Chapter I

The Problem and its Background

Introduction

Classroom management first became a popular topic in education. The focus in these

early years was primarily on behavior management, used to control and shape students’

behavior to conform to school rules chosen by the classroom teachers. Classroom

management used an authoritarian or punitive approach did repress disorderly behavior, but

it did not further student growth or allows the acquisition or more sophisticated modes of

learning such as a critical thinking and reflections.

Classroom management can be defined as the manner in which a teacher handles the

business of running a classroom. Should include an explication of the responsibilities of a

teacher, and one of the most important is that of maintaining order in the classroom.

(McGinnis, 1995) Rules were mutually agreed upon by the entire class, making them

socially valid to the students which provided structures, and helped to develop a productive

classroom environment.

Classroom management in high school often lagged behind strategies used in elementary

school classroom. All too, often, classroom management systems built to trust, caring, and

support in the lower grades were replaced with compliance and obedience systems once the

students entered high school.

Overcrowded classroom, made up of diverse groups of students of varying ethnicity and

socioeconomic characteristics, showed extreme levels of disruptions. Canter (1997)

estimated that high school teachers spent thirty to fifty percent were relatively minor

1
 disruptions which originated in the classroom, and were of ten interpersonal in nature.

(Sheets and Gay, 1996) the disruptive students might”….challenge teacher authority,

interrupt, talk out of turn, respond loudly, argue, react emotionally, or socialize in class.

When students misbehave, teachers lose control of their classrooms. As a result, the learning

environment suffers. Classroom management needs to be consistent and strong for a teacher to

be successful. If the students in your class consistently misbehave, you can make changes to get

the situation under control.

Indiscipline is an unfortunate reality faced by teachers worldwide. Class elements like the

learning environment, individual student problems and a lack of leadership all play a role in

fostering increased levels of indiscipline amongst students. To minimize poor class behavior,

teachers can implement a variety of tactics that help create a comfortable learning environment

that clearly accounts for a teacher's need for control.

Classroom rewards are an important part of classroom management. A student will be more

likely to make good choices if he knows what will happen if he follows the rules. Rules should

be clear, concise and easy to see, says Harry Wong, author of "The First Days of School." A

variety of rewards will keep a student excited and motivated.

The theory of behaviorism states that the combination of having measurable performance and

the environmental factors present comprise the way that a person learns. Teachers can use this

theory in the classroom to train their students to exhibit positive behaviors and to teach them

when they are not behaving properly.

2
Statement of the Problem

Classroom management based on coercion and behavior control is linked to

retaliatory behavior disruptions leading to conflict, punishment, and substandard academic

achievement. Classroom management based on democratic, humanistic processes is linked

with greater student compliance models. Further research that supports the use of a

democratic classroom management paradigm could help educators to understand the different

methods of classroom management of the teachers.

Significance of the Study

Teachers play various roles in a typical classroom, but surely one of the most

important is that of classroom manager. Effective teaching and learning cannot take place in

a poorly managed classroom. If students are disorderly and disrespectful, and no apparent

rules and procedures guide behavior, chaos becomes the norm. In these situations, both

teachers and students suffer. Teachers struggle to teach, and students most likely learn much

less than they should. In contrast, well-managed classrooms provide an environment in which

teaching and learning can flourish. But a well-managed classroom doesn't just appear out of

nowhere. It takes a good deal of effort to create—and the person who is most responsible for

creating it is the teacher.

We live in an era when research tells us that the teacher is probably the single most important

factor affecting student achievement—at least the single most important factor that we can do

much about. To illustrate, as a result of their study involving some 60,000 students, S. Paul

Wright, Sandra Horn, and William Sanders (2009) note the following:

3
The results of this study will document that the most important factor affecting student learning

is the teacher. In addition, the results show wide variation in effectiveness among teachers. The

immediate and clear implication of this finding is that seemingly more can be done to improve

education by improving the effectiveness of teachers than by any other single factor. Effective

teachers appear to be effective with students of all achievement levels regardless of the levels of

heterogeneity in their classes. If the teacher is ineffective, students under that teacher's tutelage

will achieve inadequate progress academically, regardless of how similar or different they are

regarding their academic achievement.

