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Chapter 1

INTRODUCTION

Background of the Study

“ If we believe in ative student learning, we must consider the variety of

ways in which students are encouraged to participate “ (Bennett et.al. 2007).

The classroom is the place where formal learning occurs. This could be a

standard classroom with a standard measurement of an outdoor space where

both the teacher and the student are interesting. The important thing is that, it is

a place that can offer a wholesome venue for learning activities which can be

realized only in an atmosphere conducive to both teaching and learning process.

(Acero et.al:2000).

A good classroom is conducive to the teaching-learning process because

its activities are well organized, there is mutual sharing of responsibility in

establishing and maintaining a state of order and democratic living and pleasant

hygienic conditions prevail.

Classroom management is a term used by many teachers to describe the

process of ensuring that classroom lessons run smoothly despite disruptive

behavior of students. The term also implies the prevention of disruptive

behavior. It is possibly the most difficult aspect of teaching for many teachers
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and indeed experiencing problems in this area causes some to leave teaching

altogether.

A classroom should always be appropriate to all students and make them

feel safe. Utilizing the management techniques will help the teachers achieve

their objective. When students feel welcome and safe, they will be more relaxed

and open learning (Tauber: 1999). Over time, this will help them have positive

attitudes in the classroom which should follow them after school is over. It will

also foster a willingness to learn without a proper setting (Marzano: 2003)

Classroom management practices are closely linked to issues of

motivation, discipline and respect. A large part of traditional classroom

management involves behavior modification. Many teachers establish rules and

procedures at the beginning of the school year. They also try to be consistent in

enforcing these rules and procedures. Many would also argue for positive

consequences when rules followed, and negative when rules are broken.

Classroom management is a gestalt, dependent upon several

interdependent components: and engaging curriculum; working with anger and

projection, and depression; students as responsible citizens; the teacher as a

self-knowing model; classroom management skills; working with resistance,

conflict and stress; and robust instruction.

In City Schools Divisions, maintaining good order in the classroom is one

of the most difficult tasks faced usually by young, inexperienced and beginning
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teachers. The task has become more difficult over the past few decades, as

young people’s attitudes to people in authority have changed dramatically. Some

of these changes have led to greater self-confidence in students. Others, such as

the acceptance of violence to achieve ends, attitudes to substance abuse and an

increasing lack of respect for authority have made classroom management and

life in school generally more difficult, and more demanding on those who are

charged with maintaining a positive learning environment (Good,et.al:2008).

If even one of those components is neglected, the whole process is

compromised. Compromised in the need for discipline.

The researcher chose this present study because she believes that

conducting such can widen teacher’s understanding and imbibe in themselves

the importance of classroom management in the teaching-learning process;

likewise, in the effective attainment of goals and objectives of education.

In this premise, the researcher will find out how classroom management

practices of Araling Panlipunan Junior High School teachers at City Schools

Division of Pangasinan during school year 2017-2018 are manifested and

attained.
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Statement of the Problem

The study aims to determine the different classroom management

practices of the Araling Panlipunan Junior High School teachers in City Schools

Division of Pangasinan during school year 2017-2018.

Specifically, the study will seek to answer the following questions:

1. What is the profile of the Araling Panlipunan teachers along the following:

A. Personal

a. age;

b. sex;

c. civil status;

B. Professional

a. highest educational attainment;

b. trainings and seminars attended in Social Studies;

c. number of years teaching Social Studies; and

d. work attitude?

2. What is the profile of the school in terms of the following:

a. classification;

3. What is the frequency of utilization of the following classroom management

practices by the Araling Panlipunan teachers?

a. classroom structure;

b. classroom rules;
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c. classroom procedures;

d. seating arrangement;

e. handling misbehaviors; and

f. reinforcement of positive behavior?

4. What is the degree of seriousness of the problems encountered by the

teachers in their Social Studies classes?

a. classroom structure;

b. classroom rules;

c. classroom procedures;

d. seating arrangement;

e. handling misbehaviors; and

f. reinforcement of positive behavior?

5. Is there significant relationship in the classroom management practices of the

teachers and their profile variables?

6. Is there significant difference between the classroom management practices

and the selected profile of the school.

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Hypotheses

The following hypotheses will be tested at 0.05 level of significance:

1. There is a significant relationship in the classroom management practices

of the teachers and their profile variables.

2. There is no significant difference between the classroom management

practices of the teachers and the selected profile of the school.

Research Paradigm

As shown in Figure 1, the four boxes represent the independent variables

of the study namely the profile of the teachers in terms of personal and these

are age, sex, gender, and civil status. In terms of professional, it consists of the

highest educational attainment, trainings and seminars attended in Social

Studies, number of years teaching Social Studies, and work attitude. The second

box represents the profile of the school in terms of classification, location, total

enrolment, facilities and equipments.

Furthermore, the third box represents the application of the classroom

management practices of Araling Panlipunan Junior High School teachers in

terms of classroom structure, classroom rules, classroom procedures, seating

arrangement, handling misbehaviors and reinforcement of positive behaviors.

The last box represents the problems encountered by the teachers in the
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application of classroom management practices in the specific areas mentioned

above.

Profile of Teachers Application of Classroom

Management Practices
A. Personal
a. age a. classroom structure
b. sex b. classroom rules
c. civil status c. classroom procedure
B. Professional d. seating arrangement
a. highest educational attainment e. handling misbehaviors
b. trainings and eminars attended f. reinforcement of positive behaviors
in Social Studies
c. number of years teaching
Social Studies
d. work attitude

Profile of Schools Problems Encountered by the Teachers

a. classification/type of school in the Application of

b. total enrolment Classroom Management Practices

Figure 1. Paradigm of the Study