The classroom is that space bounded by the wall and roof which a teacher houses his pupils/students for the purpose of giving instruction to such pupils /students. In other words, it is a shelter for both teachers and learners so as to engage in educative activities. Classroom teaching is a complex task in a complex environment. The classroom is the immediate management environment for formal knowledge acquisition. It is made up of the teacher, the learners, learning equipment and the environment. Usually a secondary school teacher is in a modest-sized room with between 20 to 40 students. Kimberly (2001) stated the five characteristics of a classroom as security, open communication, mutual liking, shared goals and connectedness.

Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting‟ equally indicates that management is applicable to all establishments which do not exonerate educational setting.

            Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies that the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching altogether. Classroom management is a complex setoff articulate behavior which the teacher uses to establish and maintain conditions to enable learners achieve instructional objectives efficiently. Brown (1995:150) looked at classroom management as a “process involving the organization of certain academic tasks which are essential for effective teaching and learning in a specific set up”.The focus in early years was primarily on making the classroom safe and establishing behavior management, used to control and shape students behavior to conform to school rules by the classroom teacher. Classroom management using an authoritarian or punitive approach did repress disorderly behavior, but it did not foster students’ growth or allow the acquisition of more sophisticated modes of learning, such as critical thinking and reflection (Jones, 2005).  Classroom management developed beyond a set of educational techniques to become “a complex process in which an environment is constructed in an on-going, reciprocal manner. This process included dialogue between teachers and students, reflection on past and present experiences, and looking at how one’s behavior affected others in the environment Research from Balmer(2008) and Brophy and Good (2006) shows that the time the teacher has to take correct misbehavior caused by poor classroom management skills result in a lower rate of academic engagement in the classroom. From the students’ perspective, effective classroom management involves clear communication of behavior and academic expectations as well as a cooperative learning environment. Research findings converge on the conclusion that “teachers who approach classroom management as a process of establishing and maintaining effective learning environments tend to be more successful than teachers who place more emphasis on their as authority figures or disciplinarians.  Brophy, (2008,p.1).  A significant body of research also attests to the fact that that classroom organization and behavior management competencies significantly influence the persistence of new teachers in teaching careers Ingersoll and Smith, (2006). New teachers typically express concerns about lacking effective means to handle the disruptive behavior of students (Browers and Tomic, (2006). Effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. The ability of teachers to organize classrooms and manage the behavior of their students is critical of achieving positive educational outcomes. As Zeidner (2008) states,: adequate classroom discipline is generally regarded to be one of the most essential aspects of education as well as an absolute prerequisite to achieving instructional objectives and safeguarding students’ psychological, social and physical well-being. The objectives of classroom are for students to gain social and academic success in a structured environment that caters to tolerance, exemplary behavior and learning. Effective classroom management means implementing strategies that create a safe, fair and rule based learning environment for students to flourish in. Emmor and Evertson (2008) states that effective classroom management consists of teacher’s behaviors that produce high levels of student involvement in classroom activities, minimal amounts of student’s behavior that interfere with the teachers or other student’s work, and efficient use of instructional time. Teachers that are effective classroom manager have; planned rules and procedures carefully, systemically taught these to students, organized instruction to maximize student task engagement and success, communicated directions and expectations to students. Teachers who have problems with behavior management and classroom discipline are frequently ineffective in the classroom. Class maintenance begins by setting a stage. Lingren (2006:272) noted that, “stage setting is a way of initiating structure, a term used in recognition of the fact that any ongoing situation has a certain trend, characteristics and cues that people use as basis for action.” This is the initial stage of self-acquaintance with the learners, their attitudes and behavior by the teachers in establishing effective communication skills with them, through such approach like simple praise, and direct approach with clear natural voice.  As teaching/learning continues the teacher will normally use general classroom management principles.

            In view of the foregoing, it is the purpose of the researcher to this quantitative research study to examine preparation of teachers and struggles on classroom management and their self-efficacy to determine the degree of pedagogical skills and knowledge for a better academic behavior of students.

 

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By: Daisy S. Cortez |T-III| Lamao National High School Limay Bataan