Scope and Delimitations

The study was delimited to the strategies of SJDMNTS teachers in dealing with the

disruptive behaviors of the high school students.

The profile of the respondents in terms of gender, age, civil status, educational attainment

and number of years in service. The extent of incidence of disruptive behaviors of the students

and the strategies of teachers in dealing with disruptive behaviors of the students was

determined. Further, the relationship between the teachers’ profile and the extent of incidence of

the disruptive behaviors of the first year high school was explained.

The respondents of the study were the teachers who are teaching first year high school at

the San Jose Del Monte National Trade School at Bulacan.

4
 Chapter II

Theoretical Framework

Relevant Theories

It is probably no exaggeration to say that classroom management has been primary

concerns of teachers ever since there have been teachers in classrooms. However, the systematic

study of effective classroom management is a relatively recent phenomenon. Here we briefly

consider the major studies on classroom management Emmer, 1984; Brophy, 2006; and Doyle,

2008, 2009.

Jacob Kounin (2007) stated that the first high-profile, large-scale, systematic study of

classroom management was done. He analyzed videotapes of 49 first and second grade

classrooms and coded the behavior of students and teachers. Kounin's findings are discussed in

more depth in Chapter 5, but it is worth noting here that he identified several critical dimensions

of effective classroom management. Those dimensions (among others) are (1) “weightiness,” (2)

smoothness and momentum during lesson presentations, (3) letting students know what behavior

is expected of them at any given point in time, and (4) variety and challenge in the seatwork

assigned to students. “Withitness” involves a keen awareness of disruptive behavior or

potentially disruptive behavior and immediate attention to that behavior; of the four dimensions,

it is the one that most consistently separates the excellent classroom managers from the average

or below-average classroom managers.

Relative to classroom management supported the earlier findings of Kounin. Brophy and

Everson (2009) say this about their study: Much has been said . . . in the book about our findings

5
concerning classroom management. Probably the most important point to bear in mind is that

almost all surveys of teacher effectiveness report that classroom management skills are of

primary importance in determining teaching success, whether it is measured by student learning

or by ratings. Thus, management skills are crucial and fundamental. A teacher who is grossly

inadequate in classroom management skills is probably not going to accomplish much.

The following chapters’ present articles on discipline-related topics that are often

underrepresented, incorrectly presented, or overlooked completely in studies of classroom

management. The views of other recognized theorists who have something to say on the subject

of discipline. Deals with what an educator can do to "prevent" problem behaviors. Presents some

surprising, and perhaps controversial, ideas about discipline. Presents, in an "A through Z"

format, brief teacher behaviors that address both prevention and correction of problem behaviors

in the classroom. Discusses violence in schools' class- rooms.The final chapter in this section,

Introduces Educational Resources Information Center (ERIC) as a vehicle for locating

information on classroom management-related topics that address both prevention and correction

of problem behaviors in the classroom. Use these articles as a focus of discussion. Consider how

the topics presented have been used on you in your present or past role as a student. Ponder how

you can use these same topics in your current or future role as a teacher. Take nothing at face

value. Investigate further the topics presented with an eye to collecting challenging or

corroborating evidence.

6
 Definitions of terms

Classroom management

- can be defined as the manner in which a teacher handles the business of

running a classroom.

Behavior

- Refers to the attitude response by the students towards

t e a c h i n g a n d learning procedures.

Disruptive behavior

- Refers to the problem that negatively affects the continuous flow of

the lesson; it is a negative problem that disturbs the teaching-learning process.

Educational Attainment

- Refers to the highest degree attained by the teachers which could be doctoral,

masteral or bachelor’s degree.

Sex

- Refers to the gender of the respondents whether male or female.

Strategies

- Refer to the process and techniques employed by the teachers in dealing with

the disruptive behaviors of the students.

Years in Service

- Refers to the length of time the teacher has served as a teach

7
Related Studies

Classroom management and discipline are the two important factors that have

an i n f l u e n c e u p o n t h e e f f i c i e n c y o f t h e t e a c h i n g a n d l e a r n i n g s i t u a t i o n s .

