CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

In order to have a better idea of the topic and a good start in making the study, the researchers conducted intensive readings, both foreign and local from different sources. These sources include articles and case studies from the internet, books, and other reading materials. The review of related literatures and studies shall serve as a foundation to fully understand and meaningfully interpret the results of the ongoing study.

Foreign Literature Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline". (Wolfgang and Glickman) According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control (Moskowitz & Hayman, 1976, p. 283)). Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom (Berliner, 1988, p. 310; Brophy & Good, 1986, p. 335). From the students

perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment (Allen 1986). Classroom management is closely linked to issues

of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioralapproaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality (Gootman, Marilyn E., 2008, p.36). They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmationteaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts (Pintrich and De Groot 1990) (http://encyclopedia.thefreedictionary.com/

Classroom+management Retrieved September 8, 2012). What is time management? It refers to the proper use of time by the teacher or by the student inside the classroom while classroom instruction is going on. Arends (1988), time and space are two resources over which teachers have considerable control. Time is crucial and coveted resource in terms of academic goals. Time

pressures lead to considerations of efficiency, such as, "How can I maximize instruction to increase student time on task? There are reasons why effective time management in the classroom is indispensable. Arends (1988) says that even in those schools where supposed to devote to math and reading were prescribed, the variation was extreme. In addition to that, the time studies discovered that the engaged time varied from one classroom to another. Some of this variation was related to the teachers' classroom management skills, and to the types of students found in the different classrooms. Time management is the thread running through almost all aspects of teaching -organizing the day, organizing the classroom, deciding how long and how often to teach various subjects, recording student progress, or keeping time-consuming behavior problems to a minimum. Effective use of school time begins with efficient classroom organization and management -- and vice versa. Much of the essentials of classroom life involve time management is some way: paring down paperwork; planning; establishing routines that eliminate wasted time and confusion; using learning centers, independent assignments and seatwork to give you time to work with small groups and classroom environments that allow students and activities to move smoothly from one activity to the next. Duke (1990) says that, most teachers have more to do than time available to do it. Even the most well-organized teacher lives with the realization that some activities cannot be undertaken, others cannot be completed, and still others cannot be done as well as he would like. Therefore, time management is a problem for teachers. The more you realize that time is a constant source of concern, the less apt you will be to grow frustrated or to be unprepared.

Three words affect the daily life for teachers -- interruption, uncertainty, and fragmentation. The partial list of unexpected events suggests that a teachers routine may be invaded at any time by an unexpected disruption or interruption. Duke (1990) says that add to these occurrences a variety of predictable disturbances such as announcements over the intercom, field trips, departing and returning students, and early release days when teachers receive in-service training and it is easy to understand how the teacher's workday may be perceived to be fragmented or broken into dozens of small segments. Arends (1988), says, maximizing time on task requires, first and foremost, a teacher attitude that says student learning of the academic material is the goal of instruction, and that the responsibility of the teacher is to provide conditions conducive to learning. One way to extend academic learning time is to give students homework. If students practice their skills at home, more time will be available during the school day for academic instruction. But homework cannot be given out carelessly. If the teacher doesn't value it, the students won't too. What is allocated time? Arends (1998), Kauchak and Eggen (1989) states that allocated time is the amount of time the teacher actually spends on particular subject, task or activity. This is also called opportunity to learn and is measured in terms of the amount of time teachers have their students spend on given academic task. Kauchak and Eggen (1989), on a global level, we can think of allocated time as the 180 days that teachers have to teach. How teachers divide those 180 days into periods and topics to be covered reflects their educational priorities. A number of external pressures influence the ways that teachers allocate their time. Curriculum guides and tests, as well as periods signaled by bells, all serve to frame

the time-allocation decisions made by teachers. But within these constraints, teachers have considerable freedom in deciding how much time is devoted to certain subjects and particular topics. Arends (1988), several important studies in the 1970s investigated the relationships between various aspects of time and student learning. Is student's learning related to the amount of time allocated to a task, or the amount of time students are engaged on task, or both? The answer in most studies of regular classroom teaching was both. The more time teachers allocate to an academic topic and the more students are engaged in that topic the more they will learn about it. Arends (1988), researchers also learned from the various time studies that there was a considerable variation from one teacher to another in relation to the amount of allocated time given to different subject areas. Kauchak and Eggen (1989), instructional time is the portion of allocated time that is actually devoted to learning activities. It is the amount remaining when procedural activities, such as taking roll, making announcements, coping with administrative disruptions and dealing with off-task behaviors are subtracted from the total time allotment. Teachers vary considerably in the degree to which they translate allocated time into meaningful learning activities, and significant portions of time are frequently lost to non-instructional activities. Arends (1988) says that, engaged time (also called time on task) is the amount of time students actually spend on an activity or task. It also refers to the portions of time during which students are paying attention to a learning task and attempting to learn. This excludes time spent socializing, daydreaming, engaging in antisocial behavior, etc.

