructive.”
Teacher 3:
“Student - it increases student success and improve their academic
skills. They become more productive.”
Teacher 5:
“Student - for their academic performances.”
Table 2: Classroom management will be benefited from Teacher.
RESPONDENTS RESPONSES
Teacher 1 “Teacher - It makes simpler for me to
instruct and give information to my
learners. That is to say, less worry for
me.”
Teacher 2 “Teacher - They will achieve his/her
objectives for the lessons prepared and
get high mastery level.”
Teacher 3 “Teacher - It makes easier for me to
teach and impart knowledge to my pupils.
It means, less stress for me.”
Teacher 4 “Teacher - Same with the student, it also
plays a vital role in the student-learning
process. It will be easy for the teacher to
teaches his/her lesson if there’s a good
classroom management. He/she will be
benefited and there will be no hard time
throughout the day if there’s a good
classroom management.”
Teacher 5 “Teacher - for us to have a well-structural
classroom and meaningful teaching
learning process.”
Teacher 6 “Teacher - Teacher can easily teach with
a direct flow of discussion if the child has
no behavior problem. Pupils can be taught
easily if they listen to you, if you are no
longer a critic, you just teach direct to the
point you always have. It's easy to teach
when you are just teaching but you have to
be critical before you teach that is a waste

of time. That's the ideal we want when you
enter the classroom you will teach, the flow
of your discussion is good, the teacher will
ask then, the pupils will answer. But if your
pupils will have a fights or
misunderstanding, you have to scout
before you begin the lesson because they
don't want to make your voice over, you
just need to scream just to get their
attention.”
(Teacher - Madaling makaka-pagturo ang
teacher kung walang problema sa
behavior ang bata, dire-diretso yung flow
ng discussion. Madaling mapapatuto ang
mga bata kung lahat sila nakikinig sayo,
yung hindi ka na mananaway ng
mananaway, turo ka na lang turo direct to
the point ka na lagi. Madali kasing magturo
kung magtuturo ka lang pero yung
mananaway ka muna bago ka magturo
yun yung nagsasayang ng oras. Yun kasi
yung ideal talaga natin pagpasok mo ng
classroom magtuturo ka, maganda yung
flow of discussion mo, magtatanong si
teacher sasagot ang bata madali. Pero

kung may magus-suntukan o mag-aaway,
manenermon ka muna bago ka mag-
umpisa ng lesson kasi ayaw nilang making
lalakasan mo pa yung boses mo kailangan
mo pang sumigaw para lang makuha mo
yung atensyon nila.)
Interpretation:
Table 2 shows the benefits of classroom management to the teacher.
Teacher 1 to teacher 6 has a different answer. Teacher 1 answered it makes
simpler for her to instruct and give information to the learners. Teacher 2 answered
the teacher will achieve his/her objectives for the lessons prepared and get high
mastery level. Teacher 3 answered the teacher will impart knowledge to the pupils.
Teacher 4 answered if the teacher has a good classroom management the
student-learning process will continuous arises that no one can distracted by any
interruptions of behaviors during class hours. Teacher 5 answered to have a well-
structural classroom and meaningful teaching learning process. And, teacher 6
answered it can easily teach with a direct flow of discussion if the students will
attentively listen and actively participated in class.

17% Assurance
Satisfied Children's Academic Result
17% 49%
Effectiveness of Teaching-method
of a teacher
Positive Feedback
17%
Figure 6: Classroom management will be benefited from Parent.
Interpretation:
Figure 6 illustrates the benefits of classroom management to the parent.
Out of 6 respondents, 1 respondent (17%) answered parent will have satisfied
children’s’ academic result, while also 1 respondent (17%) answered effectiveness
of teaching-method of a teacher and 1 respondent (17%) answered positive
feedback from parent. However, the majority or the 3 respondents (49%) answered
assurance that their sons/daughters are given the special needs of education that
makes them satisfied with the teaching of the teachers and the performing of the
school.
of classroom management to the parent is answered by the teacher that parent
will have satisfied children’s academic result The following is the response of the
teacher on how the classroom management will be benefited to the parent:

Teacher 2:
“Parent - they will be satisfied for their children’s academic result.
Teacher answered effective teaching-method of a teacher that makes the
classroom setting successful so that the students will be more cooperative in
learning that leads the way of thinking by the parent in an effectiveness of letting
his/her child to be well-behaved. The following is the response of the teacher on
how the classroom management will be benefited to the parent:
Teacher 5:
“Parent - it will be an edge to them that their sons/daughters are well-
behaved.”
Teacher answered a positive feedback to the parent. If a teacher teaches
effectively to the students in a well-mannered behavior and encouraging the
potential students who have an abilities and talents to join in a contests, the parent
will be happy and give a positive feedback towards the teacher. The following is
the response of the teacher on how the classroom management will be benefited
to the parent:
Teacher 6:
“Parent - When the teacher is able to teach the pupil in a good manner the
parent will have a good feedback for the teachers. When you have good
classroom management you will also be pleased with the parents. Our
stakeholders will increase because one of our stakeholders is a parent, so
they will be happy as well. 100% of the pupils have learned to his/her
teachers’ lessons, the parent will glad when it comes that their child
learned. Because they see the change in their children when the children
learn, the parents are happy too.”
(Parent - Kapag ang bata napapatuto mo dahil maganda ang turo ng
teacher niya maganda ang feedback nun sa parent. Kapag maganda ang
classroom management mo matutuwa din ang mga magulang. Dadami
yung mga stakeholders natin kasi isa sa mga stakeholders natin ay parent
eh, kaya matutuwa din sila kapag ganoon. 100% ang pupils mo ay natuto
sa iyo, matutuwa ang parent kapag ganoon na hindi sayang ang
pagpapaaral sa anak nila. Nakikita kasi nila yung pagbabago sa mga anak
nila kapag kasi natututo ang mga bata, natutuwa din ang magulang.)
Teachers answered assurance that their sons/daughters are given the
special needs of education that makes them satisfied with the teaching of the
teachers and the performing of the school. The following are the responses of the
teachers on how the classroom management will be benefited to the parent:
Teacher 1:
“Parent - give them a significant serenity that their kids are sheltered and
feel the confirmation that their youngsters are performing in the school.”
Teacher 3:
“Parent - give them a peace of mind that their children are safe and feel
the assurance that their children are performing in the school.”

