CLASSROOM MANAGEMENT STYLES OF K-12 GENERATION AND BEHAVIOR

MODIFICATION OF LOW PERFORMING PUPILS

A Thesis
Presented to
The Faculty of the Graduate Studies
Saint Vincent’s College, Dipolog City

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education

by

MARY ANN ZORRILLA-CAGATAN

March 2020
 TABLE OF CONTENTS

Title Page
Approval Sheet
Dedication
Acknowledgment
List of Figures
List of Tables
List of Appendices
Abstract

1 THE PROBLEM AND ITS SCOPE 1

Introduction 1

Background of the Study 2

Theoretical/Conceptual Framework of the Study 3

Statement of the Problem 4

Significance of the Study 5

Scope and Delimitation 6

Definition of Terms 6

2 REVIEW OF RELATED LITERATURE AND STUDIES 7

Related Literature 7

Local Studies

3 RESEARCH METHOD AND PROCEDURES 18

Research Method Used 18

Research Setting 18

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 Respondents of the Study 18

Research Instrument 19

Data Gathering Procedure 19

Statistical Treatment of the Data 19

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary

Significant Findings

Conclusion

Recommendations

BIBLIOGRAPHY 20

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 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Teachers are expected to manifest a high degree of professional competence in such a

way that pupils derive the maximum learning in school. Indeed, classroom management styles

appear to be a necessary component for effective teaching and learning.

Recently, many authors have dealt with the concept of classroom management that

encompasses all aspects and that is based on real teacher’s behavior in the classroom. So,

teachers are often evaluated based on their management of the classroom. A growing body of

evidence suggests that teachers can make a great difference in terms of pupils’ outcome or

achievement greater than pupils’ general intelligence, home environment, motivation and

socioeconomic status (Marzano & Marzano, 2003).

According to Stronge (2002), classroom management styles are at the very heart of

teaching as it ultimately affects the pupils’ learning outcomes. Moreover, it is primarily essential

in achieving optimal learning. Current teaching practices are more learner-oriented where the

students get the most out of the teaching and learning processes. This creates a positive learning

environment for the students to learn best. Additionally, through building a strong pupil-teacher

relationship, students have become comfortable with their surroundings.

On the other hand, adequate preparation of the lesson is also a form of classroom

management style which plays a vital role in designing a positive classroom climate. A positive

classroom climate is also an essential piece of classroom management which supports both

teaching and learning. The physical atmosphere of the classroom can help prevent behavior
issues as well as promote and improve learning. Effective teaching, then, takes place when a

positive learning environment has been created (Bassey, 2012).

Background of the Study

Un‐conducive learning environment in the public schools has posed serious problems to

students’ academic performance over many decades ago. This trend has been increasing on the

daily basis. Its prevalence has attracted the concern of the teachers, parents, the guidance

counselors and many researchers. Classroom management styles of k-12 generation and behavior

modification of low performing pupils.

With the status quo, the researcher deems it necessary to determine the practices of the

teachers as patterned by k-12 classroom management styles which primarily focus on the

academic performance of pupils in elementary schools. Particularly, it seeks to identify the

practices in terms of the management and teaching styles of the teacher, the curriculum and the

skills required by learners to access it, and the order in which activities are scheduled. Further, it

has to be remembered that children bring to school all sorts of concerns, distresses, reactions and

patterns of behavior established, permitted and supported outside of the classroom itself. Thus,

classroom management styles as essential skills for teacher’s survivability and learners’ success

is aimed to obtain for a core ingredient of effective teaching wherein effective management

practices result in classrooms with increased time dedicated to teaching and an environment

more conducive to learning.

Current teaching practices, however, are more learners-oriented where the learners will

get the most out of the teaching-learning processes. These processes become realistic and

credible by creating a positive learning environment for the learners. As a result, learners learn

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best when they are comfortable with their surroundings especially through the building of strong

learner-teacher relationship helps the teacher coping with problems and misbehavior among

learners.

Theoretical/Conceptual Framework

The study is anchored on several classroom management theories which helps teachers to

devise their classroom management plans. These theories have undoubtedly been effective in

creating a holistic learning environment for students around the globe.