Academic learning time is the time which students are successfully learning or are successful at the task they are engaged in at an appropriate level of difficulty for them and experiencing high levels of success (excludes time spent engaged in tasks which are too easy or too difficult). It is the amount of time the learner spends actively engaged in worthwhile tasks at a high level of success. Tumolva (2006) says that one of the elements important for classroom instruction is classroom time management. Research says that there are three areas emerged as problematic among teachers who were studied and one is managing class time Glasgow and Hicks (2003). Perhaps one of the biggest problems of teachers is with regards to classroom time management. Wachter, James C. and Clare Carhart (2003) say, what is the single biggest problem teachers have? The answer is a unanimous, resounding, one-word response: time and classroom time. There are factors affecting teachers for administering effective classroom time management. Navarro (1988), states that the student's behavior, the policy of the school, the environment and the teachers themselves are factors by which classroom time management is affected. Is there anything that personality can contribute to time management? Does teacher's personality affect the classroom setting especially in terms of the way they manage classroom time? Navarro (1998) says that the teacher's mood, personality, department and character affect the teacher-learning situation. One of the most enduring school-level factors in the research literature is the effective use of time. In one meta-analysis of education research literature conducted by Scheerens and Bosker in achievement by fifteen percentile points - the strongest single identified. One study which examined the impact of time in great depth (Denham and

Lieberman, 1980) classified four basic types of time: allocated time, instructional time, engaged time and academic learning time. Duke (1990), most teachers have more to do than time available to do it. Even the most well-organized teacher lives with the realization that some activities cannot be undertaken, others cannot be completed, and still others cannot be done as well as he or she would like. It is likely, of course, that time management is a problem for all professionals, including teachers. The more you realize time is a constant source of concern, the less apt you will to grow frustrated of to be unprepared. Alarming studies indicate that that teachers lose up to half of their instructional time through inefficient management. Imaging wasting half of the precious time you have with your students, Gullamaume, (2004). Research reveals a close relationship between the amounts of time students spend engaged in appropriate learning time is lost in schools and classrooms. Lunch, breaks, moving from one classroom to another and other interruptions or non-instructional time account for at least 27 percent of a school day. In many classrooms, that figure climbs beyond forty percent. This statistic has been confirmed by separate students at the far west laboratory for educational research and development, and the former institute for research on teaching at Michigan University. Therefore, there are recurring problems among teachers with regards to classroom time management. The improvement of the classroom time management is major concern of this research since academic excellence depends upon mainly upon the quality of learning taking place in every classroom. Hence, this study has been conducted in order to help teachers improve their performance concerning classroom time management for better classroom instruction.

Time management refers to a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals. This set encompasses a wide scope of activities, and these include planning, allocating, setting goals, delegation, analysis of time spent, monitoring, organizing, scheduling, and prioritizing. Initially, time management referred to just business or work activities, but eventually the term broadened to include personal activities as well. A time management system is a designed combination of processes, tools, techniques, and methods. Usually time management is a necessity in any project development as it determines the project completion time and scope (http://encyclopedia.thefreedictionary.com/time+management Retrieved September 8, 2012). Block scheduling is a type of academic scheduling in which each student has fewer classes per day for a longer period of time. This is intended to result in more time for teaching due to less class switching and preparation. It also allows for a student to take four electives, rather than two, or three. In some cases, such as in medical school or other intensive university program, a block schedule means taking one class at a time, all day, every day, until all of the material is covered. A normal university course might then be completed in three or four weeks of focused effort on a single topic. When used as a supplement to a normal academic term, instead of the normal schedule, this approach is sometimes called a mini-mester. Conversion to block scheduling became a widespread trend in American middle schools and high schools in the 1990s. Prior to that, many schools scheduled classes such that a student saw every one of their teachers each day. Classes were approximately 4060 minutes long, but under block scheduling, they became approximately 90 minutes long.

However, many American high schools still use the traditional six to eight periods per day, and consider block scheduling to be one of many ill-considered education reform schemes. Part of the motivation for block scheduling is to prepare students for taking endof-grade/end-of-course standardized tests used to measure student achievement (and in some school districts, teacher pay and school funding). Another is socialto foster cooperation among students. This is done by having students work in groups (called "cooperative learning") to help them learn from each other, rather than have classes that focus on teacher-delivered content, as some experts believe that students learn better from peers than from professionals (http://encyclopedia.thefreedictionary.com/

block+scheduling Retrieved August 29, 2012). Block scheduling replaces the traditional 40-50 minute class periods found in most schools. Instead of 6-7 periods in the day there are only 4-5. Class periods last typically twice as long as they would in the traditional schedule. This allows teachers to accomplish more in a single class period. It also sets itself up to allow team teaching across different curricula. Another key difference is that students on a traditional schedule take a single class over the entire course of the year, where as a student on a block schedule will complete a single class over the course of a semester (http://teaching.about.com/od/gloss/g/Block-Scheduling.htm Retrieved August 29, 2012). According to Levin (2007), students are often impressed and sometimes depressed by others who tell them how long they have spent working today or how many hours they have just spent working today or how many hours the have just spent in the library. What these paragons of virtue wont usually tell you, though, is how productive that time has been, how efficiently they have worked.

