CLASSROOM MANAGEMENT PRACTICES OF TEACHERS

Marvie C. Millapre
State College, Sorsogon City 4700 Philippines

Abstract
Effective classroom management is a requirement to attain effective education. This study determined
the classroom management practices of teachers along rules and procedures, disciplinary interventions, teacher-
student relationships and mental set in Biriran National High School Juban, Sorsogon, school year 2015-2016.
The descriptive survey method of research was used in this research. Survey questionnaire was formulated to
gather the needed data from 89 public secondary school teachers in Juban District. This study determined that
most teachers have institutionalized practices in directing their students guided by the use of various sets of
rules and procedures, disciplinary interventions, teacher-student relationships inside the classroom. Teachers
practice and see the importance of laying down clear classroom rules and discipline and they practice being
friendly, optimistic and open-minded to ease the burden of classroom management. This study also revealed
that there were classroom management problems met such as inattentiveness, disobeyed rules and procedures
and uncontrolled behavior of student’s despite of the clear consequences. This study recommended that the
Department of Education should conduct trainings or seminar-workshop along classroom management to
enhance the expertise or capabilities of the teachers in utilizing the various strategies and teachers must utilize
appropriate strategies and design activities that will engage students in a task so that disruptive behavior will
be minimized.

Keywords: Classroom Management practices, rules and procedures, disciplinary interventions,

teacher-student relationships, mental set

INTRODUCTION

Effective classroom management is a requirement to attain

effective education. It sets the stage for learning. Without it,

classrooms are disorganized and chaotic and very little academic

learning can happen. This goal can be achieved through the help

of the teachers who are the key persons in shaping quality

education.

The teacher holds a fundamental and greater task of

teaching good values and sufficient knowledge of transforming

every learner to become educationally inclined and globally

competitive. As Bro. Armin Luistro, the Department of Education

Secretary, articulated that the students are the core of the

educative process and must need effective and efficient teachers

and school administrators in promoting good quality education.

This implies that students need teachers’ guidance and

supervision in the classroom in achieving their goals.

Teachers have to consider issues such as students’

backgrounds, interests and the most suitable teaching methods.

Teachers should also provide best learning environment such as a

warm, cooperative, relaxed atmosphere and suitable materials for

the students so that they can easily acquire the topic. As

Ching-Ching (1998) states that without strong classroom

management, it is very difficult for students to thrive

academically and socially in a non-stimulating environment.

Dodge, Rudick and Colker (2009) mention that learning

environment, the use and organization of the space in the

classroom, the daily schedule and routines and the social and

emotional atmosphere meet students’ developmental needs. They

make students feel safe and comfortable and have a feeling of

belongingness. As a result, they are helped to become

independent and confident learners.

In the Philippines, the issue of discipline in the

classroom continues to surface as one of the most challenging

problems in education today. Schools are not typically equipped

to deal with moderate to severe behavioral problem, and many

teachers feel unprepared to address the myriad challenges

students bring to class. Today’s classrooms are much more

complicated than in years past because some students do not

respect teachers, more students come to school with behavioral

problems than ever before and teachers are not sufficiently

trained to deal with today’s behavioral problems.

It has been shown in succeeding National Achievement Test

(NAT) results that most of the students obtain poor learning

performances. According to studies, classroom management has

the major effect on the students’ learning performances or

achievements. As a teacher, it is very necessary to understand

the importance of classroom management.

Teachers, experienced nor inexperienced, have problems in

handling classroom behavior. Researches confirmed that teachers

fail to deal with classroom management either because they lack

basic training and theoretical framework in classroom management

or strategies that would help them deal with behavior problems.

The necessity of classroom management is an inevitable task

that teachers will have to acquire if they intend to have well-

managed classrooms free from disruptions. Teachers need to

understand that the basis teaching depends on effectively

managing the classroom and ensuring that lessons are presented

smoothly. To continue teaching without attending to disruptive

behavior is a purposeless teaching discourse since no effective

learning is possible.

Section 7 of the Republic Act 10533 states that DepEd and

the CHED, in collaboration with relevant partners shall conduct

teacher education and training programs to meet the demands for

quality teachers and school leaders and the standards of the K-

12 curriculum. However, only few teachers are given trainings

and seminars in managing a classroom.

Teachers enter the profession with little or no coursework

concerning effective management of student behavior. Thus, it is

not surprising that teachers identify classroom management as a

primary concern (Miksza, [Link] 2010). This problem requires

instructional support and training in classroom management to be

more equipped with the needed information.

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 full of complete chaos. In these

situations, both teachers and students suffer. Teachers struggle

to teach and students most likely learn much less than they

should. Well-managed classrooms provide an environment in which

teaching and learning can flourish.

The researcher gained interest to study classroom

management practices of teachers to know their classroom

management practices and its extent of practice. The study may

also try to provide solutions to the problems met by the

teachers along classroom management to cater the needs of the

students and achieve the desired learning goals.

Stough, et al (2015) suggested that teachers’ training

needs in classroom management may persist throughout their

professional careers, even following intensive pre-service

training. Experienced special education teachers (n=62) were

surveyed on their professional preparation to become effective

classroom managers. Despite having received extensive pre-

service training, over 83% of the sample reported being

underprepared in classroom management and behavioral

interventions. No statistically significant difference was found

with respect to the type of classroom management theoretical

approach used to train these teachers. Of those (74.2%) who

received classroom management training post-graduation, the

majority (64%) reported needing still further training in

dealing with student behavior.

Drang (2011), conducted a study on multidimensional

perspective on classroom management involving preschool

teachers. This study focused on the three components of

classroom management namely: establishing the environment,

teaching social skills and discipline. The respondents of the

study found two additional components of classroom management:

establishing structure and routines and fostering emotional

development. Establishing structure and routines form part of

the teacher’s role in classroom management. On the other hand,

emotional security and demonstrating respect for children’s

feelings are other aspects of their role in classroom

management.

Moghtadaie1 & Hoveida (2015), investigated the relationship

between classroom management styles of all public primary school

teachers and their academic optimism. The sample size was

calculated using the formula of Cochran 384. It was a multi-

stage cluster sampling method. In this study, three types of

classroom management styles namely interventionist style,

interactionist style and non-interventionist style have been

considered. Classroom management style had been calculated using

standard questionnaires of classroom management style of

Wolfgang and Glickman (1986). The academic optimism variable was

evaluated using academic optimism questionnaire of A. Hoy,

Tarter, and W. Hoy (2006). Findings of the study revealed that

there was a significant relation between classroom management

style of the teachers and their academic optimism.