C l a s s r o o m management refers to the control of classroom activities. It is relatively confined

to the more mechanical aspects of teaching activity. Classroom management assumes that its

role is to save time and energy. Some of the things that a teacher should consider

in p l a n n i n g classroom management are regulations on seating and

a t t e n d a n c e , t h e handling of instructional materials and equipment, and the control

of activities during the class period. Further, the success of failure of teaching is

determined often by the way the class is organized and managed. Unless the details of the

classroom procedure are successfully worked out, much time will be wasted and little will be

accomplished. T h e r e f o r e , t h e t e a c h e r s h o u l d t h o r o u g h l y r e u t i l i z e t h e d e t a i l s

of daily practice in conducting class work. A well managed

c l a s s r o o m w i l l g i v e t h e s t u d e n t s r i c h opportunities for mental growth and

development. G o o d ( 2 0 0 1 ) c l a i m e d t h a t c l a s s r o o m m a n a g e m e n t d o e s n ’ t j u s t

happen. Classes where students are highly involved in learning activities

a n d w h i c h a r e f r e e f r o m disruptive and chronic misbehavior are not accidental.

These exist because effective t e a c h e r s h a v e a v e r y c l e a r i d e a o f t h e t yp e s o f

c l a s s r o o m c o n d i t i o n a n d s t u d e n t s ’ behavior that are needed for a good learning

environment, and because those teachers work very hard to produce such behaviors and

conditions.

In (2003),defined classroom management as admi nistration or

d i r e c t i o n o f activities with special refines to such problems as discipline,

8
democratize technique, u s e a n d c a r e o f s u p p l i e s a n d r e f e r e n c e m a t e r i a l s , a n d

p h ys i c a l f e a t u r e o f s t u d e n t s . Classroom management includes operation and

control activities. Unless classroom procedures are spelled out carefully, much time

and energy will be wasted. A well manage class is reliably conducive to mental

growth development. Learning becomes interesting and enjoyable under favorable

working conditions. Unhygienic condition sons the other hand, affect the health as

well as the learning of students. The teacher is l i k e w i s e a f f e c t e d . S h e c a n

t e a c h e f f e c t i v e l y o n l y w h e n c o n d i t i o n s a r o u n d h i m a r e favorable. Further,

pleasant surroundings induce good thought and inspire both teacher and students to do their best.

Good classroom establishes an atmosphere, which permits activities to be carried on efficiently

on time, with less efforts, and energies

According to Brophy and Evertson (2005) there are five major factors on

which effective classroom management is faced upon: (1)developing a solid understanding

of s t u d e n t s ’ p e r s o n a l a n d p s yc h o l o g i c a l a n d l e a r n i n g n e e d s ; ( 2 ) e s t a b l i s h i n g

p o s i t i v e teacher-students and peer relationships that help meet students’ basic

psychological needs;(3) using organizational and group management methods that maximize

students’ behavior; (4) implementing instructional methods that facilitate optimal

learning by responding to the academic needs of individual studies; (5) employing a wide

range of counseling and behavioral methods that involve students on examining and

correcting their inappropriate behavior. C a l l a h a n (1999) pointed out that

c l a s s r o o m m a n a g e m e n t i s t h e p r o c e s s o f organizing and conducting a

c l a s s s o t h a t i t i s e f f i c i e n t a n d i t r e s u l t s i n m a x i m u m students’ learning. To

manage a class successfully, one needs to be careful in class, provide students with

9
pleasant and supportive climate for learning, create interest and a desire to learn and achieve,

establish control, avoid disciplin ary disturbance, and in general, promote effective

students’ learning. Evert (2003) recommended the following characteristics for the teacher to

possession order to manage his class well. (1) Self -analysis – the teacher must judge

his own c o n d u c t . ( 2 ) S e l f - c o n t r o l – h e m u s t b e a b l e t o r e s t r a i n h i s

e m o t i o n s a n d i m p u l s e s . (3)Self-criticism – his good motto is “grow or go” (4) Self-

confidence- he must believe in himself and his work. (5)Self-control- he must grow

intellectually, morally, socially, and professionally. (6) Self-rating- he must constantly evaluate

himself and his work. S o p h i e r e t a l ( 2 0 0 7 ) , o n t h e o t h e r h a n d , c a m e u p w i t h s i x

m o d e l s o f d i s c i p l i n e n a m e l y; ( 1 ) b e h a v i o r m o d i f i e s s y s t e m a t i c a l l y; ( 2 )