Teacher 4:
“Parent - With a good classroom management, the parent will become at
ease with the rules and regulations of the class. Since they are aware of a
good classroom management, it is a way for them to communicate with the
pupil and with the teacher.”
Decrease the number of retained

33% 34%
and drop-out students
High performance level
It serves as an asset and pride
33%
Figure 7: Classroom management will be benefited from School.
Interpretation:
Figure 7 illustrates the benefits of classroom management to the school.
Out of 6 respondents, 2 respondents (33%) answered the school will have a high
performance level, while the 2 respondents (33%) answered the school will serve
as an asset or pride of the school. However, the majority or the 2 respondents
(34%) answered the school will decrease the number of retained and drop-out
students.
of classroom management to the school is answered by the teachers that the
school will have high performance level because of the successful academic
performance and extracurricular activities. The following are the responses of the
teachers on how the classroom management will be benefited to the school:
Teacher 2:
“School - The school will get high performance level.”
Teacher 4:
“School - If there’s a good classroom management, the school will become
successful in terms of academic and curricular activities. Since there’s a
proper management of the school, there will be a mutual relationship
between the student, the teacher and the parent, so the student will
become at peace and they can achieve their mission and vision and to
outcome for good.”
Teachers answered it serves as an asset and pride to the school. It is a
great achievement when the school is known for high performance level for the
students who are skillful and talented in showing their talents in joining a contents
or activities in school by the instructor of the teacher. The following are the
responses of the teachers on how the classroom management will be benefited to
the school:
Teacher 5:
“School - it is an asset of the school when the pupils are well-behaved.”

Teacher 6:
“School - When pupils learn of course, who represents the “resistance” in
different contests or activities in school it's a great thing in our school
especially when they participate in contests we win them. When they get
the Entrance Exam like Grade 6, when many passers come from this
school. Pride of the school when many skillful and talented pupils are
produced.”
(School - Kapag natututo ang mga bata syempre andyan yung mga
panlaban natin na mga bata nakikita natin yung husay ng mga bata dyan,
malaking bagay yun sa ating paaralan lalo na kung sumasali sila sa mga
contests napapanalo natin sila. Kapag nakuha sila ng Entrance Exam
katulad ng Grade 6, kapag maraming passers na galing sa ganitong
school. Pride ng school kapag maraming nap-produce na batang
mahuhusay.)
Teachers answered the school will decrease the number of retained and
drop-out students if the style of classroom management by the teachers is
effectively and efficiently used. The following are the responses of the teachers on
how the classroom management will be benefited to the school:
Teacher 1:
“School - decline the quantity of held and drop out students.”
Teacher 3:
“School - decrease the number of retained and drop out pupils.”

33%
Trainings with respect to the
homeroom
Learning needs of the students
67%
Figure 8: Classroom management will be benefited from Curriculum Planner.
Interpretation:
Figure 8 illustrates the benefits of classroom management to the curriculum
planner. Out of 6 respondents, 2 respondents (33%) answered the curriculum
planner will have trainings with respect to the homeroom. Moreover, the 4
respondents (67%) teachers answered the curriculum planner will have a plans
with regards to the learning needs of the students.
of classroom management to the curriculum planner is answered by the teachers
that the curriculum planner will have with respect to the homeroom. The following
are the responses of the teachers on how the classroom management will be
benefited to the curriculum planner:

Teacher 1:
“Curriculum Planner - They can design and sched more trainings with
respect to homeroom, the executives that would profit both the educator
and understudies.”
Teacher 3:
“Curriculum planner - They can plan and sched more trainings regarding
classroom management that would benefit both the teacher and pupils.”
Teachers answered the curriculum planner will have a plans with regards
to the learning needs of the students by having a planning for the student-learning
process and having a training to impart the knowledge regarding the curriculum.
The following are the responses of the teachers on how the classroom
management will be benefited to the curriculum planner:
Teacher 2:
“Curriculum Planner - If the classroom management will be implementing
in a good way and the pupils will engage in learning, the positive impact of
classroom management will be achieved.”
Teacher 4:
“Curriculum Planner - Same with the school, if there will be a good
classroom management it is easy for them to impart the knowledge
regarding the curriculum. If there’s a plan for the curriculum, there will be
at ease in classroom management.”