Ahmmad, M. (2014), presented the status of current

teaching-learning system in Dhaka City. Teachers have been

facing various kinds of problems for a long time in government

colleges. Teachers were not provided with modern teaching aid;

they cannot follow a specific teaching method, lesson plan was

not prepared regularly. Also, there was a shortage of trained

teachers; authorities were not supportive to the teachers’

demand in the classroom and laboratory.

Similarly, Ahmad, et. al. (2012), investigated secondary

school teachers’ perceptions on classroom management, its

problems and solutions in government secondary schools in

District Chitral. The study was a descriptive research using

survey method. Findings of this study showed that one of the

biggest problems regarding classroom management was deviant

behavior of students. Teachers did not involve students in

activities which provide the students room for creating

disruptions during teaching and learning. Students do not obey

school rules and regulations. It was recommended that teachers

should design classroom activities where students are involved

and their deviant behavior is reduced, and display classroom

rules inside classrooms so that the students may see and follow

them.

Garrett (2008), conducted a study on classroom management

beliefs and practices of three teachers and examined the

relationship between their instructional and managerial

approaches. Results indicated that, although all three teachers

used an eclectic approach, two teachers tended to be more

student-centered while one was more teacher-centered with

respect to classroom management. Among strategies that can be

characterized as student centered was involving students in the

creation of the classroom rules.

White (2001), conducted a study regarding discipline. Its

faculty and staff were determined to increase appropriate

behavior and correct misbehavior in their school. They became

enthusiastic after participation in an in-service workshop

instructed by university faculty. The staff at Wheelock

Elementary School supported the belief that all students were

able to improve their own behavior. They were committed to

correcting undesirable behaviors in a consistent, professional

manner. They would achieve this goal without becoming angry,

emotional or become personally offended. They also agreed to be

vigilant in their discipline approach. After much hard work,

dedication and commitment, the end result was a school that was

a safe, orderly, learning environment.

On the other hand, Nard (2007), conducted a study which was

focused on classroom experiences of beginning teachers with

student discipline problems. The study revealed that ineffective

approaches to discipline, such as unenforceable rules of

behavior, inconsistency in addressing misconduct and ignoring

inappropriate behavior, had resulted in chronic student

disruptions that impeded student achievement due to a loss of

teaching and learning time. He recommended conducting induction

training to provide training and support to beginning teachers

by easing their transition into the realities of teaching.

Classroom observations were also conducted and followed up with

meaningful feedback.

Wong (2010), revealed in his study that statistical

significant differences do exist between the younger and oldest

teachers and their views about corporal punishment; elementary

and middle school teachers differ in their choices of classroom

management techniques; educators believe that corporal

punishment is effective, but prefer not to use it and African

American and White teachers have statistically significant

differences in their beliefs about corporal punishment.

Lukman and Hamadi (2014), discussed the disciplinary

problems and measures used in senior secondary schools in

Nigeria. Truancy, absenteeism, fighting, stealing and drug

addiction among others are typical examples of disciplinary

problems. While parental or home, political, social and

economic, school environment, school curriculum and peer group

influence among others are the causes of disciplinary problems.

The study asserts that discipline is not necessarily punishment

but punishment is one of the disciplinary measures in school.

They recommended moral punishment and well spelt out code of

conduct for all students to follow.

 Ozgan (2015), showed that the main reasons for the conflict

between teachers and their students were the existence of poor

and insufficient communication between the parties involved and

teacher dominance in such interactions. Findings of the study

revealed that inappropriate conflict solving strategies

negatively affect the students’ psychology, social behaviour as

well as their academic success. It is absolutely necessary to

manage the teacher student conflict correctly in order to create

a positive school climate and conduct the education process

effectively.

Furthermore, Spilt, et al (2011), argued that teachers

internalized experiences with students in representational

models of relationships. The notion of mental representations of

relationships at different levels of generalization could offer

a window to understand how individual teacher–student

relationships may affect the professional and personal self-

esteem of teachers. It was also revealed that the influence of

student misbehavior on teacher’s stress may be more fully

understood from a relationship perspective.

Similarly, Perumal (2015), found in his study that

improving student’s relationship with teacher has important,

positive and long lasting implications for both students’

academic and social development. Findings also revealed that

students who have close, positive and supportive relationships

with their teacher will attain higher levels of achievement than

those students with more conflict in their relationships.

Furthermore, a student who receive constructive guidance and

praise rather than just criticism from teacher, is likely to

show more engagement in learning behave better in class and

achieve at higher levels academically.

Cheung (2011), found that teaching anxieties have many

negative effects on both students and teachers. Thus, based on

results from the questionnaires, factors that may reduce

teaching anxiety of teachers were suggested by interviewing 10

Hong Kong in-service teachers. Their suggestions were applied to

professional developmental courses in reducing teaching anxiety

for in-service teachers.

Zhang and Sapp (2009), conducted a study on the effect of

teacher’s burnout on perceived teacher credibility. One hundred

eighty-two college students were randomly exposed to a written

scenario manipulating the level of perceived teacher burnout

(high or low) and responded to a scale measuring perceived

teacher credibility in reference to the scenario. Results of

one-way multivariate analyses of variance indicated that

perceived teacher burnout has a negative impact on perceived

teacher competence, caring, and trustworthiness. Low-burnout

teachers are perceived as more credible than high-burnout

teachers.
 At the local setting, there were several studies conducted

with regards to classroom management. The study conducted by

Ricario (2007) identified the preferred classroom management

styles and problems of elementary teachers in selected schools

of Oas North and South District of Albay Division and their

relation to pupils’ performance during the year 2006-2007. It

was found out that classroom setting or environment, classroom

routine and classroom discipline were significantly related to

the level of pupils’ performance in the upper intermediate grade

along the core subjects such as English, Mathematics, Science

and Health and MAKABAYAN. The study recommended intensifying

seminar and training of teachers in the upper intermediate grade

which focused on classroom setting, classroom routine and

classroom discipline.

Similarly, Bulseco’s study (2014), identified the

behavioral problems of grade VI pupils of San Vicente Elementary

School, Bulan, Sorsogon as perceived by the teachers. She stated

that behavioral problems of pupils could be minimized through

discipline inside and outside the classroom. Discipline could

restore order by helping students or pupils to regain control of

his behavior and keep them on the right track of his scholastic

achievement. Teachers teaching with disruptive behaviors should

also be encouraged to attend in-service trainings on how to

handle those pupils with misbehavior.

 Dealca (2015), made also a study on classroom management

intervention (CMI) model for behaviorally-challenged students of

Bogṅa Integrated School for the school year 2014-2015. The study

developed a model that addressed the need to secure rules,

routines, and discipline for behaviorally challenged students.

