This study was conducted to ascertain the classroom management styles of teachers in Taal National High School as assessed by themselves and students during the school year 2015-2016 with the end in view of proposing an enhancement plan as inputs to classroom management.
Specifically, it sought answer to the following questions:
1. To what extent do the teachers demonstrate their classroom management styles as assessed by the teachers and students in terms of:
1.1. managing time and classroom space;
1.2. supervising classroom tasks;
1.3. maintaining classroom discipline;
1.4. controlling students’ misbehavior and
1.5. implementing good instructional strategies?
2. Is there a significant difference between the assessment of the two groups of respondents on the classroom management styles of the teachers?
3. What are the difficulties experienced by the teachers in classroom management?
4. What enhancement plan may be proposed to enhance the classroom management of the teachers?
Findings:
1. Extent of Teachers’ Classroom Management
1.1. Managing Classroom Time and Space. Managing classroom time and space was demonstrated by the teachers to a great extent as evidenced by the overall mean rating of 4.03. Foremost in the rank was arranging the seats while considering attention and focus of the learners and ensuring that space is taken into consideration ranked last with the combined weighted means of 4.17 and 3.94 respectively. Based on their assessment all of the indicators in terms of managing classroom time and space were practiced to a great extent.
1.2. Supervising Classroom Tasks. The overall mean rating of 4.08 indicated that the teachers were able to supervise the classroom task to a great extent as assessed by themselves and students.
Creating a vocabulary of responsibility and identifying students who seem to lack sense of personal efficacy and work to help them have an internal focus of control obtained the highest and lowest combined mean of 4.19 and 3.94 respectively.
1.3. Maintaining Classroom Discipline. The classroom management styles in maintaining classroom discipline was demonstrated by the teachers to a great extent as evidenced by the overall mean rating of 3.97. Emphasizing models and practicing good manners, courtesy and responsibility ranked first while teaching student anger management strategies ranked last.
1.4. Controlling Students’ Misbehavior. The teachers had shown their classroom management styles in controlling students’ misbehavior to a great extent as evidenced by the overall mean rating of 4.07. Reminding the students about responsibilities in the classroom was the most practiced style while the least practiced was demonstrating ability to deal effectively with negative students’ behavior.
1.5. Implementing Good Instructional Strategies. The classroom management styles in implementing good instructional strategies is done to a great extent by the teachers as assessed by themselves and students-respondents. Monitoring student learning progress was the greatest concern of the teachers obtaining the highest combined mean of 4.03 while addressing multiple and varied needs of the students was given least concern as shown by the lowest mean rating of 4.05. As a whole the classroom management styles were satisfactorily demonstrated by the teachers in performing their tasks.
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