One of the major classroom management theories is behaviorism. This theory is based on

the concept of ‘practice’ which supports operant conditioning using which, a teacher can achieve

expected behavioral outcomes. The advocate of this theory is B.F. Skinner and coined these

practices as ‘Behavioral Intervention Plans’. The theory promotes the idea of rewarding students

in exchange for expected behavioral outcomes. However, this theory can be used both for

positive and negative reinforcements. Academic awards represent a type of positive

reinforcement while the rules and guidelines with consequences used by teachers are involved in

the practice of negative reinforcement.

Another theory is the Control of Choice Theory suggested by Glasser. The theory

believes that every student should learn how to control his or her own behavior. In this process,

teachers guide students by analyzing their behaviors. Further, this theory encourages students to

know all motivational factors behind their behaviors, which ultimately enables them to reflect on

their behaviors and make choices on their own.

The third theory considered in the study is the Discipline theory proposed by Lee Canter.

Discipline theory suggests that students’ positive behavior should be recognized and encouraged.

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Teachers should inform students about expectations they have as well as rules they have set.

Once the students are informed, the teachers should closely monitor those who follow the

guidelines. Accordingly, teachers should be entrusted with the right to teach without any

intervention, while students should learn without any interruption.

The last theory included in the study is the Student-centered Learning Theory

propounded by Alfie Kohn. This idea is in line with Piaget’s and Vygotsky’s social learning

theories. As per the theory, students should be given control as well as responsibility for their

learning, while teachers act only as facilitators. Thus, this theory promotes a democratic

classroom.

Statement of the Problem

This study aims to identify the practices of classroom management styles of k-12 and the

sense of personality characteristics and efficacy of classroom teachers associated with their

classroom management styles through positive influence of the low performing pupils at Oro

Elementary School, Dapitan City, Zamboanga del Norte for the school year 2019-2020.

Specifically, the present study is an attempt to answer the following questions:

1. What are the teachers’ classroom management styles in Oro Elementary School in

terms of:

1.1 gender;

1.2 years of experience;

1.3 educational level; and

1.4 area of specialization?

2. What are the practices of the k-12 classroom management styles employed at Oro

Elementary School teachers along with the low performing pupils?

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 3. What practices of the k-12 classroom management style of teaching influence behavior

modification of low performing pupils?

4. Is there a significant relationship between the practices of the k-12 classroom

management styles and the influence of behavior modification of the low performing pupils?

5. Is there a significant relationship between the teacher’s sense of personality

characteristics and the sense of efficacy in the k-12 classroom management styles of today’s

teachers?

Significance of the Study

This study will be significant as it will yield data that will help a number of individuals

and educational stakeholders such as:

Curriculum Planner. The results of the study may guide them in imbibing classroom

management skills in teachers so as to improve students’ academic performance.

Teachers. The study may help teachers in accessing the effects of their classroom management

on student’s academic performance in the school to ascertain the extent to which effective

classroom management affects students’ academic performance in secondary schools

Stakeholders. The study may help the stakeholders understand how disruptive behavior can

hamper students’ academic performance. It will create awareness among teachers and parent on

the need to always establish a conducive learning environment for improved academic

performance among children.

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Scope and delimitation

The study mainly focuses on classroom management styles of k to 12 practiced by the

teachers at Oro Elementary School, Dapitan City, Zamboanga del Norte. The data used in the

analysis are obtained from the teachers of the same school through a standardized questionnaire.

Only low performing pupils are included in determining the effects of various practices of

classroom management styles on academic performance of pupils. The study covers on the

school year 2019-2020.

Definition of Terms

Classroom Management refers to the wide variety of skills and techniques that teachers use to

keep students organized, orderly, focused, attentive, on task, and academically productive during

a class.

Low performing pupils includes non-classified students who are struggling academically or

performing below proficiency level.

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 CHAPTER II
REVIEW OF RELATED LITERATURE

Literature Background

Ginott (2015), states that good classroom management is like surgery which requires

precision in the giving of instructions. Above all, a teacher demonstrates self-discipline and good

manners in such a way that sans tantrums, sans insults, and sans blistering language were uttered

and manifested before the learners.  Thus, his management plan creates rapport between and

among the teacher and the students.  In like manner, he lives by the law of compassion even

when challenged by children to defy such law or such policy.