The suggested interventions by the teachers were to promote

parent involvement of misbehaving students in the classroom,

hold series of parent conferences for particular problems on

misbehaving students for monitoring and collaborate with parents

on a home-school behavior plan.

The aforementioned principles and ideas provide the

framework of the present study that serves as the foundations

for discussions. They were all found relevant since they focused

on classroom management practices of teachers. The challenge at

present is to determine the classroom management practices of

teachers along rules and procedures, disciplinary interventions,

teacher-student relationship and mental set. The output of this

study is an action plan done to enhance teachers’ management

skills in handling various classroom situations.

OBJECTIVES OF THE STUDY

This study determines the classroom management practices of

the teachers in Juban, Sorsogon, school year 2015-2016.

Specifically, it aims to: (1.) determine the classroom

management practices of the teachers along rules and procedures,

disciplinary interventions, teacher-student relationships and

mental set; (2) determine the extent of classroom management

practice of the teachers along the identified variables; (3)

determine the problems encountered by the teachers along

classroom management; and (4) propose an action plan to enhance

classroom management practices of secondary school teachers.

MATERIALS AND METHODS

The descriptive survey method of research was used in the

study. Survey questionnaire checklist was used as the main

research instrument in gathering the needed data. Unstructured

interview was also used to validate responses in the

questionnaire checklist. The collected data were analyzed and

interpreted with the use of frequency count, weighted mean and

ranking. The respondents were composed of 89 teachers

purposively chosen from 5 secondary schools in Juban. Table 1

shows the distribution of the respondents. In Juban National

High School, there were 34 teachers, in Biriran NHS, there were

18 teachers, in Guruyan NHS and Olimpio A. Guarin NHS both had

15 teachers and in Lajong NHS there were 7 teachers.

TABLE 1

The Respondents

Schools Frequency Percentage

 Juban NHS 34 38%

Biriran NHS 18 22%

Guruyan NHS 15 17%

Olimpio A. Guarin NHS 15 17% T

Lajong NHS 7 8% he
Total 89 100%
surv

ey questionnaire patterned from Marzano (2003) was validated by

10 teachers in Biriran Elementary School. Part I included

teacher’s classroom management practices for rules and

procedures, disciplinary interventions, teacher-student

relationships and mental set. Part II determined the extent of

use of the different classroom management strategies using a 5-

point Likert scale. And, part III comprised the problems met by

the teachers along classroom management.

The researcher personally distributed the questionnaire to

the respondents in various dates as scheduled by the school

heads and unstructured interview was also conducted to support

their answers.

RESULTS AND DISCUSSION

The data were presented as follows to facilitate data

analysis and interpretation: (1) classroom management practices

of the teachers along rules and procedures, disciplinary

interventions, teacher-student relationships, and mental set (2)

extent of classroom management practices of the teachers along

rules and procedures, disciplinary interventions, teacher-

student relationships and mental set (3) problems encountered by

the teachers along classroom management, and (4) proposed action

plan to enhance the classroom management practices of secondary

school teachers in Juban, Sorsogon.

Table 2A revealed the classroom management practices of the

teachers along rules and procedures.

TABLE 2A

Classroom Management Practices of the Teachers

along Rules and Procedures

Indicators F %
1. Provide set of rules at the beginning of 89 100
classes.
2. Involve students in the design of rules and 85 96
procedures.
3. Post systematic class rules, routines and 84 94
procedures in a manner easy to see, read and
understand.
4. Organize the physical layout of the classroom. 86 97
5. Apply consequences for lack of adherence to 85 96
rules and procedures.

It can be gleaned from the table that all or 100% of the

teachers provided set of rules at the beginning of classes. This

practice is common to all teachers because through this,

students are guided on what they are supposed to do in the

classroom. It helps the students achieve the learning goals set

by the teacher for the day. With these, teachers and students
are well guided of rules that will be a great help in achieving

classroom goals.

California Teachers Association (1999) cites that teaching

of rules and routines is the first activity to accomplish at the

beginning of classes. Introduce each rule and discuss the

variety of behaviors that the rule might include. Reinforce

students who are following the rules. In addition, Drang (2011),

states that establishing structure and routines is part of

teacher’s role in classroom management.

Meanwhile, 97% of the teachers organized the physical lay-

out of the classroom which included seating arrangement, the

orientation of the teacher’s table, cabinets, book shelf, and

other classroom furnitures. These are done to maximize the space

available and make classroom conducive to learning. Teachers can

create such conditions inside the classrooms where students feel

safe and learn how to work together effectively as individuals,

(Ostrosky, 2008).

The arrangement and appearance of the classroom greatly

depends on the creativity of the teacher. On the contrary, the

3% of the remaining teachers are not concerned with the

arrangement of the classroom. This is explained through the

following reasons: first, the school is implementing teacher’s

mobility, second, they lack facilities, and third, they don’t

have classrooms at all.

Steel Case Education (2014) states that active learning

practices and the impact of the physical space significantly

improved in the new classrooms for both students and faculty.

Active learning can create more effective classrooms and higher

student engagement. Furthermore, there’s now evidence that these

classrooms encourage and enable educators to practice active

learning methods.

On the other hand, involving students in the design of

rules and procedures and applying consequences for lack of

adherence to rules and procedures both obtained 96%. Most

teachers encouraged students in making rules and procedures by

asking them to write their rules, consequences to breaking the

rule, and possible rewards for following the rules. These were

done because they kept the class run smoothly and that they had

enough time to teach academics since students were obliged to

obey the rules which they had set. Students will be reminded of

what they have agreed upon if they have to commit mistakes.

Garrett (2008), found out that among strategies that can be

characterized as student centered is involving students in the

creation of the classroom rules to foster relationships among

students. In addition, according to Rademacher and Callahan

(1998) rules should be acceptable to both teacher and student.

Rules should be reasonable. They should be decided upon jointly

by teacher and student if possible. Giving voice to students in

the formulation and acceptance of rules increases likelihood

that students will follow them. This in turn will facilitate a

more positive learning environment.

Furthermore, 85 or 96% of the teachers applied consequences

for lack of adherence to rules and procedures such as cleaning

the chalkboard, sweeping the floor, sending letter to parents,

and/or calling parent’s attention. These are done due to

frequent students’ misbehavior that they observed and disobeyed

class rules and procedures. Teachers should be consistent in

giving consequences to students. According to Nard (2007),

ineffective approaches to discipline, such as unenforceable

rules of behavior, inconsistency in addressing misconduct, and

ignoring inappropriate behavior had resulted in chronic student

disruptions that impeded student achievement due to loss of

teaching and learning time.