c l i p s ( c u t s o f f ) r e w a r d o n t h e unproductive behavior; (3) identifies substitute

and more productive behavior; (4)target this new behavior that starts out consistent

and high in frequent, and gradually becomes variables and lower in frequency; (5)

self-awareness Training: teachers read their own signal so tha t they know why they

are getting angry, afraid, frustrated, or whatever else led to outburst or other unproductive

behavior. Student can learn a lot of c o p i n g s t r a t e g i e s t h e y c a n p l u g i n w h e n t h e s e

t h i n g s a r e s t a r t i n g t o h a p p e n . A t t h e beginning, the teacher plays a very active, verbal

and supportive role to the student that g r a d u a l l y d i m i n i s h e s a s t h e s t u d e n t s i s

h e l p e d t o w a r d g r e a t e r a u t o n o m y w i t h t h e system; (6) personal influences are

based on strong mutual relations between the teacher and the students . The teacher

works hard to build this relationship in certain s p e c i f i c w a y s . T e a c h e r s

bring in enough of their outside-school life and

accomplishments so as to earn some respect as a figure in the world, persons of

10
some interest and significance beyond th e immediate classroom environment.

Teachers are firm with students when disruption occurs. Charles (2006) asserted that the

effective classroom manager uses three types of control.(1) Preventive control is aimed at

minimizing the onset of discipline problems, which the teacher tries to anticipate through

planning. Making predictions about what is likely to happen, given certain classroom

activities, is an important element in the design and selection of preventive,

measures.(2)Supportive control is aimed at helping the students before their behavior

becomes a full Pledged problem. Teachers often stand i n t h e v i c i n i t y o f s t u d e n t s

w h o n e e d t o b e a w a r e o f t h e s t u d e n t s ’ p r e s e n c e t o behave properly. Similarly,

a teacher might use verbal or nonverbal cue to remin d students to raise their hands

before speaking or to remain in their seats. The cue is delivered just before such

students behave contrary to the rules (3) Corrective control seeks to discipline students

who have not been faithful to the standard of good conduct. Teachers use corrective controls

after the students have chosen to resist their influences or defy the rules. Because the students

behavior is inappropriate and objectionable, the teachers apply punitive measure or, at a

minimum, a warning to redirect the behavior.I n this instance the teachers have to

help the students regain control by making life momentarily unpleasant. When the

students’ behavior falls within the acceptable range, the teachers may revert to support

supportive control measures.

Generally, disruptive behavior interferes with the instructor’s ability to

conduct the class, or the ability of other students to profit from the instruction. Classroom

Management. Effective classroom management might also affect a student's motivation to learn

in the college classroom.Brewer, DeJonge, and Stout (2001) and Karsenti and Thilbert

11
(1994) suggested that highly structured, well-organized, and outcomes-oriented teachers seemed

to maintain student motivation. Though class structure and organization were important,

balancing the classroom environment with flexibility and student empowerment could be just as

important. Friday (1990) believed that an authoritarian teaching style was less satisfying for

students than was a democratic teaching style. Luechauer and Shulman (1992) argued that

college business classes that were bureaucratic and teacher-focused created feelings of

powerlessness among students. Instead, he recommended a class environment that empowered

students to form an open and creative team environment.

12
 OUTPUT
Conceptual Framework
Result of findings of

classroom management:

1. to reinforce the teachers

INPUT PROCESS
power and clearly defines
Problems in Classroom Analysis of Male Students
appropriate behavior
Management using Problem in playing Online

different method to the Game (DOTA) in Relation 2. To reinforce good behavior

teacher in SJDMNTS: to: to the entire classroom,

1. Teacher personal implement a self-monitoring

qualities,
classroom
management
practices between
classes of high
school students.
2. Coercion and
1. Students reaction and
tactic.
response of the survey
3. To establish an appropriate
2. Questionnaire
amount of free time.
4. Get the class period off to
the right start by putting her/
him ease and allowing her
focus on the material

behavior

The figures show the process of the research work. The Input Problems Effect of

Classroom Management using different Method to the Teacher in SJMNTS. The Process

shows the method that the researcher used Survey method and questionnaire. The

respondents were the student of Bulacan State University Sarmiento Campus in all

college level. The Output shows the result of the gather information that shows of the

findings of the Effect of Classroom Management using different Method to the Teacher

in SJMNTS.