Research tells that the amount of time learners are actively engaged in learning

contributes strongly to their achievement.  So, the amount of time available for learning is

determined by instructional and management skills of the teachers implies that teachers must

plan and prepare well, be organized, maximize student time on task, keep students actively

engaged, efficiently utilize time, and the list goes on (Kleinman, K. E., & Saigh, P. A. , 2011).

 
The Good Behavior Game by Kleinman & Saigh, (2011) has been used effectively to

manage classroom behavior by reducing disruptive behavior. The game involves establishing a

small number of explicit rules which set out broad positive behavior expectations and define

these in terms of the daily settings and routines of the classroom. The class is divided into at least

two teams and team points are awarded for rule compliance. A criterion is set for the number of

points required for a team to obtain a reward and both teams can win if they exceed the criterion.

Rewards can involve access to in-class games or activities, early release at a break or sports
activities in the playground, or for points towards some special event, such as a winning-team

pizza at the end of the week.

Classroom management is widely viewed by most educators, as the number one concern

in schools. From 1967 till this present time, results of the research work have identified

classroom management as the most important problem that teachers face (Jackson, 2005). Some

researchers ranked classroom management as the second greatest problem facing schools

(Jackson, 2005). Many teachers lack training in the use of effective classroom management

strategies. Researchers (Hoy, 1990; Marzano, 2003; Schmidt, 1992) found that classroom

managerial problems can have a substantive impact on the effectiveness of teaching and quality

of learning.

Researchers (Fuller & Brown, 1975; Veenam, 1984) have repeatedly found that new

teachers indicate that effective classroom management and motivating students are among their

greatest concern. Control of student behavior by teachers tends to be regarded as the goal of

classroom management/discipline. This emphasis on control is so pervasive that control by

teachers is often seen by educators as more important than the learning that goes in the

classroom.

However, the focus on discipline often can reduce the teacher’s ability to provide

effective learning experience for students. Classroom management is a comprehensive term for a

variety of teacher actions designed to facilitate teaching and learning in the classroom.

Kulinna, Cothran, & Regualos (2003) confirmed that classroom management refers to a

broad range of teacher behaviors, and one of the most critical is managing student behavior. The

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management of the classroom can be one of the most confusing, if not totally perplexing, aspects

of the teacher/student dyad and is one of the most important practices for teachers to master

(Fenwick, 1998). Research on well-managed schools indicated that a student-centered

environment, incorporating teacher and student problem-solving activities, as well as activities

that promote student self-esteem, responsibility, and belongingness can be more effective in

reducing problems (Short, 1988).

In addition, poor management wastes class time, reduces students’ time on task and

detracts for the quality of the learning environment”. Hester, Gable, and Manning (2003) found

mounting evidence that indicated a strong relationship between student academic performance

and classroom conduct. Many studies have found that classroom management can be influential

variable in teacher effectiveness (Stronge, 2002).

Educational research on classroom management has expanded knowledge of what

effective classroom managers do and how they do it. Research is moving away from a focus on

controlling students’ to an investigation of their teacher actions to create, implement, and

maintain classroom environments that support learning (Borphy, 1983; Doyle, 1986; Johnson &

Brooks, 1979).

Teachers play various roles in a typical classroom, with classroom manager considered

one of the most important. Effective teaching and learning cannot take place in a poorly managed

classroom. Well-managed classrooms provide an environment in which teaching and learning

can flourish (Marzano, 2003). Marzano (2003) articulated that classroom teachers can have an

important effect on student achievement; however, the dynamics of how a teacher produces such

an effect are not simple. He further inferred that a strong case could be made that effective
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instructional strategies and good classroom curriculum design are built on the foundation of

effective classroom management.

Martin and Baldwin (1993) characterized classroom management as a multifaceted

construct that includes three broad dimensions: person, instruction, and discipline. Person

dimension includes what teachers believe about students as people and what they do to enable

students to develop as individuals. This dimension includes teachers’ perceptions of the general

nature of students’ overall psychological climate.