Some of the forms of time wasting are obvious. You are doing things other than working; sleeping, daydreaming, texting, chatting about non-work subjects come into this category. So does attending to interruptions during periods of time that youve designated for work. Here you are wasting time by throwing it away. Doing unnecessary or irrational things wastes time. Sometimes you do such things because you cant think of anything better to do for example. Reading a whole book when the material you want is contained in just half a dozen pages; copying out by hand extracts from a book; repeating as activity over and over, and getting the same result each time and sometimes you do them das a displacement activity, to put off something that you expect to find difficult or unpleasant. Working and reworking something to get it perfect becomes irrational after a couple of cycles; there is more on perfectionism. Some teachers do not realize that learning and discipline can be appreciably improved by creating better student-teacher relationships; many of them therefore do not actively work on improving relationships with their students. Some teachers are afraid to encourage personal friendships with students, fearing loss of control in their classrooms. However, being warm and friendly with students actually promotes more positive student behavior. One of the first things teachers might do to improve relationships with students is assess their own attitudes and behaviors toward students. They should ask themselves questions such as Am I courteous toward students? Do I listen carefully to students questions and requests? Do I listen to students and respect their opinions? Do I control my temper when students behave improperly?

Do I like to be with students? Do I treat students fairly? It is also helpful to discover the attitudes of students toward teachers and the

subjects they teach. Teachers should ask students such questions as How relevant are the topics covered in this class? What topics do you like the most? What topics do you like the least? Do you believe that the teacher likes you? Does the teacher take the time necessary to help you understand difficult concepts? Does the teacher treat you courteously? Does the teacher have any distracting habits? Does the teacher listen to suggestions made by students? Do students needs and interests receive the teachers attention? Teachers communication skills are a critical factor in creating and maintaining good student-teacher relationships. Good communication usually helps establish a warmer and friendlier atmosphere in the classroom. Communication involves sending as well as receiving messages. Sending Messages. We all send messages, both verbally and nonverbally, but we are generally less aware of the nonverbal than of the verbal messages. However, our nonverbal messages are often very powerful and may even distort the accompanying verbal meaning. Children often become adept at reading the nonverbal messages of their teachers. Children often discover through experience that nonverbal cues are more dependable than verbal information.

Teachers can improve relationships with their students by not making coercive demands and by letting students feel that the classroom belongs to them as well as to the teacher. It can be improved if teachers help students realize that they share the classroom and can help determine procedures that are necessary for successful learning there. Receiving Messages. Effective communication also involves receiving

messages. Teachers can communicate genuine interest simply by paying attention to their students, maintaining eye contact, and listening carefully to what they say. Listening skills are extremely important to teachers because they help students feel significant, accepted, and respected. Teachers who listen effectively can help students clarify their feelings and resolve personal conflicts. As teachers listen to their students, they should give their undivided attention and in empathetic and nonjudgmental manner seek to understand what is said. The relationships that teachers establish with their students influence the development of students self-concept, which in turn affects discipline in the classroom. Students with a poor self-concept not only fail to perform well in school, they are also more likely to display unacceptable behavior. Teachers often claim that students who do not perform well are simply unmotivated, that some students just do not want to learn anything. However, students are in fact never unmotivated. They may not be motivated to do what teachers want, but it can never truly be said that they are unmotivated. When students are required to learn what they have no interest in learning, they often do not apply themselves and fail as a result. In school, ones success or failure depends primarily on test performance. This pre-occupation with performance begins surprisingly early in childrens school careers. Schools are particularly adept at teaching children, at a very young age, that achievement determines their relative position among their peers. Before children have

spent much time in kindergarten, they already are aware of the place they occupy. They can tell you the brightest and dullest of their classmates with comparative ease and often point out this fact with relish. In the beginning school years, academic performance is influenced primarily by learning readiness. Children whose parents emphasize reading and other school-related tasks, rather than those unrelated to school structure and school achievement, enter school far better prepared to succeed than those whose early experiences fail to promote these skills. As children move through the school system, differences in their performance become more pronounced and visible. These differences are emphasized by the grades they receive. Sometimes children decide that if they cannot be sure of succeeding, they can at least protect their dignity by orchestrating their own failure. They accept the premise that they are prone to fail, but the attempt to reject the implication that their failure stems from inability. To avoid this implication, children may arrange circumstances so that their failure can be blamed on something other than a lack of ability. They rationalize that their failure is not an indication of their potential and therefore is not a real measure of their worth. These children become expert at keeping their actual ability a secret. They hide their competence by not performing and not participating. Such students are sometimes referred to as underachievers. They make a virtue of failure to do work that, they claim, is unimportant. In addition to nonparticipation, failure-avoiding children use other techniques to protect themselves from feelings of unworthiness. They come late to class, claim not to have heard what the assignment was, feign illness, pretend to be busy, and daydream. Because there are usually strong sanctions for not trying, these children often combine nonparticipation with false effort. If children appear to be making an effort, we usually forgive their lack of productivity because as a culture we value trying. To convince teachers that they are really doing their best, these children feign attention during class

discussions, giving the outward appearance of thinking or adopting quizzical expressions. These efforts are deceptive because the students are not really trying to succeed, only trying to avoid failure. This deception involves a balancing act for students. They must calculate correctly to escape punishment and at the same time avoid putting forth too much effort. They do not believe that they could succeed if they really tried. If they should study hard and still do poorly, they could no longer blame failure on lack of participation. Instead, their ability could be called into question. They therefore try to protect themselves from discovery. When children count their success only in terms of avoiding failure, their learning is impeded. When learning is limited by lack of involvement and deception, the result is detachment, apathy, and passivity. These children may become disenchanted with school and often spend their time being disruptive. In trying to avoid failure, some children attempt to maintain a sense of personal worth by establishing impossibly high goals for themselves. Teachers are often inclined to hold high expectations for their classes, so they unwittingly collude with these students by supporting their impossible goals, virtually ensuring that they will fail. The children can then claim that their failure to achieve such high goals reveals very little about their ability. If the standards are sufficiently high their failure seems comparatively small. If only the most able students can reach such goals, then these children cannot be blamed for their failure to achieve them. Setting goals too low is another technique of failure-avoiding children. They like to achieve easily attainable goals for the same reason that they pretend to work for unreachable goals--- neither failing at a difficult task nor succeeding at an easy one reveals much about their real ability. Both approaches help children avoid having to demonstrate what they really can do. These children know that the level of success they are striving for is not real. However, it is a level at which they feel they can at least