13
 Chapter III

Presentations, Analysis, and Interpretation Data

Methods of Research

In this study the researchers strove to answer the following questions about the role a high

school teacher had in motivating students to come to class to learn:

1. What are the significant differences in teaching methods, teacher personal qualities, and

classroom management practices between classes’ high school students are motivated to

continue attending versus classes they are not motivated to continue attending?

2. In relation to the teacher, which of the following do college students perceive to have

most influence over their motivation to continue attending classes: teaching methods,

teacher personal qualities, or classroom management practices?

3. What do highschool students perceive to be the specific teaching methods, personal

qualities, or classroom management practices that most motivate or fail to motivate them

to continue attending class?

4. Are there significant differences between motivation and non- motivation to continue

attending high school classes for the following variables: (a) graduate verses

undergraduate students, (b) Human Resource Development (HRD) students verses

Information Sciences (IS) students, (c) student's gender, (d) student's age, (e) instructor's

gender, (f) whether the course was required or an elective, and (g) working status of the

student?

14
Presentation of Findings

PROFILE OF THE RESPONDENTS

Presents the profile of the teachers of the San Jose Del Monte Trade

School, w h o a r e t e a c h i n g t h e h i g h s c h o o l i n t e r m s o f a g e , g e n d e r ,

c i v i l status, status of appointment, academic rank, highest educational

attainment, and number of years in the service.

TABLE.1

Frequency and Percentage according to Gender

GENDER FREQUENCY PERCENTAGE

Male 1 10%

Female 9 90%

TOTAL 10 100%

As regards gender, 9 females or 10% and 1 are males or

10%. This shows that the most of the respondents are females.

I t i m p l i e s t h a t teaching is more attractive to females than males.

15
 TABLE.2

Frequency and Percentage according to Age

AGE FREQUENCY PERCENTAGE

29 – Below 3 30%

30 – 39 3 30%
40 – 49 2 20%

50 – Above 2 20%
TOTAL 10 100%

Of the 10 respondents, 3 or 30% belong to the table of 29 and below,2 or 20%

are aged 40-49, 2 or 20% 50 years old and above, and 3 or 30% belong to 30-39 age bracket.

This means that the respondents are relatively young.

TABLE.3

Frequency and Percentage according to Civil Status

Civil Status FREQUENCY PERCENTAGE

Single 1 10%
Married 9 90%

Separated 0 0%
TOTAL 10 100%

16
 I n t e r m s o f c i v i l s t a t u s , 9 o r 9 0 % a r e m a r r i e d , 1 o r 1 0 % i s single a n d

0 o r 0 % i s s e p a r a t e d . This shows that instructors teaching in the high school level are

dominated by married ones.

TABLE.4

Frequency and Percentage according to Status Appointment

Status of
FREQUENCY PERCENTAGE
Appointment

Permanent 9 90%

Part Timer or
1 10%
Lecturer
Academic Rank
0 0%

TOTAL 10 100%

As to status of appointment, there are 9 or 90% of the respondents who

are permanent in their work and 1 or 10% are part timers or lecturers and 0

for Academic Rank or 0%. The data on educational attainment shows that majority is

permanent of the respondents are.

17
Data from School Surveys

Answer the following for the survey of Effect of classroom management using different Method:

Age, Sex, Male, Female, Civil Status, Single, Married, Status of Appointment,

Permanent, Part Timer or Lecturer and Academic Rank.

Discussion of Results

After the surveys data was analyzed with the descriptive statistics, the study findings were

compiled. The following results are discussed: (a) differences in mean scores between the

surveys, (b) differences in motivational factors between the two surveys, and (c) inter-actions

between factors. The data were used to address each of the four research questions.

Summary of Research Questions

Research question one asked, "What are the significant differences in teaching methods,

teacher personal qualities, and classroom management practices between classes’ college

students are motivated to continue attending versus classes they are not motivated to continue

attending?"