Instructional dimension incorporates what teachers do to enable students to learn, such as

establishing and maintaining classroom routines, physical room arrangement, and the use of

time. Discipline dimension entails those behaviors that teaches use to set standards for behavior

and to enforce those standards. Martin, Yin, and Baldwin (1998) conceptualized a framework to

categorize classroom management dimensions into classroom management styles. Dimension

one, instructional management, included components, such as monitoring seatwork, structuring

daily routines, and allocating materials.

The methods used to manage these tasks could contribute to classroom climate and

teacher management styles. Dimension two, people management, related to teachers’ perceptions

of students as people and what teachers do to develop the student-teacher relationship. Academic

achievement and productive classroom behavior have been influenced by the quality of the

teacher-student relationship. The third dimension, behavior management, is similar to, but

different than discipline in that it focuses on preplanned means of preventing misbehavior rather

than the teacher’s reaction to it. This aspect of classroom management includes; setting rules,

establishing a reward structure, and providing opportunities for student input. Attitudes and
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beliefs concerning the nature of student behaviors and how to manage classroom differ among

teachers and can play an important role in the determination of teacher behavior (Wolfgang &

Glickman, 1980, 1986).

Martin and Baldwin’s (1993) study revealed significant relationship with classroom

management style were both positive and negative in direction and seemed to be in keeping with

expected patterns. Teachers scoring more interventionist (controlling) on ABCC tended to be

less venturesome and inhibited, more practical, more astute and aware of social convections as

measured by the 16PF.

However, Henson’s (2003) findings pointed to a limited relationship between personality

and classroom management beliefs. Classroom management style may also vary as a function of

teacher’s sense of efficacy. Teacher efficacy has surfaced as a variable often linked with

effective teaching and learning (Henson, 2003). Henson postulated that the relationships between

teachers’ classroom management and self-efficacy beliefs may provide ways in which an

individual’s expectation for success impacts classroom management behavior.

Conversely, Woolfolk and Hoy suggested that beliefs about how to manage and motivate

students as well as initial success in acting on these beliefs may be related to the development of

a sense of efficacy for beginning teachers. Teachers’ with a higher sense of efficacy tended to

favor more humanistic and less controlling classroom management orientations in how they

handle their students’ behaviors (Enochs, Riggs, 1995).

Based on the research survey classroom management, one can say that effective teacher

also means effective manager of the classroom. (Laut, 1999) In the past few decades, educators

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found that educational effectiveness (external / internal) depends to a large extent on teacher

effectiveness (Anderson, 2004). The majority of the countries in the world for two reasons have

emphasized the impact of teacher effectiveness (performance / competence) in bringing quality

improvement in school education.

In developing researches studies on teaching this idea that the teacher should have

behavioral and suitable personality traits for teaching to promote maximum academic

achievement of the students have been emphasized. In other words, to have an image of effective

teacher, we should consider the personality of teacher (Beliefs, attitudes), performance (efficacy

as a motivation variable), teaching readiness, classroom management and teaching methods of

teacher (competencies or skill) (Strong 2002).

Researches have also revealed that considerable number of teachers have difficulties in

classroom management. These difficulties appear more in academic achievement and disruptive

behaviors. Teachers use different strategies because of their different sociality, efficacy (self-

expectation), level of knowledge, personality, different views to classroom organization, student

and concept of education, and school climate.

In contrast with, the students show different reactions, since their different characteristics,

basis of motivation, and their concept of teacher and classroom. Therefore, the management of

classroom is contrast action and reaction procedure between teacher and student that would lead

to special educational performance. Study of the teacher’s personality and its pertinent items

beside classroom management style would help the educational responsible, who want to have a

good perception of this interaction to make desirable environment for learning.

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 In an article by Marzano & Marzano (2003), they highlighted the finding of their study

which indicates that the teachers who had a good relationship with their students had 31 percent

fewer discipline problems, rule violations and related problems over a years’ time compared to

those who didn’t. This provides evidence that strong student-teacher bonding helps the teacher in

dealing with problems and misbehavior among students.

By building a strong relationship with pupils, the positive learning environment has taken

place and so the teachers can expect active participation in class. The last thing a teacher would

want is when he or she is hoping for a response from the students, but didn’t receive any.