appear to be successful. They commonly announce their low expectations publicly. In doing so, they have the added advantage of appearing modest. No one can accuse them of bragging. Such children know that they can achieve at a higher level. They consequently do not find satisfaction in their performance. Their self-respect is an illusion. However, they prefer this illusion to the possibility of disclosing their presumed lack of ability by doing their best and failing. Overstriving is another tactic used by children to maintain their self-respect. These children try to escape failure through hard work. Instead of working for success, however, they are working against failure. Like underachieving children, overstriving children have the devastating belief that the sole measure of self-worth is school achievement. And like underachievers, they constantly try to fulfill the role they have created for themselves. They too may be plagued by the ultrahigh standards they set. The interesting thing about overstrivers is that they get high grades. They appear successful. However, their success is a burden. With each new achievement comes the need for increased performance to reach the next level of accomplishment. Therefore, achievement becomes successively more elusive, requiring an ever-increasing level of effort. Sometimes these children learn to fear success as much as they do failure because it signals yet another escalation of self-imposed demands. Still, they continue to strive until little additional improvement is possible. Often the pressure these children experience is intensified by teachers who encourage them to keep striving. They are told that they can be even more successful by trying harder. Teachers have no reason to doubt the value of this admonition. They have verified it repeatedly in the past. When the pressure mounts, however, these children come to loathe failure. They never view failure as simply part of the learning process, a stepping stone to ultimate success. Instead,

they interpret it as evidence of their worthlessness. School, therefore, becomes a place of conflict for the overstriver. On the one hand, there is cause for optimism because of past successes. On the other hand is the ever-present specter of failure created by the escalation of demands. Improving childrens self-esteem is not an easy task. A poor self-concept is resistant to change. Once children establish a poor concept of themselves, they tend to retain this negative perspective. Sometimes these negative views are unintentionally strengthened by actions taken to help children overcome self-concept problems. For example, it is commonly believed that students negative self -concepts can be overcome if the children are given the opportunity to experience success. It seems logical that if the original difficulty is the lack of success, then providing success experiences should rectify the problem. Teachers assume that once children get a taste of success, they will continue to seek it. However, failure-avoiding students are largely unresponsive to success. Indeed, they appear almost calculating in their rejection of potential success experiences provided for them. Once they see themselves as failures, success loses its reward value. Success is not expected, so when it does occur, they believe it to be a consequence of luck or fate instead of effort. What many teachers fail to realize is that success-oriented children attribute success to ability and failure to lack of proper effort, whereas failure-prone children attribute their failure to lack of ability and whatever success they may occasionally achieve to the momentary generosity of teachers and others, lucky guessing, or unusually easy tasks. But in reality, although they may try to hide it, these children are aware that their lack of success can be attributed to themselves. Teachers who try to entice such children to try harder to succeed fail to realize that these students cannot afford to believe that success comes from their efforts or abilities. To accept such a thought would undermine their sense of well-being. If they

continue to believe that their success occurs because of luck, then their lack of success does not have to be attributed to inability. Failure-prone students believe that if they experience success, teachers and parents will expect them to continue being successful. However, children with lowesteem feel unable to meet such an expectation, particularly when they believe that their success has been achieved through luck anyway. These children want to be successful, but they fear that if they evidence limited success, they will be obliged to repeat it on demand. Feeling unable to do so, they frequently act counterproductively to keep success from happening. They sabotage their own work when they find themselves in danger of succeeding. What can be done about this problem? The most obvious and necessary measure to take is to adjust the present competitive system in school. The disabling effects of competition are certain. Because of these effects, many students experience poor academic performance and consequently suffer low self-esteem. The long term effects are enormous. When children are evaluated exclusively by their teachers, they usually conclude that teachers are rarely equivalent, students may learn that their grades depend more on luck than effort. One solution to this problem is to allow students to do more self-assessment. When children learn to evaluate their own performance, they no longer have to depend solely on an outside source of affirmation, and they develop a more realistic and honest image of themselves. Self-assessment can also provide more consistency in grading and thus reduce the variability inherent in the evaluations given by different teachers. Students who believe that their efforts influence their performance are said to have an internal locus of control. Individuals who believe that what happens to them is a matter of luck or fate have an external locus of control. People with an internal locus of control are more likely to display helplessness, avoiding blame by giving excuses and

lying. They are also much more likely to misbehave and to make excuses for their bad behavior. To help children become more internally controlled, teachers need to show them (1) how consequences relate to their actions, (2) how outcomes can be predicted based on personal actions, and (3) how choosing and planning can result in desired outcomes. Overstriving students must learn to focus on success rather than on fear of failure. The first step is for teachers to stop insisting that overstriving students can and ought to improve themselves by trying harder. These children also need to realize that failure is not a permanent condition. They must understand that incorrect responses can be changed and improvements made without leaving an indelible mark. Mistakes should be viewed as stepping stones to future learning rather than immutable consequences.