Teacher 5:
“Curriculum planner - They can plan and sched more trainings regarding
classroom management that would benefit both the teacher and pupils.”
Teacher 6:
“Curriculum Planner - Teachers inset and plan how they will enrich the
knowledge and improve the skills of the pupils. If your classroom
management is good you will not hassle here in the Curriculum Planner
because it will result with the positive effect on it.”
(Curriculum Planner - Mag i in-set ang mga teachers at magpa-plano
kung papaano ang gagawin mo sa mga bata. Kung maganda yung
classroom management mo hindi ka na hassle dito sa Curriculum Planner
kasi magiging okay siya positive yung magiging effect nito.)
6. What is the solutions you do for dealing with a disruptive classroom?
Identify students' strengths and

weaknesses
33%
Remind the students to listen and
50% stop talking
Talking privately to the students

with regards with their issues
17% concerns'
Figure 9: Teachers’ solutions for dealing with a disruptive classroom.

Interpretation:
Figure 9 illustrates teachers’ solutions for dealing with disruptive
classroom. Out of 6 respondents, 1 respondent (17%) answered that teacher
remind the students to listen and stop talking, while also 2 respondents (33%)
answered that teachers identify strengths and weaknesses of the students.
However, the majority or the 3 respondents (50%) answered that teachers talk the
students privately with regards their issues concerns’.
respondents in Question no. 6, the researchers were able to prove that the teacher
remind the students to listen and stop talking when they are making any kinds of
interruption inside the classroom. The following is the response of the teacher on
how teachers give solutions for dealing with disruptive classroom:
Teacher 2:
“Reminding the pupils to listen and stop talking to their seatmates for them
to answer the given assessment and understand the lessons.”
Teachers answered identify strengths and weaknesses of the students
including their interests, talents, culture and values as an individual learner. The
following are the responses of the teachers on how teachers give solutions for
dealing with disruptive classroom:
Teacher 1:
“Learn my pupils’ strengths and weaknesses, their interests and their
special skills/talents.”
Teacher 3:
“Always get ready. Identify the strengths and weaknesses of my pupils.
Sometimes I do the reverse-psychology techniques. Setting house rules.”
Teachers answered that teachers talk the students privately with regards
their issues concerns’ in a way that you will hear both sides and think with a
possible solution to solve the misunderstanding or fights of the students. If talking
privately will not affect them, then the teacher will call their parents and talk about
the problem with their son/daughter, but if they did not come home visitation will
do also. If it is not enough to work, the students might have a record in a Guidance
Counselor. The following are the responses of the teachers on how teachers give
solutions for dealing with disruptive classroom:
Teacher 4:
“There are many ways in dealing with a disruptive classroom. First, I always
talk to them with heart. If it will not affect them, then I call their parents and
talk about the problem with their son/daughter.”
Teacher 5:
“Talking privately to the pupils as the need arises to the concerned parents
as well as home visitation will do also.”
Teacher 6:
“Regulate and hear both sides if anyone quarrels and ask first what is the
pupil's problem. Or else you will pay attention towards them before you stop
that is usually what you do not seem to have the attention of a pupil, so you
can go to class that way, which is really what is happening especially in my
Grade 6 advisory.”
(Aayusin at pagbabatiin mo muna kung may nag-aaway at tatanungin mo
muna kung anong problema ng bata bakit sila nagkaganoon. Or yung iba
naman papansinin mo muna bago tumigil, yun yung kalimitan eh parang
kulang sa pansin na bata para ikaw ay makapag- klase ganoon kalimitin,
yun talaga yung tunay na nangyayari lalo na sa ating Grade 6.)
7. How can you control a disruptive behavior in a classroom without
disrupting the lesson?
Table 3: Teachers’ way of controlling a disruptive behavior in a classroom without
disrupting the lesson.
RESPONDENTS RESPONSES
Teacher 1 “Engage learners to exciting and
interesting activities.”
Teacher 2 “I’ll give different activities where the
pupils could not get the chance to
disrupt the classes.”
Teacher 3 “Address the disruption immediately.
Stay calm for a moment and listen to
the students’ concern. After a little bit
of talking and explaining, proceed to
the lesson.”
Teacher 4 “Using a joke/game is my way of
controlling a disruptive behavior in a

classroom without disrupting my
lesson. If I see them that they not
focusing in my lesson, I use “reverse
psychology” then I put “Joke” to caught
their attention and after that once I get
their attention we go back to our
lessons.”
Teacher 5 “By calling the attention of the
misbehavior pupils through asking
him/her some questions related to the
topic discussed and letting him/her to
do a task that will make him busy.”
Teacher 6 “This is a bit difficult to control, I have
a hard time with it. You should start
your lesson first and give it a little
attention and then adjust. I'll just talk to
them for a moment but the whole class
goes straight to what task I will give for
them, "Okay, you can answer this
activity and continue the class. Or
here's what you do.”. I will explain first
what they will do, then no matter who
gets into trouble I'll call them and I'll
talk to them in private at my table desk.

If they don't lower their pride, I will call
their guardian. If they didn’t able to
change their behavior and cooperate
actively with the class they will have a
record to Guidance yet, but if they will
fix it inside the classroom it won't lead
to Guidance anymore.”
(Eto medyo mahirap controll-in, ako sa
part ko nahirapan ako dito. Ide-deretso
mo muna yung lesson mo bibigyan mo
muna ng konting pansin tapos
mamaya aayusin mo din. Kakausapin
ko lang sila saglit kung sino yung nag-
away pero the whole class diretso pa
din kayo “Osige, sagutan niyo ito
diretso nyo yung klase. O eto yung
gagawin niyo..” papaliwanag ko muna
kung ano yung gagawin nila,
pagkatapos nun kung sino man yung
nag-away o may problema tatawagin
ko sila tapos kakausapin ko sila in-
private doon sa table desk ko tapos
pagbabatiin ko para wag ng humaba
pa. Kapag hindi sila nagkaayos
papatawag ko na ang magulang.