Similarly, 94% of the teachers posted systematic class

rules, routines and procedures in a manner easy to see, read and

understand. Teachers practiced this because they easily refer to

a specific rule when giving verbal reprimands and that offered

the student some choices. Posting class rules on walls or on

area visible to everyone will serve as a reminder to do what is

right and avoid committing misbehavior. Result revealed that not

all teachers posted class rules, routines and procedures in the

classroom. These were because some stated the rules verbally and

some did not have their own classrooms. As Ahmad (2012),

recommended that teachers should also display classroom rules

inside classrooms so that the students may see and follow them.

Table 2B revealed the classroom management practices of the

teachers along disciplinary interventions.

TABLE 2B

Classroom Management Practices of the Teachers

along Disciplinary Interventions

Indicators f %
1. Use clear classroom discipline. 89 100
2. Praise students for desirable behavior and 88 99
things accomplished.
3. Assign special and/or additional task for 71 80
students who misbehave during class
discussions.
4. Pause lecture until disruption ceases. 83 93
5. Call parent’s attention for the students’ 85 96
misbehavior.

As shown in the table, all or 100% of the teachers imposed

clear classroom discipline for the students. Teachers practiced

this since all of them set rules at the beginning of classes

which include clear classroom discipline. They explained to the

students and made them realize that classroom situations and

discussions were important for them. They stated clear

discipline for minor offenses and major offenses such as

inappropriate attire, throwing indecent words to others,

irregular attendance, possession and use of deadly weapons,

prohibited drugs, cigarettes, liquors, cheating during

examinations, bullying, fighting inside the campus and the like

have the following disciplinary actions.

For the first offense: report of violation and conference

with the student by the adviser, for the second offense: report

of violation and conference with the parent by the adviser, and

for the third offense: report of violation and conference with

the parent by the Guidance Coordinator and Principal. Teachers

can communicate their expectations to students by giving clear

class rules with positive and negative consequences. The

student’s behavior is relative to the teacher’s expectations in

the classroom. Once the teacher explains the classroom rules,

the children know what expectations the teacher has.

White (2001) found out that teachers supported the belief

that all students were able to improve their own behavior. They

were committed to correcting undesirable behaviors in a

consistent, professional manner. They would achieve this goal

without becoming angry, emotional or become personally offended.

The staff also agreed to be vigilant in their discipline

approach.

Likewise, 99% of the teachers praised students for

desirable behavior and thing accomplished. This was done to

motivate students to continue doing positive actions. It

increased positive behavior that would result in improving

student’s conduct. The result implied that teachers let the

students felt that they belong to the class and they were

appreciated of who they are. Student who receive constructive

guidance and praise rather than just criticism from teacher, is

likely to show more engagement in learning behave better in

class and achieve at higher levels academically (Perumal 2015).

On the contrary, only 1% did not practice this maybe because he

just equate it with grades rather than praising the student.

Kern and Clemens (2007), suggest frequent use of praise,

whether verbal or non-verbal, because this leads to better

classroom experiences. Similarly, Lukman and Hamadi (2014) cite

that moral punishment, rewards, praise and blame create room for

reinforcement of positive performance which is the guideline for

the impulsiveness of the students.

Calling parent’s attention for the students’ misbehavior

got 96%. This implied that most teachers informed the parents of

the misbehavior committed by their children. With this kind of

action, the students realized their faults and could make

reconciliation with the teachers and parents. It strengthen

parent-teacher partnership in molding positive behavior of the

child.
 Some teachers seldom or never informed the parents of the

misbehavior committed by their children because they settled

behavioral problems between them and the students by talking to

them sincerely. Anti-bullying Act of 2012, asserts that, it is

imperative to notify the parents or guardians of the victim

regarding the action taken to prevent any further acts of

bullying or retaliation.

Another disciplinary practice utilized by the teachers was

pausing lecture until disruption ceased. This obtained 93%.

Teachers do this because they want to regain the lost attention

and interest of the students. Dreikurs (2004), states that

children misbehave to get attention. By looking at them and

being silent for few minutes, students reflect why their teacher

did not talk. In this case, students keep silent too and

teachers continue the discussion. The other 7% did not practice

this because they were using more effective strategy to get

students’ attention and be attentive in the discussion.

Only 80% of the teachers assigned special and/or additional

tasks for students who misbehave during class discussions. This

means that not all teachers were giving special assignments or

extra activities such as sweeping the floor, cleaning the

garden, writing on back-to-back sheets of paper, research paper

and the like. On the other hand, doing this leads the students

to behave in a manner the teachers expect them to be. It also

helps the students develop their skills and hone them to be

responsible at all times. It is important to remember that

punishment, too much confrontation or nagging as regarded by

Berstein (2006), can cause student to stop listening or to

become more defensive and resentful.

Table 2C reveals the classroom management practices of the

teachers along teacher-student relationships.

TABLE 2C

Classroom Management Practices of the Teachers

along Teacher-Student Relationships

Indicators f %
1. Portray a friendly and positive attitude. 89 100
2. Make eye contact with each student during 86 97
discussions.
3. Plan lessons that allow students to work in 87 94
preferred learning styles and intelligences.
4. Establish clear learning goals-use rubrics 83 93
frequently.
5. Provide school materials for the needy 86 97
students.

As reflected in the table, all or 100% of the teachers

portrayed a friendly and positive attitude. This meant that

teachers created a friendly environment in the school. They were

approachable, kind and understanding and they catered the needs

of the students and made them feel that they were loved. This

implied that if a teacher has good relationship with students,

then, students readily accept the rules and procedures and the

disciplinary actions that follow their violations.

 Wolk (2003), suggests that teachers had to win their

students’ hearts while getting inside their students’ heads.

Teachers should establish strong relationship with their

students so that meaningful leaning will take place.

Meanwhile, making eye contact with each student during

discussions had 97%. This meant that through eye contact,

teachers communicate with each student. It instantly sends a

message. Looking into the eyes of the students may tell the

teachers what they need and if they do not understand the

lesson. It is also one of the strategies to avoid disruptive

behavior in the classroom.

Some teachers did not make eye contact to all students

because they had the apple of their eyes. Atta and Ayaz (2014),

cite that eye contact of teachers play a significant role in

enhancing the discipline and performance of students. By using

eye contact, teacher can easily control the students in the

classroom.