Local Literature According to Remulla (2011) in his book entitled Productive Pinoy, he stated that time is what we want the most, but what we waste the most, too. Many times, the way we use our time doesnt reflect our priorities. What we say is different from what we do. We say we prioritize our health but couldnt even spend 30 minutes exercising, we say that we value quality family time but still manage to bring the office home with us; this big project will bring you places, but steps on how to make it happen is not even in your calendar or to-do list. Decide to make time for the things that are important in your life. Say no to unnecessary and time-consuming activities that are not aligned with your goals. Then block off time for the things that matters to you most. Mark them off in your calendar, Align the way you use your time with your priorities

Use a calendar or a planner Make time or block off whats important Include rest and fun in your schedule What matters in your life now that you seem to put off for later? How can you fulfill them? Decide to make time now. According to Abadines (2012), as a teacher, you are perpetually pressed for

time. You have a syllabus to cover under a tight schedule. Many school events and activities can affect instruction time. There are even weather disturbances that threaten the instruction time you have planned really well for. With a few tweaks in your routine and teaching strategy, you can maximize instruction time and learning in your classes. One of the purposes of classroom management is to maximize instruction time and learning. The more you can get your students to focus on the material at hand, the more learning will happen in the classroom. A lot of instruction time can be stolen when the class is not under a proper system. Students going off to toilet at any time, getting kids to settle down before lesson, or silly talking and playing can take precious minutes every lesson time and these adds up to hours throughout the school year. Get a solid plan in place so that there are minimal distractions during your class. Brain Based Science tells us that students learn better in a happy and positive environment. Know your students well. Develop a positive relationship with them. Praise them. Catch them doing well. Give positive and public recognition for deserving behavior and achievements. By doing so, they will be motivated to learn and behave well under your leadership. As time is your most critical resource for instruction time, always give them a time limit for a task to keep their focus on it. In relation to this, when planning your lesson,

consider the time limits of your tasks so you do not cram in your lesson plan too many tasks and expect them to finish them all. Avoid Teacher-Centered Instruction. Remember that the student brain is a muscle rather than an empty vessel waiting for knowledge to pour in. Incorporate paired activities and group activities. Get them talking and discussing with their classmates. Have them teach each other each tiny part of your lesson. We learn much more when we try to teach the material to others. What should you plan in advance? For one, you should plan in advance the key points you want your students to take away from your class. Have that list during your class time and use it to track your progress within the allocated class period. Many times, we feel confident about our material that we overlook some major points we want to cover. The other thing you should plan in advance is the homework. Make sure the homework will reinforce the major points you want your students to learn and master. The homework should serve as extension learning and not because you gave homework out of punishment or you ran out of time covering your material. For many of us, our inability to organize and manage priorities is a result of certain ideas we accept as true and on which we act accordingly. For starters, the fantasies, most of these fantasies are related to time. Fantasy no.1: no one has ever enough time. Reality: we all have much time as there is. Its true! Each one of us has exactly 24 hours in each day. That translates to 1,440 minutes. Thats it no more, no less. What that means is, even though you may wish you had more time than you do, its just not possible. This is one of the few ways in which all people are equal. You must make do with what you have.

Some of us can acknowledge the folly of fantasy no. 1 but this trip up on the next fantasy. Fantasy no. 2: there are many ways to save time. Reality: you cant save time- you can only spend it. The concept of time is well represented by the hourglass. The sand passes through constantly, at the same rate. You cant stick your finger in and stop it. In the last minute, each one of us has spent 60 seconds of time than can never be retrieved. Fantasy no. 3: the longer you work, the more you get done Reality: the law of diminishing return applies here. Most of people accept this fact in theory, but often dont acknowledge it in practice. The old advice holds true: dont confuse activity with accomplishment. The computer has driven this idea deep in our minds. Did you ever delete the last hours worth of input with one tired, fatal mistake? If you insist on working yourself past reasonable limits, you are not only inviting major imbalance in your life, you also allow the law of diminishing returns, closely followed by the law of counter productivity, to take over. Fantasy no. 4: productive people work harder than others. Reality: when youre in control, you are relaxed. Of course, productive people dont work harder than others. There is a different word that applies here. You know the wordSMARTER! The main reason some people are able to work smarter than others is that productive people have learned, applied and mastered one of the most important law as you can ever learn: The Law of Slight Edge. Rule no. 1: The Law of Slight Edge. Small changes, over time, make a big difference.