Kapag hindi pa rin naayos tsaka pa
lang sa Guidance pupunta, pero kung
maaayos naman siya inside the
classroom hindi mo na paaabutin pa
sa Guidance.)
Interpretation:
Table 3 shows teachers’ way of controlling a disruptive behavior in a
classroom without disrupting the lesson. Teacher 1 way of controlling a disruptive
behavior is to engage the learners to exciting and interesting activities. Teacher 2
way of controlling a disruptive behavior is to give different activities to avoid the
chance of disrupting the class. Teacher 3 way of controlling a disruptive behavior
is to stay calm for a moment and listen to students’ concern. Teacher 4 way of
controlling a disruptive behavior is using a joke/game to entertain and get the
attention of his students without disrupting his lesson. Teacher 5 way of controlling
a disruptive behavior is calling the attention of the misbehavior students through
asking his/her some questions related to topic that she discussed. And, teacher 6
way of controlling a disruptive behavior is to paying an attention to the students
who are disrupting the flow of her discussion, then she will give other students a
tasks, and the she will be talk privately to those students who make a interruptions
during class discussion.

8. Is classroom management an innate skill or something which can be taught
or both? Why?
33% 34%
Innate Skill
Both
Can be taught
33%
Figure 10: Teachers’ perceptions of classroom management whether it is an innate
skill, something which can be taught or both.
Interpretation:
Figure 10 illustrates the teachers’ perceptions of classroom management
whether it is an innate skill, something which can be taught or both. Out of 6,
respondents, 2 respondents (33%) answered it can be an innate skill or something
which can be taught, while also the 2 respondents (33%) answered it is something
which can be taught. However, the majority or the 2 respondents (34%) it can be
an innate skill.
teachers’ perceptions of classroom management it can be an innate skill or
something which can be taught. The following are the responses of the teachers’
perceptions of classroom management it can be an innate skill or something which
can be taught:
Teacher 2:
“It is a skill of the teacher where she could think of the best strategies for
the pupils not to disrupt the classes and it is also something which can be
taught because it is one of the indicators in having a successful teaching
process. It is one of the factors of the teachers must know for effective
teaching. It will be learned in attending seminars or trainings.”
Teacher 6:
“Teacher is also talented as he/she has such a skill that she is capable of.
The management of the teacher's classroom is having different techniques.
Now, it seems to be better for me besides having the techniques we can
attend for example seminars or trainings we can still get another technique,
“Well yes I can apply it to those of my pupils” my knowledge will be
expanding more. That's when I attended a seminar, "Well yeah, it looks like
I can test it with my pupils!" Aside from my personal technique of how to
manage a pupil in addition to, what I learn when I attend trainings.”
(Talento din sya ng teacher parang meron siyang ganoong skill na
nakakaya niya. Iba-iba kasi yung pagma-manage ng classroom ng teacher,
kanya-kanyang techniques sila eh. Ngayon, parang mas okay din sa akin
yung bukod sa may mga techniques kami yung makaka-attend pa kami
halimbawa ng seminars o trainings nakaka-gain pa kami ng another
technique, “Ay oo nga pwe-pwede ko pa siyang i-apply sa mga bata ko”
yun nadadagagan yung knowledge namin. Ganiyan ako kapag na-attend

ako ng seminar, “Oo nga noh, parang maganda yun ma-testing ko nga yun
sa bata ko!” Bukod sa aking pansariling technique kung papaano ako mag-
manage ng bata bukod pa din yung natututunan ko kapag na-attend ako
ng trainings.)
Teachers answered it is something which can be taught to have other ideas
and styles of managing and organizing a class. It will also give a beneficial to those
teachers who are still newbie in the teaching profession. The following are the
responses of the teachers’ perceptions of classroom management of something
which can be taught:
Teacher 4:
“For me classroom management is not an innate skill because I think it is
something that can be taught because it is hard to deal with so many pupils
inside the room with individual differences. So, for now to do that, you need
to search and attend seminar regarding classroom management in order
for you to deal with so many pupils with different attitudes/behaviors. Even
though you still have a little knowledge about classroom management it is
not enough for you to deal with your pupil so you need to ask for help of
others or attend seminar.”
Teacher 5:
“I do believe that classroom management is something which can be taught
and through these learnings, teachers are being well-versed to it on how
he/she will handle the class throughout the School Year.”
Teachers answered it is an innate skill which teachers have because it is a
talent or skill which shows the characteristics of a teacher towards on how he/she
will handle the class. The following are the responses of the teachers’ perceptions
of classroom management of something which can be taught:
Teacher 1:
“I think it is an innate skill because it shows the extra ordinary skills if a
good mentor/leader to manage classroom and free from disruption.”
Teacher 3:
“I think it is an innate skill because there are some who can manage a
classroom effortlessly yet effectively. They are the one who called "born
leaders.”
CONCLUSION
This chapter presents the summary of the findings, conclusion and
recommendation based on the data analyzed in the previous chapter. The conclusion was
based on the research questions and results of the study. The importance of these findings
and results of recommendations will also be explained.
Summary, Conclusion and Recommendation
This action research was done to investigate the perceptions of Grade I - VI Special
Science Elementary School (SSES) Teachers in Maragondon Elementary School (MES)
regarding to the Impact of Classroom Management on Student Behaviors.
From this study, the researchers were able to find out that there are several factors
affecting the teachers' perception regarding the Classroom Management on Student
Behaviors.
For the strategies and techniques in managing and organizing a class, the
researchers found out that the Special Science Elementary School (SSES) teachers use
Classroom Organization for conducive learning of the students, giving activity through
games so that the students won't be bored and that they used Classroom Rules and
Reward System on how they manage and organize the class so that they can eliminate
disruptive behaviors.
For the behavioral problems that the Special Science Elementary School (SSES)
Teachers experience in their class, those are simple bullying, quarreling, talking, being
lazy, lack of respect and discipline in the class.
For the behavior that affects the Special Science Elementary School (SSES)
Students in Academic Engagement and Character Traits through Classroom Management