Similarly, also 97% of the teachers provided school

materials for the needy students. This implied that teachers

were generous and willing to give what they have just to support

and help the students who were incapable of supporting their own

needs. Some teachers bought school supplies for their students,

gave them allowances, and paid their miscellaneous fees which

encouraged the students to study hard and participate actively

in school activities.

On the other hand, 3% of the teachers did not practice this

because they had other priorities than supporting their

students. Hughes and Chen (2011), affirm that supportive and

positive relationships between teachers and students ultimately

promote a sense of school belonging and encourage students to

participate cooperatively in classroom activities.

Meanwhile, 94% of the teachers planned lessons that allowed

students to work in preferred learning styles and intelligences.

This meant that most of the teachers consider students’ needs

and learning styles in lesson planning to attain their academic

goals. They made lesson plan or log employing different teaching

strategies and activities to cater individual needs. The tasks

should be appropriate to individual capabilities, so that

students are able to participate in tasks that are significant

in their lives. The other 6% of the teachers did not or seldom

practice this because they were teaching their non-major

subjects and they had given too much designation.

Liberante (2012), cites that teachers need to understand

their students’ individual needs. In doing so, activities can be

designed to provide opportunities for students to develop

deep knowledge and understandings as well as self-

regulatory skills. This implied that a positive relationship

between teachers and students was the fundamental aspect of

quality teaching and student learning.

Establishing clear learning goals with the use of rubrics

obtained 93%. This meant that not all teachers stated the

expected learning goals before the lesson started and some

teachers did not use rubrics in giving grades to their students.

Teachers should present the lesson’s objectives before starting

the discussions and rubrics if there are activities or

presentation to be done so that students are guided on what to

do. They also have a clear picture of the end goal of the

discussion or presentation. Researches state that all good

performance begins with clear expectations and goals.

Table 2D revealed the classroom management practices of the

teachers along mental set.

The table showed the practices of teachers along mental

set, they were as follows: all or 100% of the teachers shared

negative experiences with others to lessen burden. This was

TABLE 2D

Classroom Management Practices of the Teachers

along Mental Set
Indicators F %
1. Share negative experiences to others to lessen 89 100
burden.
2. Keep notes or log book of all classroom 85 96
management related problems encountered.
3. Write reflections at the end of the day. 84 94
4. Detach oneself from the source of the problem. 86 97
5. React immediately to violations. 85 96

a common practice of all teachers which may be explained that

they really encountered problems along classroom management and

told these to their colleagues, friends including their school

heads. These helped them feel better and focused on the things

that they should do in the classroom. Aside from faculty

meetings, teachers usually had time for professional group

chatting about what they experienced for the whole day.

Spilt, et al (2011), argue that the influence of student

misbehavior on teacher stress may be more fully understood from

a relationship perspective. Teachers internalize experiences

with students in representational models of relationships that

guide emotional responses in daily interactions with students

and change teacher’s well-being in the long run.

Similarly, 97% of the teachers detached themselves from

the source of the problem. This implied that most of the

teachers isolated themselves from the cause of their problems to

avoid unexpected reactions and unacceptable decisions. By these,

they may not be affected in carrying out their lessons. Zhang

and Zapp (2009) said that teacher burnout has a negative impact

on perceived teacher competence, caring and trustworthiness. As

facilitators and classroom managers, they cannot really detach

themselves from the problems because they have to face them and
give solutions. Patterson (1997) says that it is important that

the teacher really be able to accept such feelings without

actually condemning or judging the child in her thoughts.

Likewise, 96% of the teachers reacted immediately to

violations. This meant that teachers lost control when students

misbehaved and committed mistakes. Classroom related problems

which required an immediate or fast solution were inevitable for

teachers. Due to anger, some teachers shouted, hit the board or

table and threw indecent words. Charlett (1995) indicates that

Words Of Mouth (WOM), both positive and negative are indeed

force that can influence the attitudes and predicted purchase

behavior of students. The result also showed that 4% of the

teachers manage them positively. Others stayed calm and give

much time in finding solutions to their problem.

Keeping notes or log book of all classroom management

related problems encountered obtained 96%. This meant that most

of the teachers kept records of those problems because it was a

great help for them if there are complaints. They had proofs to

be presented to the complainants. They provided substantial

information concerning students’ behavior. The table also showed

that 4% of the teachers did not keep notes due to lack of time.

They would rather make lesson plan and visual aids than to have

the list of the problems. The Department of Education encourages

teachers to keep anecdotal records of the students.

 As revealed also on the table, 94% of the teachers wrote

reflections at the end of the day. Most teachers practiced this

because it helped them in their professional growth. They were

able to reread and reflect several times on what they have

written and thought of other solutions to the problems they

encountered at the end of the day.

According to Pennebaker (1997) when individual writes or

talks about personally upsetting experiences in the laboratory,

consistent and significant health improvements are found.

However, 6% did not write reflections because it takes time.

Instead of writing reflections, teachers do other paper works or

else they would rather share it to their peers and colleagues

and listen to professional advice.

2. Extent of Classroom Management Practices of the Teachers

along Rules and Procedures, Disciplinary Interventions, Teacher-
Student Relationships, and Mental Set

TABLE 3A

Extent of Classroom Management Practices of the Teachers

Along Rules and Procedures
Indicators WM D
1. Provide set of rules at the beginning of 4.66 HP
classes.
2. Involve students in the design of rules and 4.26 P
procedures.
3. Post systematic class rules, routines and 4.19 P
procedures in a manner easy to see, read and
understand.
4. Organize the physical layout of the classroom. 4.39 P
5. Apply consequences for lack of adherence to 4.12 P
 rules and procedures.
Overall Weighted Mean 4.33 P
Legend: WM – weighted Mean P – practiced
HP – highly practiced D - description

As shown in the table, all teachers provided set of rules

at the beginning of classes described as highly practiced with

4.66 weighted mean. This meant that all teachers provided rules

and procedures for everything. Students knew the classroom

rules, disciplinary procedures, incentives and classroom

procedures. Within the classroom procedures, teachers explained

what they expected of the students such as being prepared for

class, entering and exiting class, how to maintain their

notebooks and binders, returning, handing in and labeling all

papers, restroom and water breaks, usage of trash can, walking

in the hallways and the way to act throughout the building.

The result implied that teachers spent more of their time

on the first week in teaching classroom routines and procedures

as opposed to academic content. So, it is necessary to have

rules and procedures to lessen if not avoid student’s

misbehavior. Peterson (2011), stresses that setting classroom

norm at the beginning of classes is one of best methods of

classroom management. When they all agree on how the teacher

wants the classroom to be managed, disruptions are minimal.