Students and teacher can be thought of as a team where teamwork and cooperation plays

a vital role in achieving team goals. This cooperation can be obtained with the teacher’s good

management skills in the classroom. The teacher will need the support from his or her students in

order to deliver lesson on his or her best effort. Therefore, students’ cooperation in avoiding any

misconduct during lessons is much needed by the teacher. Of course the teacher should be firm

in handling these kinds of behavior, but prevention is better than cure. I would try as much as

possible to avoid using anger as a counter measure because it will end up straining the

relationship built with the students.

In addition to helping the teacher doing his or her job effectively, students’ cooperation

developed through classroom management can also mold students into young citizens. Metzger

(2000) suggests that in a democratic society, the teacher can use classroom management

strategies to define the students as good citizens in the near future. This can be done by bringing

up the concept of power sharing. The students will be given responsibilities on their own

behavior and making their own decisions, not just following orders. This will also benefit the

13
teachers in a sense that they will feel less pressured because of the constant need of monitoring

the students. In fact, they can have the opportunity to really work together with their students.

According to Bassey (2012), the wider view of classroom management shows increased

engagement, reduction in inappropriate and disruptive behaviors, promotion of student

responsibility for academic work, and improved academic performance of students. In effect,

discipline, control and the consequences become authoritative or punitive approaches to

classroom management. These have become much smaller part of the term classroom

management. Thus, classroom management denotes much more than any of these words

(Charlie, 2006). As put by Williams (2008), classroom management involves how the teacher

works, how the class works, how the teacher and students work together and how teaching and

learning takes place.

Contrary to popular belief held by Pandey (2006), classroom management is not a gift

bestowed upon some teachers. While it is true that some teachers adapt to classroom

management easily, making it felt by their colleagues as if they possess some innate talents.

Classroom management is a skill that can be acquired like any other profession. It is a skill that

must be practiced to achieve proficiency.

Classroom management thus requires specific skills such as planning organizing, as well

as an aptitude for team work. It requires a great deal of commitment, initiatives, teachers’

willingness to adjust, creative thinking and actions (Abel, 2011). Poorly managed classrooms are

usually characterized by disruptive behaviors such as sleeping, late coming, noise making,

miscopying of notes, eating, calling of nicknames, verbal or physical threat to fellow students or

the teacher (Ekere, 2006).

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 These disruptive behaviors disorganize learning processes and hamper academic

performance of students. Effiong (2007), suggests that teachers can deal with these disruptive

behaviors in the classroom and reduce them to the minimum through effective classroom

management so that effective learning can take place. Once teachers are able to effectively

reduce or eliminate disruptive behaviors in the classroom, there would be increased academic

attentiveness and engagement which would pave way for better academic performance by

students.

According to Good (2004), clear instruction on what should be done gives the students

concrete direction to compliance. In this approach, teachers try to be consistent in enforcing the

verbal instruction so that it produces the desired results. Until recently, corporal punishments

were used widely as an effective classroom management technique to curb disruptive behaviors

in the classroom. It is now not commonly applicable through it is still practiced in some schools

as an effective classroom management technique.   Instructional supervision is another technique

of effective classroom management adopted by teachers in the classroom.

According to Obot (2010), instructional supervision involves moving around the

classroom to observe students closely, engaging students in academic activities, asking questions

and employing both verbal and non‐verbal teaching methods to ensure that students are paying

undivided attention and taking more from the lesson than simple facts.

On the other hand, delegation of authority to learners is still another technique of

effective classroom management where the teacher delegates his/her authority to deserving

students and assign them duties such as cleaning chalk board, time keeping, controlling

15
noisemakers, managing learning materials, collecting assignment from students, copying lesson

notes on the chalk board, class representatives on behalf of the class (Nima, 2004).

These contribute a great deal of making the classroom a conducive and better place for

cooperation between students and teachers in the classroom as fostered. Classroom management

techniques are aimed at producing a good atmosphere for the learners to learn with ease and to

perform better academically. All of these techniques can be adopted in the classroom depending

on the nature of the problem at hand (Obot, 2010).