of the Teachers, those are influence of behaviors affects the character traits of the
students, low academic achievement or performance affects the academic engagement
in learning of the students and the ability to learn of the students will greatly affects both
their academic engagement and character traits.
For Science Elementary School (SSES) Teachers when it comes to how important
it is to have an effective and strong classroom management, it is important for them to
have an effective and strong classroom management to achieve their Teacher
Competencies.
On how does classroom management will be benefited from Special Science
Elementary School (SSES) Students, Teachers, Parents, School and Curriculum Planner.
The teachers answered that the students’ benefits by achieving the competencies to be
learned by the learners. Second, the fruitful learnings of them will take place if classroom
management will be in good terms. Third, it will increase academic achievements or
performances of them to become more productive and skillful. For the teachers, it makes
it simpler for them to instruct and give information to the learners that can help them to
achieve his/her objectives for the lessons prepared and get high mastery level. With the
help of classroom management, they can impart knowledge to the pupils and if they have
a good classroom management the student-learning process will continuous arises that
no one can distracted by any interruptions of behaviors during class hours. For the
parents, it is the success of their children’s academic result, the effectiveness of teaching-
method of a teacher, a positive feedback from them and assurance that their
sons/daughters are given the special needs of education that makes them satisfied with
the teaching of the teachers and the performing of the school. For the school, it will have
a high performance level, it will serve as an asset and pride of the school, and it will
decrease the number of retained and drop-out students. And for the curriculum planner, it
will always be smoothly applied to the lessons in the homeroom and it will have a plans
with regards to the learning needs of the students.
On the solutions that Special Science Elementary School (SSES) Teachers do so
that they can deal with the disruptive classroom are that they remind the students to listen
and stop talking, they identify the strengths and weaknesses of the students and they talk
to the students privately with regards their issues or concerns.
On how Special Science Elementary School (SSES) Teachers control disruptive
behavior in a classroom without disrupting the lesson are by engaging the learners in
exciting and interesting activities. Giving different activities to avoid the chance of
disrupting the class. To stay calm for a moment and listen to students’ concern. Using
jokes/games to entertain and get the attention of their students without disrupting his
lesson. Calling the attention of the misbehavior students through asking his/her some
questions related to topic that she discussed and by paying an attention to the students
who are disrupting the flow of their discussion.
For the Special Science Elementary School (SSES) Teachers’ perceptions on
whether classroom management is an innate skill or not some of them answered it can be
an innate skill or something which can be taught, or both.
Classroom management is a term that teachers use to describe the process of
ensuring the classroom lessons run without disruptive behavior of the students. Student
behaviors is how students are acting or responding in the classroom during class. It is
important to know the style of the teachers on how they handle the class through
organizing and proper managing towards the student behaviors because it is a way to
have an effective classroom management and to engage the students in learning.

This study is all about the classroom management strategy and technique of
Special Science Elementary School (SSES) teachers and the behaviors of the students
during class. After having summary of the findings and conclusion of the results, the
researchers would like to propose the following recommendations. For the students, it will
help them to better understand and cooperate with the teachers in organizing and planning
an effective classroom management schemes. It increases student success and create a
productive and cooperative learning environment. For the parents, it will give them a self-
assurance that their children are given more education that would make them a functional
individual learner in a class and society. For the teachers, will provide them information in
knowing the value of a good classroom management wherein they will develop their skills,
styles and strategy in managing the students. It can build healthy and mutually respectful
relationships with their students. It will also give a beneficial to those teachers who are still
newbie in the teaching profession. Through this action research, teachers may purposely
discover how classroom management is conducive to learning. For the curriculum planner,
will help those people who plan for curriculum in changing through time it is examined,
evaluated and revised to meet the different and enhancing learning styles of the students.
For the school administrator, will serve as a sound basis in planning and redirection of the
guidance program. Moreover, for the will help to have a good performance rate in
preparation for workforce and learning environment towards a positive classroom
management and relationship building between teachers and students during class. For
the future researchers, it will serve as additional literature and study for their future
investigation. It will allow them to examine that the classroom management of the teachers
will help them improve their behavior and reduce their misbehavior. Lastly, the school
should provide the high performance level because of the skillful and talented students
that the teachers produce yearly through different contests and activities in the school.
In order to make this study effective, it should have benefits to the teachers,
students and school. The researchers may identify the strategies and techniques of the
Special Science Elementary School (SSES) teachers on how they utilize the role of
classroom management towards the behaviors of the students in class. It is important to
have an effective and strong classroom management to teacher for them to achieve the
Teaching Competencies that enable them to be a successful educator.