Majority of the presented indicators were categorized as

practiced having an overall weighted mean of 4.33. These were:

teachers organize the physical layout of the classroom obtained

4.39 weighted mean. This indicated that secondary school

teachers had well-organized classrooms where chairs, tables,

books and other school facilities were placed in their

respective areas.

Dodge, et al (2009), mention that learning environment and

the social and emotional atmosphere meet students’ developmental

needs. It makes all students feel safe and comfortable and that

they belong. Furthermore, Coggins (2009) also said that expert

teachers have a well-defined, visible and follow an established

routine. These teachers have learned how to teach appropriate

behavior and procedures.

Involve students in the design of rules and procedures got

4.26 weighted mean. This implied that the rules posted were the

collaborative output of brainstorming done by the students. They

can be as simple as making sure that all students adhere to

timely attendance and making sure that everyone knows the

consequences of their actions.

Post systematic class rules, routines and procedures in a

manner easy to see, read and understand had a weighted mean of

4.19. This meant that teachers post rules in a specified area.

Most teachers posted rules on walls where students can easily

read. This implied that students were guided in doing things in

the classroom having the basic set of rules to follow. These

regulations helped maintain classroom management and discipline.

This was supported by Etheridge’s study (2010) that establishing

rules and routines can do a lot in replacing problems in

behavior.

Apply consequences for lack of adherence to rules and

procedures got 4.12 weighted mean. This implied that teachers

must explain what they want from their students so that students

will be guided. Teachers started the first day of classes by

setting expectations. Every school had its own disciplinary

rules that students were expected to follow. Teachers must make

sure that students are aware of the rules and the consequences

if the rules are not adhered to.

Consequences of misbehavior must be based on the agreed

discipline not on personal regulation of the teacher. Jones

(2008), cites that authoritarian control is often destructive to

students who are in the primary grades, and eventually upper

grades teachers have difficulty dealing by children who were

taught with an authoritarian teacher.

Table 3B reveals the extent of classroom management

practices of the teachers along disciplinary interventions.

TABLE 3B

Extent of Classroom Management Practices of the Teachers

along Disciplinary Interventions
 Indicators WM D
1. Use clear classroom discipline. 4.71 HP
2. Praise students for desirable behavior and 4.72 HP
things accomplished.
3. Assign special and/or additional task for 3.94 P
students who misbehave during class
discussions.
4. Pause lecture until disruption ceases. 4.22 P
5. Call parent’s attention for the students’ 4.19 P
misbehavior.
Overall Weighted Mean 4.36 P
Legend: WM – weighted Mean P – practiced
HP – highly practiced D – description

As reflected in the table, the result showed an overall

weighted mean of 4.36, described as practiced. It indicated that

teachers were equipped with disciplinary interventions to

provide to their students. Two out of five indicators were

classified as highly practiced. These were: (1) praise students

for desirable behavior and things accomplished with 4.72

weighted mean. Result meant that teachers gave compliments for

students’ good performance. They motivated the students to excel

in activities. With these, students were encouraged to thrive

academically and behave in a manner the teachers expect them to

be. Moreover, Allday and Pakurar (2007), showed that by simply

greeting each student by name at the classroom door, teachers

were able to significantly reduce disruptive behavior in class

and focus on the discussions; (2) using clear classroom

discipline got 4.71 weighted mean which was also described as

highly practiced.
 This finding meant that teachers have established specific

limits and consequences for students’ misbehaviors, followed

through on consequences if a student had exceeded the limits and

implemented a system of rewards or positive consequences for

positive behavior. In addition, classroom rules contributed

towards the creation of productive learning environment as

stated by Gallagher (1998). Hence, rules should be clear,

reasonable and consistent.

There were three indicators identified to be practiced.

These were: pause lecture until disruption ceases with 4.22

weighted mean. This indicated that teacher stops when students

talk or become naughty while the discussion is going on. When

this occurs, teachers make eye contact with an offending student

by moving closer to him; use physical signal such as a finger to

the lips or shake of the head to indicate that a given action is

inappropriate. Other indicators were: provide the student with a

simple verbal reminder and if a student does not respond to the

more subtle interventions, simply tell the student to stop the

inappropriate behavior. According to Jones (2008), student

disruptions will occur frequently in classes that are poorly

organized and managed where students are not provided with

appropriate and interesting instructional tasks.

Call parent’s attention for the students’ misbehavior had

4.12 weighted mean. This tells that home contact can be a

powerful form of positive and negative consequence. Face-to-face

meetings with the parents are important to address not only for

students’ committed misbehavior but also to report good deeds of

the students.

The Education Welfare Act (2000), requires schools to

provide parents with a copy of the Code of Behavior and states

that schools may require parents to confirm that it is

acceptable to them. Teachers have also found that parental

involvement in acknowledging positive behavior, through the use

of a note in the homework journal, or in making reports to

parents is very useful. Research had shown that children regard

a positive note home as the best reward, while a negative note

home was seen as the worst sanction.

Assign special and/ or additional tasks for students who

misbehave during class discussions with 3.94 weighted mean. The

result indicated that only some of the teachers provided

additional tasks for students who committed mistakes. Students

must be oriented that if they misbehave, extra activities may be

given to them. Teachers must also be reminded that assigning

additional tasks must be in line with school works.

White (2001), conducted a study regarding student

discipline where the staff committed to correcting behaviors in

a consistent, professional manner. Regarding disciplinary

interventions, Terri (2014), suggests five ways to stop school

behavior problem such as volunteer at the child’s school, listen

when the child talks, be realistic about the child’s abilities,

be respectful of authority and request for positive behavior

support.

Table 3C revealed the extent of classroom management

practices of the teachers along teacher-student relationships.

TABLE 3C

Extent of Classroom Management Practices of the Teachers

along Teacher-Student Relationships
Indicators WM D
1. Portray a friendly and positive attitude. 4.67 HP
2. Make eye contact with each student during 4.58 HP
discussions.
Plan lessons that allow students to work in 4.44 P
preferred learning styles and intelligences.
3. Establish clear learning goals-use rubrics 4.39 P
frequently.
4. Provide school materials for the needy 4.20 P
students.
Overall Weighted Mean 4.46 P
Legend: WM – weighted Mean P – practiced
HP – highly practiced D – description

With an average weighted mean of 4.46 described as

practiced, the table revealed that teachers handled their

students well and had a good relationship with them. It showed

that teachers highly practiced portraying a friendly and

positive attitude with the highest weighted mean of 4.67.

This implied that teachers communicated with students in a

friendly atmosphere to achieve the desired academic goal. They

talked informally with students before, during and after class

about their interests, greeted students in and out of school,

commented on important events in students' lives and

complimented on important achievements in and outside of school.