18
 Chapter V

Conclusion and Recommendations

Conclusion

The results of this study suggest that major differences exist between high school

teachers who motivate students to continue attending class and those college teachers who fail to

motivate students to continue attending class. Moreover, specific teaching methods, personal

qualities, and classroom management practices were identified as motivating or UN motivating

factors. Teaching methods One of the two items that showed no significant difference in mean

scores between the "motivated to attend" and "unmotivated to attend" surveys under "Teaching

Methods" was lectures. However, the fact that lectures represented the highest mean score on the

"unmotivated to attend" surveys and was also the number one un motivating item cited by

students suggested that the use of lecture was not an effective way to motivate college students to

keep coming to class. Perhaps if the item had been phrased "lectures for most of the class

period," the mean score would have been lower for all students. Nevertheless, the fact that

"knowledgeable of subject matter" was the number one reason students were motivated to

continue attending class suggested that lectures may be satisfactory so long as the teacher

demonstrated knowledge of the subject matter.

Besides lectures the other nine teaching method items represented creative ways to teach.

These items were alternative methods to lecturing. They offered variety, innovation, hands-on

work, and sometimes teamwork. This alternative teaching methods were used significantly more

often in classes that students reported they were motivated to attend than in those in which

students said they were unmotivated to attend. It is also important to note that eight of the lowest

nine mean scores on the "unmotivated to attend" surveys belonged to these alternative teaching

19
methods. In addition to the observation that lectures was the largest un motivating item, all mean

scores for the alternative teaching methods were low for the "unmotivated to attend" students.

Furthermore, the fact that "Teaching Methods" was listed as the largest UN motivating category

suggested that teachers who failed to use creative, alternative methods of instruction might have

contributed to students' loss of motivation to continue attending class.

Personal Qualities

Results of this study suggest that a teacher's personal qualities more than any other factor

could motivate students to continue attending a class. The fact that the three highest mean scores

and six out of the ten highest mean scores were all within the personal qualities category coupled

with students in the study listing personal qualities as the largest motivating category, suggested

that a teacher's positive attitude and personal behavior in the classroom were consequential. The

largest mean score difference in the entire study was the teacher personal quality of being "open

to feedback and criticism."

The fact that "respect toward students" and "friendly and approachable" were listed as top

choices for both motivational and un motivational items, suggests that the absence of these traits

in a teacher was likely to result in a student's loss of motivation, whereas their presence could

lead to a student's motivation.

Two of the classroom management means score differences were not significant. These

were "the class began and ended on time" and "control over the classroom." Mean scores for

these items were relatively high for both the "motivated to attend" and "unmotivated to attend"

surveys. Thus they could be ruled out as motivational factors that differed according to

motivation or lack of motivation in the classroom. These practices tended to be present in

20
classrooms in which students reported they were motivated as well as in those in which they

reported they were unmotivated.

Two of the three largest differences in mean scores fell within the classroom management

category. These were "the needs of all students were met" and "flexibility in planning and course

goals." Also included in the top 10 differences in mean scores were "students involved in the

direction of class" and "relaxed environment maintained." This suggested that the class

management items that involved flexibility and student empowerment were important

motivational factors. Although "lessons were organized/well planned" was ranked as the third

largest motivating item, the mean score differences for class management items involving a

"flexible" and "comfortable" environment were greater than every single one of the "structure,"

"control," and "organized" items. This finding suggested that college teachers who hope to

motivate students to continue attending classes should consider loosening the reins a bit.

Recommendations

Based on the findings of the current study, several recommendations can be made to the

college teacher who desires to motivate students to continue attending a class. First of all, college

teachers should not rely on lecturing as the primary method of teaching. Instead, they should use

a variety of alternative teaching methods to capture students' attention and curiosity. Using case

studies, role plays, experiments, and buzz groups are just a few of many ways to teach students

without lecturing. Nevertheless, in some situations, such as large classes, lecture may be

necessary. When that is the case, the current study suggested that the college teacher should have

a thorough understanding of the material since "knowledgeable of subject matter" was identified

as a large motivating factor. Another recommendation for college teachers is to maintain a

21
positive attitude toward students. The current study found that a teacher's personal qualities were

more important in motivating students to continue attending class than were teaching methods

and classroom management practices. Teachers who were open-minded, friendly, enthusiastic,

and knowledgeable about students' names and interests demonstrated several of the personal

qualities that motivated students the most. Finally, college teachers might enhance students'

motivation by allowing student input and by maintaining a flexible class environment. The

current study suggested that students like classes with structure and organization. At the same

time, students are more motivated to continue attending a class that is not too rigid. Meeting the

needs of all students, offering flexibility in planning and course goals, and allowing students to

be involved in the direction of a class were all perceived to be high motivational factors.