Thats what the law is all about. Little changes, over time. Maybe just a little more training. Maybe a slightly better method of planning. Maybe just one tony habit overcome. Maybe all of those or more. Each one almost inconsequential, but when added up, the advantage is incredible. Rule no. 2: the 80-20 rule Another rule that you can apply to make a difference on how well you organize and manage your priorities is the Pareto principle, also known as the 80-20 rule. This law is well accepted by economists that most agree that if all the worlds assets could be evenly distributed to every person in the world, it would be a matter of time (and a short one, at that) until 20% of the people had 80% of the assets all over again. Remember, to apply 80-20 rule to managing your priorities, remind yourself that 20% of the activities on your list are going to produce 80% of the result and payoff. Rule no.3: The Bowling Ball rule Before us is a box, filled with bowling balls. We all know a few things about bowling balls, such as: They are big; they are quite heavy; they take up a lot of room. In fact, it would be impossible to put any more bowling ball in this box. There is room for only as many, and that limit has been reached. Such it is the major priorities of your day. They are big and time-consuming. Try as you might, there is room for only so many and no more. But there is the in-between time concept- when the bowling ball rule comes into play. While you cant put any more bowling ball into the box, how many marbles can you still drop there? Theres lot of room for something, but it cant be big something. Based on an article in Philippine Daily Inquirer, the phrase spending time isnt a metaphor. Each of us is allotted 24 hours per day, which we have no choice but to expend. We can neither stockpile time, nor buy back hours already spent. We construct

our lives on the basis of how we invest time. Thus, the question, Am I living wisely? can be answered by looking at how we consume the minutes in our day. With regards to time, wisdom, as in many other arenas, comes by moderating between extremes. Important decisions deserve time spent in research and deliberation. However, as Eva Young said, To think too long about doing a thing often becomes its undoing. Eventually, we must exercise judgment and take action despite uncertainty and incomplete information. Leaders must avoid the extreme of paralysis-by-analysis. Yet, leaders must also avoid the opposite extreme of thoughtless action. In the words of Henry David Thoreau, Its not enough to be busy, so are the ants. The question is, What are we busy about? In spending time unreflectively, our lives veer off course, taking us away from our deepest values. In the writings of Americas founders, particularly those of Benjamin Franklin and Thomas Jefferson, exhortations abound to make the most of time. As Jefferson wrote, Determine never to be idle. No person will have occasion to complain of the want of time that never loses any. It is wonderful how much can be done if we are always doing. Such sayings werent empty slogans for these men. By stewarding their time effectively, Franklin and Jefferson were able to make an astonishing number of influential contributions to societyas writers, politicians, and inventors. The motivational mantra, carpe diem or seize the day, has merit but can be carried to an unhealthy extreme. For example, American workers chose not to use $67 billion worth of vacation time in 2010! Meanwhile, most people know a spouse, colleague, or friend burdened down by job-related stress. The attempt to maximize every single moment of the day can degenerate into a life-sucking obsession. A relentless quest for optimization and efficiency kills spontaneity and serves as a recipe for burnout. To be suitable and sustainable, a persons drive to succeed must recognize boundaries and be balanced by periods of rest and relaxation.

Balancing time spent on tasks and time spent with people can be tricky. In general, we tend to overemphasize tasks at the expense of relationships. Early in life, we chase after career accomplishments only later to realize that lifes greatest treasures are our loved ones. Yet great leaders, while prizing people, also get things done. Job-related relationships have the purpose of accomplishing something: leaders dont connect merely for the sake of connection. One rule of thumb for valuing relationships while achieving results is to spend your greatest amount of time with the smallest number of people. Guard against spreading yourself thin with superficial social acquaintances, and instead choose to cultivate trust and influence in the few relationships that matter most to you

Foreign Studies S.H. Bartley and E. Chute conducted a study in 1947. Their study showed that the bio-rhythm of the body, also called Circadian Rhythm, have bearing on effective use of time. This Circadian Rhythm has a bearing on the persons effective use of time because they affect patterns of alertness throughout the day. They noted that there are different types of people in this regard: A. those who are most alert in the morning; B. those who reach their peak of alertness in the afternoon; C. those who have two low periods, a major one in the morning and a minor one in the afternoon; D. those who have two low periods; the major and the minor ones reversed in time occurrence.

This is related to the present study for it uses the effective use of time, which is one of the factors under managing personal time and is one of the aspects of time management in the present study. Based on the study conducted by Sita Nurmasitah entitled A Study of Classroom Interaction Characteristics in a Geography Class Conducted in English, these findings were proved: 1. The most dominant characteristic in immersion classroom interaction was content cross. It reflected that most of the teaching-learning time was devoted to questions and lectures by the teacher. Teacher emphasized on the subject matters. 2. The students were active enough in the classroom interaction. The results showed, from the total teaching-learning time was devoted to students participation. The students participated in talk-response and talk-initiation. 3. The interaction in this immersion classroom was in three-way communication; there were interaction between teacher-students, students-teacher, and students-students. 4. The immersion classroom interaction met the requirements of teaching effectiveness elements made by Walberg (1986). Most of the teaching effectiveness elements were on the classroom interaction; academic learning time, use of reinforcement, cues and feedback, co-operative learning, classroom atmosphere, higher order questions, advance organizers, direct instruction, indirect teaching, and the democratic classroom. 5. It could be concluded that the students responded positively to some extent in the teaching-learning process.