Students in turn appreciated the personal attention of the

teacher that made them have a harmonious relationship.

Finding was supported by Jones (2001) related work as he

indicated that academic achievement and student behavior are

influenced by the quality of the teacher and student

relationship. The more the teacher connects or communicates with

his or her students, the more likely they will be able to help

students learn at a high level and accomplish quickly.

Making eye contact with each student during discussions is

second with the highest weighted mean of 4.59 and classified as

highly practiced. This meant that effective teaching-learning

may occur when teachers make eye contact with the students

because in their eyes they can see what they need and if they

understood the lesson. According to Muhammad and Ismail (2001),

the way teachers conduct the classroom matters has a deep

influence upon their own teaching and learning of the students,

because classroom is a place where the closest interaction

between the students and teachers take place.

Meanwhile, teachers’ extent of practice along the following

were described as practiced. Planning lessons that allow

students to work in preferred learning styles and intelligence

had a 4.44 weighted mean. The result stated that teachers used

different teaching strategies and provide varied activities for

students to meet their individual needs. By doing this, it

encourages students’ active participation.

Moreover, establishing clear learning goals used rubrics

frequently had 4.39 weighted mean. This indicated that teachers

provided clear learning goals to communicate an appropriate

level of dominance. Expected goals at the end of the lesson or

quarter were presented before beginning the discussion. It also

showed that performance tasks and written works were rated by

the teachers using rubrics to create fairness and objectivity in

giving grades.

As reflected in the table, providing school materials for

the needy students had the lowest weighted mean of 4.20 and

categorized as practiced. This implied that teachers were

concerned with the future of their students. They were willing

to support their needs. Gordon (2001), says that students will

be able to reciprocate genuine loving, caring behaviors toward

other people if the demonstration of affection is modeled for

them in the classroom. Teacher has the opportunity to create a

learning environment that is kind and respectful in order to

meet the nurturing need.

 Table 3D revealed the extent of classroom management

practices of the teachers along mental set.

TABLE 3D

Extent of Classroom Management Practices of the Teachers

along Mental Set
Indicators WM D
1. Share negative experiences to others to lessen 3.44 MP
burden.
2. Keep notes or log book of all classroom 3.83 P
management related problems encountered.
3. Write reflections at the end of the day. 3.07 MP
4. Detach oneself from the source of the problem. 3.42 MP
5. React immediately to violations. 3.91 P
Overall Weighted Mean 3.53 P
Legend: WM – weighted Mean P – practiced
MP – moderately practiced D – description

Based on the table, the overall weighted mean of the

teachers was 3.53 described as practiced. Two indicators were

classified as practiced. These were: keeping notes or log book

of all classroom management related problems encountered has the

highest weighted mean of 3.83. This meant that teachers have

anecdotal records of students’ misbehavior. They had reference

of misconduct if needed. Reacting immediately to violations had

3.91 weighted mean. This meant that teachers responded instantly

when children misbehaved. They gave immediate solutions to the

problems encountered.

Three indicators were classified as moderately practiced.

Sharing negative experiences with others to lessen burden got a

weighted mean of 3.44. It indicated that teachers met problems

along classroom management. In handling this, they seek for

someone who can listen to their problems and ask for advice.

This implied that teachers need a companion to lessen their

burden. Detaching oneself from the source of the problem had a

weighted mean of 3.42, which revealed that teachers disengaged

themselves from the problems they met.

Findings further implied that they temporarily forgot their

problem and focused on their goals. Finally, writing reflections

at the end of the day had the lowest weighted mean of 3.07 but

still classified as moderately practiced. This still implied

that teachers meditated on the decisions they made after a long

day of challenges.

Teacher’s classroom management practices had a significant

positive effect on decreasing problem behavior in the classroom

as stated by Oliver (2001). The results stated that teachers

practiced all the above-mentioned indicators. It was not enough

to say that they only practiced them but it must be highly

practiced to ensure that they are really doing the best for

themselves and for their students. The result called for a

training in classroom management to add their strategies and

techniques in managing their class. Teachers must be given not

only one scheme of handling their children but sufficient

choices that will cater specific problem.

3. Problems Encountered by the Teachers along Classroom
Management
Table 4 reflected the varied classroom management problems

encountered by teachers along rules and procedures, disciplinary

interventions, teacher-student relationships and mental set.

As reflected in the table, the topmost problem experienced

by the teachers was inattentive students. The occurrence of this

behavior may be attributed to the disruptions in the classroom,

misbehavior of other students and/or teacher’s strategy in

teaching.

TABLE 4

Problems Encountered by the Teachers

along Classroom Management

Sum of Final
Problems Encountered
Ranks Rank
1. Students ignore teachers’ instructions, orders 380 4
and/ or suggestions.
2. Students are restless due to overcrowded 474 5
classrooms.
3. Student ridicules teachers. 634 8
4. Students are inattentive. 277 1
5. Students disobey classroom rules and 345 2
procedures.
6. Students’ behaviors remain uncontrollable 369 3
despite of the clear consequences.
7. The set of class officers are not doing their 562 6
respective jobs to assist the teacher.
8. Teacher and students have insufficient time of 639 9
communication and interaction during the class.
9. Teachers are impulsive in giving decisions 568 7
related to classroom management.
10. Teacher fails to provide measures for some 667 10
expected behavior of the students.
 At present, students use cellphone and other electronic

gadgets that usually result to class disruptions. They also tend

to talk with their seatmate whenever they lose interest on the

lesson and when the teachers fail to motivate them that may

affect the whole class. Students also become inattentive maybe

because they cannot apply nor relate to what is being discussed

in the classroom. Inattentive students can be characterized by

failing to give close attention to details, rarely appearing to

listen, having difficulty organizing tasks, forgetfulness in

daily activities and being easily distracted by extraneous

stimuli.

Russle (2000), mentions that children become disruptive

when they are bored. They cannot simply control themselves and

turn their attention to other things. This implies that the

teacher must always be ready with innovations in their teaching

to capture the attention of the students. Different activities

must be presented and students must be well motivated to

actively participate in the teaching-learning process.

Ranked second in the problems encountered by teachers was

that students disobey classroom rules and procedures. This

happened because rules and procedures were not clearly explained

and posted in an area visible to students and the consequences

of disobeying the rules were not clarified. Moreover students of

today’s generation are greatly influenced by modern technology

despite the laid down rules and consequences still they have the

courage to break the rule. It also tells that the youth of today

is different from those of yesterday.