A strong classroom management system helps all students develop positive classroom behavior,

study habits, and organizational skills. Teachers should attempt to maintain an orderly

classroom environment that is predictable.

Design classroom rules that encourage organization. For example, students need to have

necessary materials, work on the assigned activity, stay in seat, and finish required work before

going to the next assignment.

Develop a routine for organization of school materials. It may be helpful to have a written

checklist taped to desktops for reminders. Instruct the entire class how to organize their desks

and notebooks and monitor them on a routine and frequent basis.

Have charts or posters that explain directions for using specific materials in the classroom.

Promote a clean and organized classroom by instructing students on where materials belong and

the importance of returning the items when students are finished using them.

22
Model being organized and prepared for different activities. Also, highlight models of

organization in other students. Help students get into the habit of making reminders of what they

need to do, using such strategies as assignment sheets, daily schedules, and “to do” lists.

In addition to written checklists, verbally remind students of the materials needed to each

specific activity. Encourage self-monitoring. Teach students to record the number of times they

are prepared for particular activities. Provide materials to assist with organization. Provide

elementary students with a folder, labeling one side “work to do” and the other “work to turn in.”

Have older students (6th-12th grade) keep a three-ring binder that is organized chronologically by

subject. Allow time at the start of each day and during transition periods during the day. This

will allow students to organize themselves as well as their materials. Give “warnings” several

minutes before transitions are to occur, so that the students can begin thinking about and

preparing for the next activity. Reinforce the child when he/she is organized with rewards that

are either tangible or intangible classroom privileges (versus verbal praise). Encourage the child

to ask questions and receive clarifications regarding any assignment that he/she is unsure about.

Talk with the student alone about your expectations and explain to the student in a clear manner

what he/she is doing wrong and what he/she can do to improve. Design and implement a contract

with the student. This will clearly illustrate what behavior is expected and what type of reward

will occur when the expectations of the contract are met. (The building school psychologist or

counselor might be consulted to assist with the contract.) Arrange the child’s seating next to

students who are organized as to encourage modeling and imitation of desired behaviors. Select

students who have trouble with organization for responsibilities in the classroom that involve

organizational skills. Tasks may include cleaning up the bookshelf or putting the audiovisual

equipment away.

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 Clearly describe the sequences of actions required by the student for each activity. For

example, “Get out your pencil,” “Open your workbook,” etc. As time goes on, give less specific

instructions and ask for predictions instead (“What activity is next? What do you need to get

ready for it?”) If helpful, write the steps down. Picture prompts may also be effective to

establish a “look then do” sequence, and promote independence. Break down assignments into

“mini-assignments.” Build in reinforcement as the student finishes each part. Permit natural

consequences to occur when student does not organize his/her material or time appropriately.

For example, if student does not complete his/her reading assignment, then he/she must stay in at

recess time or after school to make up the work.

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 APPENDICES

SURVEY QUESTIONNAIRE

I. Fill up the following needed personal information. Please check the suitable for you.

Name
Age
Gender
Male
Female
Civil Status
Single
Married
Separated
Status of Appointment
Permanent
Part Timer or Lecturer
Academic Rank

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 CURRICULUM VITAE

PERSONAL BACKGROUND

NAME: Edielyn S. Verzon

ADDRESS: 337 San Pablo St. Area E Fatima 1 Sapang Palay,

San Jose del Monte, Bulacan

DATE OF BIRTH: November 30, 1993

PLACE OF BIRTH: Bulacan

CIVIL STATUS: Single

SEX: Female

CITIZENSHIP: Filipino

FATHER’S NAME: Eduardo L. Verzon

MOTHER’S NAME: Lydia S. Verzon (Decease)

EDUCATIONAL BACKGROUND:

TERTIARY: Bulacan State University- Sarmiento Campus

SECONDARY: Sapang Palay National High School

ELEMENTARY: Bagong Buhay E Elementary School

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