APPENDICES

Division of Cavite
IMPACT OF CLASSROOM MANAGEMENT ON STUDENT BEHAVIORS
OF SPECIAL SCIENCE ELEMENTARY SCHOOL TEACHERS
IN MARAGONDON ELEMENTARY SCHOOL
Research Questions:
In the Philippines, the issue of discipline in the classroom continues to surface as
one of the most challenging problem in education today. It is necessity of classroom
management that teachers will acquire if they intend to have a well-managed classroom
environment free from disruptions for student’s learning process. Student behaviors
towards the classroom management by the teachers greatly affects their discussion and
students’ character. This study will seek to determine the classroom management styles
or techniques of Special Science Elementary School (SSES) teachers and the behaviors
of students during a class. It aims to keep students organized, orderly, focused, attentive
and academically productive on class.
Specifically, this research study finds to answer the following questions:
4. How do the teachers utilize the role of “classroom management” towards the student
behaviors in Maragondon Elementary School?
5. How does classroom management affect the student behaviors in learning?
6. What are the benefits of classroom management on the behavior of the students in
Maragondon Elementary School?

Interview Questionnaire:
1. What are your strategies and techniques in managing and organizing a class?
2. What are the behavioral problems of the students you experience in class?
3. How does behavior affect students’ academic engagement and character traits
through classroom management of the teachers?
4. How important it is to have an effective and strong classroom management for you
as a teacher?
5. How will classroom management will be benefited from the following?
-Student -School
-Teacher -Curriculum Planner
-Parent
6. What is the solutions you do for dealing with a disruptive classroom?
7. How can you control a disruptive behavior in a classroom without disrupting the
lesson?
8. Is classroom management an innate skill or something which can be taught or both?
Why?
Source:
https://www.researchgate.net/publication/328019725_Ethical_Considerations_in_Qualita
tive_Study?fbclid=IwAR18iZ9uL4Ljd-03GNRTCw9Yuui-NvhBsfcQnbBynPxcY-
fitUcmm5lmBo8
Researchers,
ANTHONY JOSEPH C. CASAUL CHARM M. NARVAEZ
ANDREW A. PANGANIBAN LHEI CHRISTINE B. SARA
JAMILLAH M. DONEZA
Validated by:
ARNOLD DE LOS REYES
Grade 12 Teacher / Consultant in Research
FRITZ A. CATURAY
Grade 12 English Teacher of SHS / Consultant in Research
LOVELYN S. MENDOZA
Grade 11 English Teacher of SHS
LUCKY FRENCH DE ROXAS ZUÑIGA
Grade 12 Teacher of SHS / Consultant in Research


Division of Cavite
February 21, 2020

PERLITA A. VILLANUEVA, Ed. D
School Principal IV
Madame,
We, the student-researchers of Grade 12 – HUMSS Andaman would like to ask your good office to
allow us to conduct an interview in Maragondon Elementary School at Garita A, Maragondon,
Cavite about the classroom management styles or techniques of Special Science Elementary
School (SSES) teachers towards the behaviors of students during a class.
This is part of data gathering procedure for our study entitled “Impact of Classroom Management
on Student Behaviors of Special Science Elementary School Teachers in Maragondon
Elementary School”.
Your approval on our request is a great help in accomplishing our research.

Thank you so much for your usual support.
Respectfully yours,
JAMILLAH M. DONEZA
The Researchers
Noted by:
ANNIELYN C. PANGANIBAN, Ed. D

Inquiries, Investigations and Immersion Adviser
ARACELI A. MENDOZA
Head Teacher VI – Science / SHS Chair
Approved:

School Principal IV

Division of Cavite
February 21, 2020
MARIETTA P. ESEQUE
School Principal III
Maragondon Elementary School
Garita A, Maragondon, Cavite
Sub: Permission for conducting an interview among teachers of your school.
Madame:
Warmest Greetings!
We, the Grade 12 student-researchers from Bucal National High School, would like to ask
your permission to allow us to conduct an interview among the six (6) teachers in your
school. This is in view of our action research, entitled, “Impact of Classroom
Management on Student Behaviors of Special Science Elementary School Teachers
in Maragondon Elementary School”. Attached herewith is the interview questionnaire
for this study.
The interview would last only for about 20 - 30 minutes and would be arranged at a time
convenient to the teachers’ schedule (e.g. during break or after class). Participation in the
interview is entirely voluntary and there are no known or anticipated risks to participation
in this study. All information provided will be kept in utmost confidentiality and would be
used only for academic purposes. The names of the respondents and the name of your
school will not appear in any thesis or publications resulting from this study unless agreed
to.
After the data have been analyzed, you will receive a copy of the executive summary. If
you would be interested in greater detail, a copy of the entire action research can be made
available to you.
Hoping for your favorable response. Thank you very much!
Respectfully yours,
JAMILLAH M. DONEZA
The Researchers
Noted by:
ANNIELYN C. PANGANIBAN, Ed. D

Adviser, Inquiries, Investigations and Immersion
ARACELI A. MENDOZA
Head Teacher VI – Science / SHS Chair

