CHAPTER 1

THE IMPACT OF CLASSROOM MANAGEMENT ON STUDENT BEHAVIOR IN

GRADE 11 OUR LADY OF GOOD SUCCESS AT SAINT FRANCIS ACADEMY-LSGH

1.1 Introduction

Classroom management has been defined in many different ways; Tal (2010) defines

classroom management as “the ability of the teacher to lead the class…toward achieving the socio-

emotional welfare and learning of the students” (pg.144). Malone and Tietjens (2000) define

classroom management as “how teachers maintain order in a classroom” (pg. 160). Little and

Akin-Little (2003) define classroom management as ‘a set of procedures that, if followed, should

help the teacher maintain order in the classroom and involve both antecedent and consequent

procedures that can be combined to provide a comprehensive approach to classroom

management’” (as cited in Little & Akin-Little, 2008, pg. 228).

Most formal organizations like secondary schools are aimed at effective and efficient management

of the human and material resources available for the attainment of the school academic goals.

The classroom teacher is charged with lots of functions to perform in the teaching and learning

process. One of the most challenging functions of the classroom teacher is classroom management

and control. The teacher’s effectiveness in teaching is assessed by his ability to use varied

classroom management techniques to control students towards effective and meaningful learning

during instruction. Meaningful teaching and learning cannot be achieved in a classroom

environment characterized by noise making and other distractions by students. The academic
achievement of students of a particular classroom can be attributed to the teachers’ ability to

manage and control the classroom during instruction. Oyira (2006) reported that the variable that

measures the classroom learning environment as perceived by students actually predicts their

attitude towards schooling and academic performance.

The importance of good classroom management in the realization of the objectives of education

cannot be over emphasized. Teaching and learning are all embracing involving a wide range of

activities such as writing on chalkboard, discussing with students, demonstrating a procedure,

supervising student’s class work, reading and marking assignments. Good classroom environment

with good desks and seats well-spaced out, well ventilated, good lighting, good ceiling and roof

and smooth floor enhances effective teaching and learning. When the classroom environment

provides students with what they need, equilibrium occurs but when the classroom environment

does not, there is disequilibrium.

Some teachers tend to deal with each class as a unified whole. This does not help individual

students navigate in class. One of the keys to taking a personal interest in each student is to

differentiate the curriculum. This begins by first finding out about the interests, readiness levels,

and learning styles of the students in your classroom. Teachers gain the trust of students when

they begin to honor their unique interests, learning styles, and ways of seeing the world, such as

cultural differences. Students realize that teachers have their best interest at heart when teachers

have taken the time to provide scaffolding or enrichment as needed, based upon student readiness.

Currently, a large portion of teachers use consequent rather than antecedent methods of

classroom management (Clunies-Ross et al., 2008; Little & Akin-Little, 2008). Consequent
methods are used after a child has exhibited an undesired or inappropriate behavior in an attempt

to remediate that behavior. Examples of consequent methods include correcting the child,

removing privileges, or reprimanding the child. Teachers who primarily use consequent classroom

management methods are more likely to respond to inappropriate behaviors than appropriate

behaviors (Clunies-Ross et al., 2008). While certain situations may necessitate the use of

consequent methods, using antecedent methods provides for a larger portion of class time to be

used for academic instruction and activities rather than disciplinary actions for individual students

(Little & Akin-Little, 2008). Classroom management is complex set of skills that includes much

more than being able to influence and control student behavior, there remains an overall impression

that classroom management is primarily about ‘discipline’ (Allen, 2010). Furthermore, research

suggests that using antecedent methods of classroom management eliminates most inappropriate

classroom behaviors and increases the students’ attention to the lesson and appropriate academic

activities (Clunies-Ross et al., 2008).

1.2 Statement of the Problem

This study aims to find out the impact of classroom management on student behavior in Grade 11

Students at Saint Francis Academy - La Salle Green hills.

Specifically, the research seeks to answer the following questions:

1. What are the classroom management style utilized by the teachers?

2. Does inappropriate classroom management can result to indiscipline among students?

3. What are the behaviors developed by the students?

4. Do the respondents find the classroom management effective?

1.3 Hypothesis

Classroom management is at the very heart of teaching and ultimately affects your students’

learning outcomes and can have an impact on your wellbeing. Good classroom management

means a thriving learning environment and dedicated students, and unfortunately - no matter

how dedicated you are as a teacher or how passionate you are about your students and subject,

poor classroom management is detrimental to student achievement and development. Good

classroom management teach the students to:

* Creates an environment that allows them to learn without distractions

* Reduces poor behavior and distractions so they are all focused on learning

* Facilitates social and emotional development

* Promotes positive interactions between peers and decreases bullying

* Allows for more time to be focused on teaching and learning

Pangalan:

Panuto: Sa pamamagitan ng paglagay ng tsek (/) sa loob ng panaklong, pakisagot

po ng buong katapatan ang sumusunod na katanungan.

Oo Hindi

1. Mahalaga ba sayo ang asignaturang filipino?

2. Dapat bang pagaralan ang asignaturang filipino?

3. Nakakatulong ba sayo ang asignaturang filipino?

4. Sang ayon ka ba na ipatanggal ang asignaturang

filipino sa kolehiyo?