According to McCoy (1998), time problems in schools have caused educators to look at alternatives to the traditional scheduling. The use of time has been a focus for change in the educational system on education reform (Trenta & Newman, 2002). Block scheduling is the most prominent option to date for restructuring efforts (McCoy). Block scheduling has been shown to be effective and successful when all primary stakeholders are involved in the process, schools provide staff development time for teaching strategies, and the implementation is constantly evaluated. As Creamean and Horvath (2002) state, "The idea of block scheduling is clearly one of the fastest growing and most successful restructuring initiatives in American schools today" (p. 15). The National Commission on Time and Learning (1994) published a report titled, "Prisoners of Time", which warned that schools must be reinvented to focus on learning, not time. The Commission recommended using block schedule to give students time for active learning. Since its rise in popularity in the late 1980's, it was recognized that the traditional school structure does not allow time for individual instruction, extended laboratory work, or for remediation and enrichment. Block scheduling was seen as a way for teachers to concentrate more on individual students and a way to increase academic performance. Students can devote more concentration and time to each subject when they have only four classes at a time to deal with (The Center for Educational Reform, 1996). Students have more time to learn and they spend less time changing classes. Teachers also spend less time with getting the students ready for class and the administrative tasks. There is a decrease in required work load for the student and teacher, allowing the student more time to learn and the teacher more prep time, grading time, and more one-on-one interaction per student. According to Queen (2000), some teachers stress the importance of providing course sequencing in block schedules because of possible retention loss when there is

too much of a time gap between classes. Teachers worried that this could affect student achievement. Careful planning of two sequenced courses in one subject area during a single school year is important in a block format. This is especially important for classes that are considered sequential, such as foreign languages and math (Rettig & Canady, 1997). Block scheduling will not be effective if students are not provided with a balanced schedule. According to Dorwin (2009), the biggest advantage teachers identified with block scheduling was having more time available to set-up, have a thorough lesson, and clean-up. Students had time to do the hands-on portion of the lab while being able to process the activity with a follow up discussion. Teachers commented that they liked the time to do more hands-on, exploratory-type learning, with one-on-one time for each student. They could get through a complete project without interruptions. In addition, they were spending less time on administrative duties, such as taking attendance, which leads to more time teaching. With more quality learning time and guided study time, teachers have more access to students when they are working on their homework. They can answer students' questions before the class period ends. Since study hall teachers may not be skilled in the areas where the student needs help, teachers find the guided study time to be beneficial. Teachers and students have more one-on-one time together. While spending more time with students, teachers can build relationships and give individual help when needed, which leads to an increase in student success. Teachers felt that there was a greater opportunity to do more advanced study and to cover more material on various subject matters. This is a direct benefit for teachers and students. Teaching in block scheduling creates a more positive school climate. With more flexibility in the classroom, fewer classes to prepare for, and less homework for students, teachers found a calmer classroom environment. A benefit for the student is that they only have three or four classes per day in the block scheduling system. They can spend

more time to a small number of classes. Students are less confused about their schedules, and with fewer classes each day, they can give more attention to each one. In addition, teachers felt less stress under block scheduling. This lowered stress was attributed to the fact that they had fewer daily preparations. With fewer daily preparations, teachers have an increased amount of preparation time. Secondly, this review addressed the biggest disadvantage teachers identified with block scheduling. The most common problem that teachers identified with was using class time efficiently. The need for variety in lesson planning was a concern. Teachers stated that discussion and lecture type classes did not work in block scheduling. In addition, teachers did not feel that students value the time given to them in block scheduling. They felt that students did not use class time efficiently. The idea of the block scheduling is made to give students sufficient time to work and ask questions to the teacher. Teachers felt that many students wasted time during this guided study time and procrastinated on their homework because they had another day to do it. With the longer class periods in block scheduling, teachers found it difficult to keep students engaged. Keeping students attentive the entire block period raised a concern. It is difficult to keep the students attention for this length of time and to ensure that the lesson was comprehended. This was even more challenging for those who already had attention difficulties in the classroom. This longer class period required too much content and too many assignments. In addition, if students miss one block period, it was equal to missing two class periods in the traditional schedule. Teachers felt that students had a hard time making up missed time and assignments. This becomes even a bigger problem when students are frequently absent, as they miss much more. Another concern raised with block scheduling is the gap between courses. A student could take a course in the fall and not take the next sequential course until the following fall. It is a concern whether or not the student will retain the information needed

for the following course. Research shows that those who oppose block scheduling identify retaining information in the sequential classes, such as math and a foreign language, as a concern. "Many foreign language teachers who are currently teaching in the block system state that first and second year language courses need to be back-toback for students to be successful" (Wisconsin Association of Foreign Language Teachers, Whitewater, 1995, p. 15). Another point of this review was perceptions of the overall effectiveness of block scheduling within the teachers district. The research findings showed a connection to teachers overall attitude of block scheduling and the subject matter they taught. There was a significant relationship between the subject matter taught and the attitudes toward block scheduling. If the subject matter was an exploratory class or a type of hands-on learning, teachers had more favorable attitudes toward block scheduling. In addition, the research findings also indicated a significant relationship between the ability to prepare a variety of learning methods and the attitudes toward block scheduling. If a teacher could provide a variety of learning methods in one block period, they had more favorable attitudes toward block scheduling. Finally, throughout the research completed on this project, it appeared evident that the balance between advantages and disadvantages of block scheduling was equal. Even though the identified advantages balanced the disadvantages of block scheduling, more teachers favored the block scheduling system. Much research has been completed on block scheduling, but each proponent and each opponent of block scheduling would find support for their cause. One issue remains clear throughout the literature. Even though the research shows that block scheduling has merits, in the end, it has its' own problems too. Block scheduling can be very useful in the pioneer setting with the right students and a well-prepared teacher. It is important that schools look at the reasons for implementation. Test scores and discipline problems should carefully be

examined to see if the schedule has any noticeable effect. Extra planning time/in-service time must be granted to teachers and administrators alike to learn about implementing a new educational reform.