School Principal IV
Approved by:
MARIETTA P. ESEQUE
School Principal III
PHOTO DOCUMENTATION
This will be provided as photos of task and observation of the researchers’ during
their Work Immersion in Maragondon Elementary School. And this will be served as a
reason why they come up with this action research problem because they observed how
the teachers manage and organize the class towards the different behaviors of the
students like any interruptions during class hours.
These photos are task and observation of Charm M. Narvaez. She was assigned
to Grade I - Special Science Elementary School. The behavioral problems of the students
during class as she observed are being talkative, idleness and simple bullying like teasing.
According to her, the adviser of Grade I - Special Science Elementary School will get their
attention by having an exciting and interesting activity before the lesson starts.
These photos are task and observation of Anthony Joseph C. Casaul. He was
assigned to Grade II - Special Science Elementary School. The behavioral problems of
the students during class as he observed are having an issues concerning on the students’
who interrupt the class like simple trouble or misunderstanding, being talkative. According
to him, the adviser of Grade II - Special Science Elementary School will plan to rearrange
their seating arrangement based on their behaviors for the improvement or development
of the disruptive pupils in class.
These photos are task and observation of Lhei Christine B. Sara. She was
assigned to Grade IV - Special Science Elementary School. The behavioral problems of
the students during class as she observed are being talkative. According to her, the
adviser of Grade IV - Special Science Elementary School will talk to the parents of the
students who did not listen well during class discussion.
These photos are task and observation of Andrew A. Panganiban. He was

assigned to Grade V - Special Science Elementary School. The behavioral problems of
the students during class as he observed are being talkative, lack of respect and discipline
to their selves and to their teachers. According to him, the adviser of Grade V - Special
Science Elementary School counts 1 to 3 that serves as the students’ signal to be quite
and listen to her, and talking privately to the students who have concerns’ on their behavior
as the need arises to the concerned parents as well as home visitation will do also.
These photos are task and observation of Jamillah M. Doneza. She was assigned
to Grade VI - Special Science Elementary School. The behavioral problems of the
students during class as she observed are being talkative, asking questions to the teacher
that are not related to the lesson, idleness, lack of respect, and simple bullying and quarrel.
According to her, the adviser of Grade VI - Special Science Elementary School will get the
attention of the disruptive students and then, after class she will talk privately to the student
who have an issues concerns’ on her table desk, she will hear and understand both sides.
CURRICULUM VITAE
ANTHONY JOSEPH C. CASAUL
+639754021259
casaulanthonyjoseph@gmail.com
EDUCATION
SENIOR HIGH SCHOOL
2018 – 2020 Bucal National High School – Senior High School
Humanities and Social Sciences (Strand)
JUNIOR HIGH SCHOOL
2017 – 2018 Bucal National High School
ELEMENTARY
2008 – 2014 Bucal 2, Elementary School
SKILLS
• Ability to get along with other people

• I can sing, dance, play drums and bass guitar
PERSONAL INFORMATION
Date of Birth: October 04, 2001
Place of Birth: Manila, Philippines
Gender: Male
Civil Status: Single
Nationality: Filipino
ANDREW A. PANGANIBAN
Bucal 4-B, Maragondon, Cavite
+639954851873
standblade77@gmail.com
EDUCATION
SENIOR HIGH SCHOOL
JUNIOR HIGH SCHOOL
ELEMENTARY
2008 – 2014 Bucal 4-B Elementary School
Bucal 4-B, Maragondon, Cavite
SKILLS
• Patience, Passionate, Organized and Determined
• Can make a friendly relation
• Able to inspire, comfort and build self-esteem
• Serving in a church
Date of Birth: May 30, 2002
Place of Birth: Silangan Ibayo, Naic, Cavite
Gender: Male
JAMILLAH M. DONEZA
Garita B – Pugad Lawin, Maragondon, Cavite
+639364744252
donezajamillahm19@gmail.com
EDUCATION
SENIOR HIGH SCHOOL
JUNIOR HIGH SCHOOL Bucal 2, Maragondon, Cavite
ELEMENTARY
2008 – 2014 Maragondon Parochial School
Poblacion 1-A, Maragondon, Cavite
2008 – 2009 Maragondon Elementary School
SKILLS
• Dedicated and hardworking

• Good in managing time
• Communication skills through writing
• Passionate, Organized and Determined
• Capable of Editing Photos
Date of Birth: December 19, 2001
Place of Birth: Trece Martires City
Gender: Female
CHARM M. NARVAEZ
Sitio Gulod, Garita A, Maragondon, Cavite
+639309205020
narvaezcharms@gmail.com
EDUCATION
SENIOR HIGH SCHOOL
JUNIOR HIGH SCHOOL
2014 – 2018 Maragondon National High School
ELEMENTARY
SKILLS
• A communicator, critical thinker and planner.
Date of Birth: April 18, 2002
Place of Birth: Naic, Cavite
Gender: Female
LHEI CHRISTINE B. SARA
Mabato, Maragondon, Cavite
+639059121258
lheibsara09@gmail.com
EDUCATION
SENIOR HIGH SCHOOL
JUNIOR HIGH SCHOOL
ELEMENTARY
2013 – 2014 Mabato Elementary School
Mabato, Maragondon, Cavite
SKILLS
• Effective in communication skills

• Diligent and hardworking
• Willing to learn new things
Date of Birth: September 12, 2002
Place of Birth: Ternate, Cavite
Gender: Female
REFERENCES
Morgan, Atkins. (2018). Behavior Management Strategies for the Elementary
School Setting. M.S. Special Education, https://fisherpub.sjfc.edu.
Mary, Capricho. (2011 December). Classroom Management Styles of Teachers
and the Behavior of Grade VI Pupils in Francisco Oringo Sr.Elementary
School. Elementary Education,
https://www.academia.edu/7865678/Classroom_Management.
Marvie, Millapre. (2016). Classroom Management Practices of Teachers. State
College, Sorsogon City 4700 Philippines.
Mary, Capricho. (2011 December). Classroom Management. Elementary
Education. https://www.academia.edu/7865678/Classroom_Management.
Bartleby. (2017 July 20). Review of Related Literature on Classroom Management.
Free Essay. https://www.bartleby.com/essay/Review-Of-Related-
Literature-On-Classroom-Management-P3DHYEVYA4PP.
Dr. Rhadika Kapur. (2018 March). Impact of Classroom Management on Student’s
Behaviors. University of Delhi.
Riomar Obliopas. (2018). Classroom Management Strategies, Implementation,
Usefulness and Issues. lAMURE International Journal of Multidisciplinary
Research, 17(1) https://ejournals.ph/article.php?id=14029.

