Exemplary Classroom Management Practices Among the Elementary Teachers of Bicol University Integrated Laboratory School

Authors

  • Marivie B. Trivette

Keywords:

Instructional Monitoring Tool, Teaching Exemplar Template, Instructional Moves

Abstract

The study identified exemplar classroom management and discipline practices which were collected in a compendium. Mixed method using survey with instructional monitoring tool, teaching template and video documentation were employed in this research. The validated teaching exemplar templates were used to extract exemplars. The respondents consisted of 10 teachers from Bicol University College of Education Integrated Laboratory School (BUCE-ILS). There were four teachers with highly evident teaching exemplar results using the instructional monitoring tool. Teachers identified with highly evident exemplar in classroom management and discipline practices were aligned to instructional moves indicator. The following practices were identified as exemplar classroom management and discipline practices: Responsive Classroom Management Using Positive Discipline, Contextualization of Total Physical Response, Flexible-Assertive Classroom Management, and Modelling Ideal Behavior Through Pictures. The findings revealed that six teachers were identified with moderate extent of teaching exemplar practices. Common strengths during actual class observation were also noted: having disciplinary plan, rewarding good behavior, instilling high expectations, prepared for disruptions, patient, and can maintain better instructional flow. Common weaknesses noted were: physical classroom setting may be more organized in a manner that promotes learning and independence, improvement in scheduling instruction in a manner that optimizes student learning, teaching activities should be more planned and implemented in ways that optimize student learning, and more responsiveness to problem behaviors. Thus, it is strongly recommended to train teachers about teaching exemplar, and to periodically review them in order to ensure their relevance and up-to-dateness because classroom management and discipline practices can also differ from one culture to the next and on local conditions

Published

2021-07-03