CHALLENGES OF KINDERGARTEN TEACHERS IN IMPLEMENTING

CLASSROOM MANAGEMENT: A BASIS FOR AN INTERVENTION

PLAN

Part I: CLASSROOM MANAGEMENT

Direction: Kindly, put a check mark (/) on the corresponding number
Legends:
4 – Always 3 – Often 2 – Sometimes 1 – Never

MANAGEMENT OF INSTRUCTION 4 3 2 1
1. Maintain smoothness of instruction and avoid
jarring breaks within the activity flow.
2. Manage transition from one activity to another,
from subject or from lesson to recess and give
clear signals.
3. Maintain a group focus during a seatwork by
circulating to see how they are doing.
4. Develop witness and be aware of student’s
behavior all time.
5. Develop overlapping skills and be prepared for
all scenarios in the classroom.

MANAGEMENT OF DISCIPLINE 4 3 2 1
1. Start the year right with a clear, specific plan for
introducing the student to classroom rules.
2. Set few class rules foe the students to follow.
3. Create an atmosphere where there is respect to
one another.
4. Prevent serious behavior problem and remove
the causes of misbehavior.
5. Formally develop the desired behavior by
teaching (not telling) the behavior.

MANAGEMENT OF RELATIONSHIP 4 3 2 1
1. Maintain positive climate characteristics which
allow students to choose a variety of activities to
achieve common goals.
 2. Develop sense of interdependence, common
bonds, define group expectations and
relationship qualities that enhance wholesome
emotional climate.
3. Develop communication characteristics that
promote wholesome classroom relationship like
positive constructive conversation aimed and
understanding on other’s point of view.
4. Render different forms of assistance by
providing class meeting or students to have an
opportunity to examine the ideas and feelings
that influence value judgement.
5. Maintain good relationship between students.

MANAGEMENT OF PHYSICAL ENVIRONMENT 4 3 2 1

1. Organize supplies and materials for activities
that occur frequently in most readily available
accessible place, and must be governed by the
simplest procedure.
2. Avoid classroom interruption during class
program.
3. Bulletin board and wall spaces are used to
display student work and complement current
class activities.
4. Arrange the physical setting and maximize
visibility and accessibility.
5. Set explicit procedures for getting materials from
and returning them to designated classroom
location.

MANAGEMENT OF TIME 4 3 2 1
1. Organize supplies and materials for activities
that occur frequently in most readily available
accessible place, and must be governed by the
simplest procedure.
2. Start teaching at the beginning of the period and
end on time.
3. Establish routine procedure
4. Minimize time spent on discipline and prevent
interruptions.
 5. Teach a lessons that are interesting, engaging,
and relevant to student’s interest.

MANAGEMENT OF ROUTINE 4 3 2 1
1. Teach pupils to learn how to form various
groupings and return to standard arrangement
with minimum confusion.
2. Do not use the few minutes of the class session
to collect materials when students are potentially
most alert to instruction.
3. ‘overlapping’ technique is used for collection
and distribution of materials.
4. Prepare for transition by planning distinct types
and sequence of teacher-pupil activity.

Part II: CHALLENGES ENCOUNTERED

ATTITUDE OF STUDENTS 4 3 2 1
1. Follow the rules inside the classroom.
2. Students make noise all the time.
3. Students interrupt teacher during discussion.
4. They listen while the teacher discusses.
5. Students are more engaged in performance
activities.

SUBJECT MATTER 4 3 2 1
1. Discussing the assignments with students to help
them understand the subject matter better.
2. Allow students to ask during lesson.
3. Asking the students a question after the
discussion to help them understand the subject
matter.
4. When they are not understand the lesson, you try
to explain it in different ways.
5. There is an opportunity to ask students during
the lesson.
 ASSESSMENT OF LEARNING 4 3 2 1
1. Encourage students to improve their learning
process.
2. Allow students to have opportunity to ask their
classmates.
3. Encourage them to reflect about what they
understand.
4. Give a guidance to assist the students learning.
5. Consider ways to improve student’s weak points.

TEACHING STRATEGY 4 3 2 1
1. They soon feel to start excited about doing their
work.
2. They think it is important for them to do well.
3. They trying hard so they can feel good about
themselves.
4. They keep on trying even if the task is difficult.
5. It is important for them to be interested in what
they are doing.

TIME CONSTRAINTS 4 3 2 1
1. Set lesson goals and plan for direct explicit
instruction.
2. Give clear and concise task directions.
3. Use consistent academic language.
4. Tailor instruction to meet individual needs and
learning styles.
5. Prepare probing questions.