Jordan Llego. (2017). Classroom Management Approach of STE Science
Teachers in Region 1 Philippines. Imperial Journal of Interdisciplinary
Research (IJIR), 3(3)
https://www.researchgate.net/publication/315723134_Classroom_Manage
ment_Approach_of_STE_Science_Teachers_in_Region_1_Philippines.
Grace Shangkuan Koo. (2015). Teachers should be better classroom managers.
University of the Phillipines College of Education.
Sun Star Pampanga. (2017 April 3). Teaching effectively and classroom
management. Meycauayan National High School.
Kagan & Bornstein. (2019). Human Behavior. 2020 Encyclopædia, Britannica, Inc.
Nenette S, Bernardino, Sta. Ana, Feliciano, Averion. (2017). Conception of
students at risk on behavior modification program create: a story of one
public school in the Philippines. Regular Issue/Articles, 3(3)
https://www.grdspublishing.org/index.php/people/article/view/1132.
Kemal Kayiçsi. (2009). The effect of classroom management skills of elementary
school teachers on undesirable discipline behavior of students. 1(1), 1215-
1225.
Marzano, Pickering, Marzano. (2003). Classroom Management That Works.
Association for Supervision and Curriculum Development.

George, Sakirudeen, Sunday. (2017). Effective classroom management and
students’ academic performance in secondary schools in UYO local
government area of Akwa Ibom state. 7(1), 43-56.

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IMPACT OF CLASSROOM MANAGEMENT ON STUDENT BEHAVIORS OF SPECIAL SCIENCE ELEMENTARY

SCHOOL TEACHERS IN MARAGONDON ELEMENTARY SCHOOL 1

CONTEXT AND RATIONALE

In today’s society, one of the vital aspects of classroom management is discipline

be encourages, motivates and retains positive behavior during class. Classroom

Associations like elementary schools are focused on powerful and proficient

surveyed by their capacity to utilize different classroom management methods to control

negative behaviors of the students. The significance of classroom management is it makes

learners in the classroom. Classroom management shows expanded commitment,

lessons. It is the primary work of the teachers to develop a well-managed classroom

condition to engage the students in learning, enhances student’s academic skills,

understanding of one’s self as well as their social and emotional development.

desirable behavioral patterns (Lumanug, 2015). According to Sowell (2013), he explained

on-task, and interrupt learning environments. In addition to interrupting the classroom

environment, if proper classroom management is not exercised, disruptive behavior by a

these reasons, it is important to study instructional and behavioral classroom

management. According to Dr. George, Sakirudeen1, Adam (2017), classroom

statement is obvious since a classroom which is chaotic and disorganized as a result of

poor classroom management is highly unlikely to enhance expansive learning and

because of the teacher’s personality, teaching style, preparedness, and number of

students in the classroom.

According to Saifi, Hussain, and Salamat, (2018), the classroom management is

referring to the general daily maintenance of the classroom, which comprises on

outcomes by teacher classroom management style.

According to Umoren (2010), the concept of classroom management is broader

in the classroom to foster students’ academic involvement and cooperation in classroom

activities to create conducive learning environment.

According to Morse (2012), relates that classroom management involves curtailing

and poor study habits.

Clearly, individual classroom teachers can have a major impact on student

achievement. Of the three roles of the classroom teacher—making choices about

instructional strategies, designing classroom curriculum, and employing classroom

management techniques—classroom management is arguably the foundation. According

to Bassey (2012), the wider view of classroom management shows increased

engagement, reduction in inappropriate and disruptive behaviors, promotion of student

view of classroom management contrasts to a narrower view of classroom management

common scenario. In some researches, students’ misbehavior is associated with social

classes, absenteeism, and violating school rules.

“What should you be doing right now?”

2. Nonverbal Transition Cues: Kids can become so immersed in an activity that

3. Timeouts: Hundreds of studies support the timeout strategy, which is now

considered an indispensable component of many evidence-based behavior management

students, a timeout is now used in progressive classrooms to provide an emotional

with improved self-regulation.

4. Over-Correction: Younger students may find classroom routines foreign or

perfectly for the rest of the year.

5. Notes of Praise: A private note left on a student’s desk praising improved

6. Private Reminders: When partnered with discreet praise, private reminders to

students about how to act responsibly increase on-task behaviors. Researchers

recommend using short and unemotional reminders.

7. Greetings: It might seem like an insignificant gesture, but greeting students by

participation. Example: “Hey, Marcus. How is my brilliant student today?”

8. On-the-Spot Corrections: During a lesson, don’t leave behavioral missteps

9. Mindfulness Practice: Citing numerous studies, Emily Campbell writes that

teachers) learn the technique.

unmistakable and powerful message: I care.

11. When-Then: Another intervention published by Peacebuilders, “When-Then”

Republic of the Philippines

INNOVATION, INTERVENTION AND STRATEGY

Innovation/Intervention Strategy Time Frame Person Involved

1. Disruptive Pupils: Teacher to

In the Philippines, the issue of discipline in the classroom continues to surface as

one of the most challenging problem in education today. It is necessity of classroom