Local Studies Villavicencio (in press) found that academic emotions mediated the effects of critical thinking on academic achievement. More specifically, she showed that the negative emotions of anxiety and hopelessness completely mediated the relationship between critical thinking and achievement. This suggests that when students engage in critical thinking and achievement. This suggests that when students engage in critical thinking, their cognitive resources are completely engaged by the task at hand, making them less anxious and less hopeless, which in turn, increases their achievement. Another study conducted by Ouano (in press) has shown that the extrinsic and intrinsic motivation also has important effects on the structure of academic emotions with intrinsic motivation functioning as a positive predictor of positive emotions and extrinsic motivation as positive predictors of negative emotions. These studies showed that academic emotions are important constructs to consider in student learning. A study done by Liwanag (1996) about validation of teacher performance scale for Seventh-day Adventist Elementary teachers came up with the following conclusions: 1. The literature has conceptualized ten dimensions of teacher performance but only six were found when pupils responded, four when teachers responded. 2. In essence, the conceptualized dimensions were found to have conformed to the latent dimensions extracted by factor analysis. 3. Pupils tend to rate their teacher performance a little higher than teacher perception.

4. The instrument is not sensitive to group differences since both teachers and pupils have similar perceptions in the dimensions as extracted by factor analysis. 5. A relationship exists between grade level and teacher performance with the lower grade level pupils rating higher than the upper grade level pupils. 6. Age, sex, civil status, years of experience, educational attainment and school graduated from have no significant relationship towards performance. Sabans study (1993) on the perceptions of administrators/teachers and students towards school problems and curricular enrichment found out that there are significant differences between the perceptions of administrators/teachers regarding classroom problems, enforcement of school rules or standards, school curricular enrichment, in the five selected academics of South Philippine Union Mission. Antonio Cubetas study was about administrators and students ratings of teaching efficiency. Twenty-five instructors of the College students were evaluated by administrators and students. There were 3,240 students who evaluated the instructors. The evaluators were divided into high-achieving and low-achieving students. His findings showed that: (1) both student groups perfectly agreed in giving the three highest ratings to personal appearance, voice, and speaking ability. (2) In all the 20 areas of the rating instruments, the high-achieving students assigned consistency higher ratings of teaching efficiency than the lower-achieving students did. The ASEAN-Education Projects research on teacher and students behaviors in the classroom in the Philippines (Cortes, et al) revealed that the following student attributes namely; (a) attentive, (b) enthusiastic, (c) interested, (d) alert, and (e) knowledgeable about the days lesson are positively correlated with the following teacher

attributes and activities: (1) consistent in words and actions, (2) decisive, (3) uses class time optionally, (4) well-prepared lesson plan, (5) deals with task-on-hand and difficult situations effectively, (6) provides reinforcement, (7) uses interesting methods, (8) clarity of lesson preparation, (9) asks a variety of questions, (10) enforces rules, (11) uses follow-up questions, and (12) skillful in diagnosing students strengths and weaknesses. A study conducted by Gamale (2012) entitled Automated Class Scheduling System, performed in Tagbilaran City, showed that the manual system is adaptable and useful in the making of class schedules. However, the automated class scheduling system is more functional because of the distinctive performance in the aspect of speed, project design, accuracy and stability of the system in the preparation of class schedules, room schedules and instructors load. With these features, the automated system can really solve the primary problems being encountered during the class schedule preparation.

Synthesis Based on the facts gathered by the researchers, scheduling is an important tool in time management. It poses great impact on personal level, on projects and on

businesses as a whole. It enables a person to manage the use of time to achieve his goals in life. It allows projects to be completed on time by developing systematic time frames. Bauer (2005) states that the person in-charge of scheduling is the person who is really managing the business. This brings to the realization that if no one is in-charge of scheduling, no one is managing the operations. Scheduling entails establishing timetables or schedules. Schedules have always been known to keep people organized. Scheduling involves the engagement,

coordination, and planning the utilization of resources to achieve an objective. It is a

decision-making process that is used on a regular basis in many manufacturing industries as well as in most information processing environments. Scheduling involves careful planning and proper assigning of resources (availability of rooms, faculty, and students). These are essential for the success of any universities. The valuable resource, time, affects the way we use our other resources. It is the only resource that we all have equally once used, its gone forever. And unlike many or our resources, time cannot be stored until we have a plan for it. What this means is that we cannot manage time in the same sense that we manage money, for example. Time management is more exactly the management of activity we engage during our time. Time management is self management. Managing oneself is like managing anything else. It involves certain skills- planning organizing implementing, and controlling. Time management means effective use of our resources, including time, in such a way that we are effective in achieving important personal goals. Efficiency has been defined as doing things right- effectiveness as doing the right things right. Planning is an important management function and its effective execution is a condition precedent for successful project outcomes. Planning contributes to the

achievement of goals and reduces risks and losses. It is also useful in making good decisions. The effectiveness of an entire organization depends greatly on how well its resources are being utilized. Sufficient resources must be deployed to meet school demands as well as ensure all operational rules and constraints are satisfied. The researchers have used the information supplied by the related literature and studies as a basis for conducting the research. The results of the previous studies have been useful in analyzing the results of this study.