Effective classroom management has been discussed extensively at educational seminars

and workshops, with efforts aimed at bringing lasting solution to the problem of students’ poor

academic performance encountered in secondary schools. In most cases, classroom teachers

become tired of using verbal instruction in attempts to establish effective classroom

management, but this method alone does not produce desired results (Alderman, G. L., & Green,

S. K., 2011).

According to Good (2004), clear instruction on what should be done gives the students

concrete direction to compliance. In this approach, teachers try to be consistent in enforcing the

verbal instruction so that it produces the desired results. Until recently, corporal punishments

were used widely as an effective classroom management technique to curb disruptive behaviors

in the classroom. It is now not commonly applicable through it is still practiced in some schools

as an effective classroom management technique.   Instructional supervision is another technique

of effective classroom management adopted by teachers in the classroom.

16
 According to Obot (2010), instructional supervision involves moving around the

classroom to observe students closely, engaging students in academic activities, asking questions

and employing both verbal and non‐verbal teaching methods to ensure that students are paying

undivided attention and taking more from the lesson than simple facts. Delegation of authority to

learners is still another technique of effective classroom management where the teacher delegates

his/her authority to deserving students and assign them duties such as cleaning chalk board, time

keeping, controlling noisemakers, managing learning materials, collecting assignment from

students, copying lesson notes on the chalk board, class representatives on behalf of the class

(Nima, 2004). These contribute a great deal to making the classroom a conducive place since

cooperation between students and teachers in the classroom is fostered. Classroom management

techniques are aimed at producing conducive learning environment where students can learn

with ease and perform better academically.

According to a recent study at the University of Salford, a well-designed classroom can

boost student performance by 25 percent. That means that your classroom design can have a

significant impact on your learners’ performance. So, it is essential to thoughtfully and clearly

consider all facets of your classroom design.

Therefore, it is in this context that the researcher pursues the conduct of the study in order

to determine the best practices of k to 12 teachers in classroom management. Specifically, the

study considers the sense of personality characteristics and efficacy of classroom teachers in

their classroom management styles to positively influence low performing pupils.

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 CHAPTER III

RESEARCH METHOD AND PROCEDURES

Research Method Used

The study adopts a survey method to determine the practices of k to 12 teachers in

classroom management. A survey method is the collection of data attained by asking individuals

relevant questions either in person, on paper, by phone, or online. It is useful in describing the

characteristics of a large population. It can provided broad capability which ensures a more

accurate sample to gather targeted results in which to draw conclusions and make important

decisions. In this study, survey is conducted through distributing questionnaires to respondents.

Additionally, the study utilizes secondary data obtained from the school record section to

identify low performing grade 6 pupils of Oro Elementary School, Dapitan City.

Research Setting

The research study is conducted at Oro Elementary School, Dapitan City, Zamboanga del

Norte.

Respondents of the Study

The respondents of the study are composed of the k to 12 teachers of Oro Elementary

School, Dapitan City. Moreover, the study includes the low performing pupils as identified

through the school records.

Research Instrument

The study utilizes standardized questionnaires to elicit responses from the subjects. The

instrument has two sections. Section A collects respondents’ demographic data, while section B

has items which identify the various practices of k to 12 teachers in classroom management. The

instrument had a 4–point rating scale as follows: Strongly Agree (SA), Agree (A), Disagree (D),

Strongly Disagree (SD).

Data Gathering Procedure

The data used in the study is primarily gathered by the researcher. A self-administered

survey questionnaire is distributed to the respondents where they are asked for their demographic

profile and their practices to manage their class. Moreover, the study also employ secondary data

gathered from the record section of Oro Elementary School for the identification of low

performing pupils.

Statistical Treatment

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 BIBLIOGRAPHY

Alderman, G. L., & Green, S. K. (2011). Social powers and effective classroom management:

Enhancing teacher-student relationships.

Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behaviour.

Journal of Applied Behavior Analysis, 40, 317-320.

Johansen, A., Little, S. G., & Akin-Little, A. (2011). An examination of New Zealand teachers’

attributions and perceptions of behaviour, classroom management and the level of formal

teacher training received in behaviour management. Kairaranga, 12(2), 3-12.

Kleinman, K. E., & Saigh, P. A. (2011). The effects of the Good behaviour Game on conduct of

regular education New York City high school students. Behavior Modification, 35(1), 95-

105.

O’Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behaviour

problem trajectories in elementary school. American Educational Research Journal,

48(1), 120-162.

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