Wong (2009), describes that a teacher must establish

control over the classroom, yet control does not necessitate

punishing or intimidating students. This implies that teachers

must really be the classroom managers who have the authority to

decide what could be the best for their students.

The third pressing problem identified was that students’

behaviors remain uncontrollable despite of the clear

consequences. This problem is common to students who lack

attention from teachers, friends and /or parents. These students

mostly tend to do things which are against the rules which may

be due to their problems experienced at home. In this case,

teachers have the full control. They go over the set of rules

and their consequences agreed on the beginning of classes to

have a positive behavior. Studies revealed that there are

policies pertaining to school conduct in every school which

include negative sanctions when these policies are violated.

The fourth problem met was that students ignore teachers’

instructions, orders and/ or suggestions. This happens because

some students are busy doing things such as texting, calling,

watching movies and playing games from their phones. They do not

mind teachers’ orders due to their laziness and they are brave
to ignore their teachers’ instructions because of peer

influence.

Rank fifth in the problems encountered was that students

are restless due to overcrowded classrooms. Students look tired

and stressed if they are contained in one small classroom. They

cannot move freely and they are affected by others when they

misbehave. Management of physical environment is a major task

for a teacher. They have to work on the space of the classroom,

arrange the chairs, tables and other teaching equipments so that

classroom will be organized. Researches stated that physical

management of classroom is closely related to students’

behavior.

The sixth problem was that the set of class officers are

not doing their respective jobs to assist the teacher (562).

Elected class officers become inactive if the duties and

responsibilities of each officer are not clearly explained by

the teacher. Some students also fail to do their task if their

position is not their strength.

The seventh problem is that teachers are impulsive in

giving decisions related to classroom management. This happens

when classroom problems arise in the midst of full of schedule.

In this situation, teacher immediately gives decision without

considering other factors. Impulsivity has been found to relate

to and may adversely affect a number of key academic outcomes.

 Next, student ridicules teachers. This is only done by

students who are attention-seekers and influenced by their

friends. Teachers should maintain good relationship with

students to avoid being ridiculed. Relationship that would not

extend beyond the limit, teacher must set boundaries. Teacher

must be firm in giving directions and decisions so that students

may always believe in whatever they say. They should always look

and act professionally to avoid this problem.

Second least problem was that teacher and students have

insufficient time of communication and interaction during the

class. One hour would not be enough to talk and discuss the

lessons, students’ problems and other related issues. Ozgan

(2015) showed that the main reasons for the conflict between

teachers and their students were the existence of poor and

insufficient communication between the parties involved and

teacher dominance in such interactions. It is absolutely

necessary to manage the teacher student conflict correctly in

order to create a positive school climate and to conduct the

education process effectively.

The least problem encountered by teachers was teachers

failed to provide measures for some expected behavior of the

students. Too much concentration was one of the reasons of

failing to provide measures. This was the least problem

encountered by teachers because they often provided measures for

unexpected misbehavior. It is necessary for the teachers to be

equipped with different strategies on disciplinary

interventions. Researches cited that when dealing with learner

indiscipline, the use of learner-centered, supportive, proactive

and cooperative disciplinary measure is recommended.

These classroom management problems encountered by the

teachers motivated the researcher to make an action plan on

classroom management. The result of the survey indicated that

teachers had practices on classroom management but they

encountered problems which needed solutions. Training is needed

by the teacher to hone their management skills.

Specifically, The Proposed Action Plan on Classroom

Management Practices endeavors to achieve the following

objectives: (1)develop a unified school-wide classroom rules and

procedures handbook; (2) improve one’s strategies on

disciplinary measures to achieve desirable behavior of the

students; (3) provide opportunities for teachers to build

harmonious relationship and solidarity for the betterment of the

institution; and (4) set clear and purposive goals and direction

for self and others, prioritizing work tasks and displaying

emotional maturity and enthusiasm.

 TABLE 5

Action Plan to Enhance the Classroom Management Practices

of Secondary School Teachers in Juban, Sorsogon

KEY RESULT AREA OBJECTIVES ACTIVITIES/ PERSONS TIME FRAME EXPECTED

STRATEGIES INVOLVED OUTCOME

Set a unified Faculty meetings and School Year Round Unified rules
school-wide planning head, and procedures
classroom rules and Teachers are posted on
Rules and procedures walls easy to
Procedures see, read and
understand.

Students are
Develop student’s Seminar-workshop on Teachers Year Round provided with
handbook on rules classroom management individual copy
and procedures of student’s
handbook.

Develop and promote Focus group Teachers Year Round Students are
appropriate discussions and obedient and
disciplinary faculty meetings disciplined.
Intervention to
ensure positive
behavior of the
Disciplinary students
Interventions
Improve one’s Seminar-Workshop on Teachers Year Round Appropriate
strategies to gain Classroom Management classroom
desirable strategies management
behavioral results strategies are
of the students used to solve
specific
problems met in
the classroom.

Provide Team building School Twice a Sense of

opportunities for activity head, year collaboration
teachers to build teachers, in reaching the
Teacher-Student harmonious students schools’ goals
Relationship relationship and is enhanced.
solidarity for the
betterment of the
institution
Students joined
Support students’ Training and/or Teachers Year round school’s
engagement in coaching students and contest and
school activities students other related
events.

Set clear and Designing a personnel School Year round Sense of self-
purposive goals and development plan Head and management is
direction for self teachers developed.
and others
Mental Set
Innovate new ideas Training workshop on Teachers As Teachers used
and processes to creating virtual and Required innovative
manage the interactive classroom teaching
 classroom well strategies.

CONCLUSION AND RECOMMENDATION

Teachers practice and see the importance of laying down

clear classroom rules and discipline and they practice being

friendly, optimistic and open-minded to ease the burden of

classroom management. All of them have institutionalized some

practices in directing their students guided by the use of

various sets of rules and procedures inside the classroom. On

the other hand, most of the problems encountered by the teachers

on classroom management centered on the misbehavior of the

students. The formulation of an action plan to enhance classroom

management practices of secondary school teachers in Juban,

Sorsogon was proposed to maximize teachers’ techniques and

strategies in managing various classroom situations.

With these premises, this study recommends that the

Department of Education should conduct trainings or seminar-

workshop along classroom management to enhance the expertise or

capabilities of the teachers in utilizing the various strategies

that will suit the nature of the students. Teachers should

innovate ideas and processes on classroom management to better

address the needs of the students. Teachers must utilize

appropriate strategies and design activities that will engage

students in a task so that disruptive behavior will be

minimized. The proposed action plan on classroom management of

secondary school teachers hopes to be translated to trainings

and workshops to make solutions to the teachers’ classroom

management problems.

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